5

English
NOT

Quarter 4 - Module 1
(Lesson 1-3)

Department of Education ● Republic of the Philippines

English- Grade 5
Alternative Delivery Mode
Quarter 4 - Module 1: Lesson 1-3
First Edition, 2020

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Published by the Department of Education – Division of Ozamiz City

Schools Division Superintendent: Jean G. Veloso, CESO VI

Development Team of the Module

Author: Rossel M. Parami
Reviewers: Rowell C. Villarubia, Federico B. Araniego Jr.; Jasmine I.
Illustrator and LayoutGaogao
Artist:Kirstie D. Fuentes SST I; Desi G. Aninao, PDO II
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Members Anacleta A. Gacasan, CID Chief ES

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 5
English
Quarter 4 - Module 1
(Lesson 1-3)

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school heads and education program supervisors of the Department of Education –
Ozamiz City Division. We encourage teachers and other education stakeholders to
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Department of Education ● Republic of the Philippines

 Table of Contents

What This Module is About................................................................................................. i

How to Learn from this Module.......................................................................................... i
Icons of this Module........................................................................................................... ii
What I Know...................................................................................................................... iii

Lesson 1:
(Composing a Three-Paragraph Descriptive Essay on Self-Selected Topic) .......................
What’s In.......................................................................................................1
What I Need to Know....................................................................................1
What Is New..................................................................................................2
What Is It.......................................................................................................3
What Is More.................................................................................................4
What I Have Learned.....................................................................................4
What I Can Do...............................................................................................6
Lesson 2:
(Using Compound Sentences to Show Cause and Effect) ....................................................
What’s In.......................................................................................................8
What I Need to Know....................................................................................9
What’s New...................................................................................................9
What Is It.....................................................................................................10
What’s More................................................................................................11
What I Have Learned.................................................................................12
What I Can Do.............................................................................................12
Lesson 3:
(Using Compound Sentences to Show Problem-Solution Relationship of Ideas)................

What’s In.......................................................................................................14
What I Need to Know....................................................................................14
What’s New...................................................................................................15
What Is It.......................................................................................................16
What’s More..................................................................................................17
What I Have Learned...................................................................................17
What I Can Do...............................................................................................18

Key to Answers................................................................................................................ 20
References........................................................................................................................ 24
 What This Module is About
This module is all about the lessons on inferring the theme of literary text and
summarizing texts based on elements.

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
 Take your time reading the lessons carefully.
 Follow the directions and/or instructions in the activities and
exercises diligently.
 Answer all the given tests and exercises.

i
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

Assessment This is an assessment tool for every

module to measure the knowledge and
skills the learners learned.

Answer Key This provides answers to the different

activities and assessments.

ii
 What I know

PRE-TEST

I. Multiple Choice. Read each question carefully. Encircle the letter that corresponds to
your answer.
1. This type of sentence is composed of two or more independent clause (complete
sentence).
a. Simple c. Compound
b. Complex d. Compound-complex

2. Complete the sentence by filling the right coordinating conjunction. “Miguel

knows the answer, he is ashamed to raise his hand”
a. so c. but
b. because d. or

3. Complete the sentence by filling the right coordinating conjunction. “Mother went
to the market this morning, she bought a sack of rice.
a. yet c. or
b. but d.and

4. Select the possible effect of the given cause. “The children were hungry.”
a. Mother got angry. c. Mother gave them food.
b. They went to the market. d. They started to run.

5. This is the reason why something happens.

a. Effect c. Result
b. Cause d. Problem

6. In this type of essay, the writer tells a story about a real-life experience.
a. Narrative c. Expository
b. Persuasive d. Descriptive

7. This is the result when something happens.

a. Effect c. Problem
b. Solution d. Cause

8. This type of essay paints a picture with words. A writer might describe a person,
place, object, or even memory of special significance.
a. Descriptive c. Expository
b. Persuasive d. Narrative

9. This is an informative piece of writing that presents a balanced analysis of a topic. In

this essay, the writer explains or defines a topic, using facts, statistics, and examples.
a. Narrative c. Expository
b. Persuasive d. Descriptive

iii
 10. The goal of this essay is to convince the reader to accept the writer’s point of view or
recommendation. The writer must build a case using facts and logic, as well as
examples, expert opinion, and sound reasoning.
a. Narrative c. Expository
b. Persuasive d. Descriptive

II. Combine each pair of sentences into a compound sentence by using conjunctions or, but
or and. Write your answer on the blank.

1. Miguel knows the answer, he is ashamed to raise his hand.

2. He heard the teacher, he didn’t rise from his seat.
3. He studied hard and well, her mother is proud of him.
4. Mother went to the market this morning, she bought a sack of rice.
5. Study your lessons first, you will not be allowed to watch TV.

iv
 Lesson Composing a Three-Paragraph

1 Descriptive Essay on Self-Selected Topic

What’s In

Describe the following pictures in not more than 5 sentences.

What I Need to Know

After going through this module, you are expected to:

Compose a three-paragraph descriptive essay on self-selected topic
EN5G-IVd-2.2.8

1
 What’s New

Read the example of a descriptive essay below.

My Mother, My Strength!

My mother always reminds me of freshly baked breads. The feeling is so warm with a
sweet fragrance. I cannot help being drawn over just like a newly born baby. Despite this, the
feeling I have for my mom is ever changing. She is like a rose, so tough and so beautiful. She
teaches me all that she knows in what she thinks is the most appropriate time and way, raising
me up to be a mature, sensible and strong-minded girl.
She teaches in a vocational high school, which I would not like to tell others when I was
young because she is more of a caretaker for those so-called bad students rather than a
professional English teacher. However, she changed my mind with her great passion for her
teaching career. Students in her school usually skip classes, spend long period of time in the
Internet, and have quarrels with parents and teachers. I cannot imagine how my mom deals
with them, especially when she is the head teacher in charge of around 40 students like this.
Surprisingly, those students adore my mom so much that they call her Mother Fan, which I
envy.
They often visit our home and sometimes bring her flowers after graduation. One student
even called my mom when she decided to attend a 'blind date' party. I am very confused at
the beginning because those students are known to have poor teacher-student relationships.
Then, I asked one of them. She told me that my mom was a wonderful teacher -- she never
pushes students and she always give them useful life suggestions. It was then that I started to
be proud of my mother for her 'special' teaching job.
My mom is also of super help when I encounter problems. I remember having
nightmares at a very young age. No matter how late it was, she would go to my room, and
hold me tight until I sleep safe and sound again. When I was a schoolgirl, she kept a close
contact with my teachers. When I had troubles with studies, she never blamed me but gave
me faith that I could keep up if I tried hard. She is also a wonderful cook. She takes care of
me with great patience and cooks me different dishes every day.
'Mama is the dearest person to you in the world', just as the old song goes. My mom is
the dearest person and I admire her because of her patience, compassion and toughness.

Answer the following questions:

1. Who is being described in the essay?

2. What things remind the writer of her mother?

3. What did the writer compare her mother with?

4. Write at least three sentences that described her mother based on the essay.

5. Based on the given example, what is descriptive essay?

2
 What Is It

Four Major Types of Essays

Essay is a short piece of writing that expresses information as well as the writer’s opinion.

1. Narrative Essays: Telling a Story -

In a narrative essay, the writer tells a story about a real-life experience. This
essay type usually relays a personal or experiential account.

2. Expository Essays: Just the Facts

The expository essay gives a brief explanation of an issue, idea or theme.
Expository essays are based on facts and not personal feelings, writers don’t reveal
their emotions or write in the first person.

3. Persuasive Essays: Convince Me

The goal of the persuasive essay is to convince the reader to accept the writer’s
point of view or recommendation. This essay makes use of logical reasoning to
influence the reader to adopt the writer’s point of view.

4. Descriptive Essays: Painting a Picture

Descriptive essay is a type of essay that describes something. Specifically, a
descriptive essay should describe something the writer has experienced or knows
about, with sufficient detail to communicate that subject to a reader.

Essay Outline

Like every essay, a descriptive essay has an outline and format. The essay follows the
traditional essay structure and includes:
 An Introductory Paragraph
The first paragraph of an essay is the introduction and it usually sets the mood for
the entire essay. It introduces the reader with the main topic and what the essay
will be about.
Descriptive essay introduction examples: If you are writing an essay about your mother,
you may start like this: “My mother is not like other mothers. She is a fierce protector and
a mysterious woman to my brother and I.”
 Body Paragraphs
The body paragraphs take more than half of the entire essay and includes all the
main claims and arguments of the essay. This includes the evidence and
supporting details of the main topic.
 Conclusion
The conclusion is the last paragraph of your essay in which you re-state your
argument and its importance. A solid closing means a solid essay. But a
conclusion is also not a place for new ideas. Stay brief and to the point.

3
 What’s More

Write a short descriptive essay of your favorite person and place.

1. Your favorite place

2. Your favorite person

What I Have Learned

A. Fill in the graphic organizer. State the four major types of essay and give a brief
definition. Write your answers in the box provided.

Four Types of Essays

4
B. Identify what type of essay do the following.

1. Answer:

The boy was astonished by what he saw inside. Never could he have imagined that,
there in the middle of the desert, there existed a tent like this one. The ground was
covered with the most beautiful carpets he had ever walked upon, and from the top of
the structure hung lamps of hand-wrought gold, each with a lighted candle.

2. Answer:

DON’T MISS THE BOAT!

Hurry before they’ve all gone: Buy 1 cruise ticket, get another free!

3. Answer:

There was once an old farmer who owned a very stubborn donkey. One evening, the
farmer was trying to put his donkey into its shed. The farmer pushed the donkey, but
the donkey wouldn’t move… as soon as the cat scratched the dog, the dog began to
bark. The barking dog frightened the donkey who jumped immediately into its shed.

4. Answer:

Why does it rain?

Warm air turns to the water from rivers, lakes, and oceans into water vapor that rises
into the air. That water vapor forms clouds, which contains small drops of water or ice
crystals (depending on how high the cloud is and how cold it is.)
As clouds rise higher and higher, the air gets colder and colder. When the water vapor
in the cloud becomes too heavy, it falls back to the ground as rain or snow.

5
 What I Can Do

Directions: Compose a three-paragraph descriptive essay. You may decide any topic in your
descriptive essay. Your paragraph must have an introduction, body and conclusion.
See the rubric in the next page for your reference in making the essay.

6
Rubric for the Descriptive Essay

5 4
Introduction The introduction is
inviting, states the main
topic and includes a well-
written, clever lead that is
related to the essay’s topic
which attracts the reader’s
attention.
Conclusion The conclusion is strong
and leaves the reader with
a feeling that he/she
understands the writer’s
point of view.
Sentence All sentences are well-
Structure constructed without using
repetitive ideas throughout.
Sequencing Several relevant, telling,
(Organization quality details give the
of Ideas) reader important
information that allow the
reader to picture, smell,
feel, hear or imagine
tasting things described.
3
The introduction There is no clear
clearly states the introduction of the
main topic but is not main topic. No lead
particularly inviting is used.
to the reader.
The conclusion is There is no clear
recognizable and ties conclusion, the
up almost all the paper just ends.
loose ends.
Most sentences are Sentences do not
well-constructed have structure and
with complete are incomplete or
thoughts. rambling.
Supporting details Supporting details
and information are and information are
relevant, but one key relevant, but several
issue or part of the key issues or are
description is unsupported. Other
unsupported. There details are unclear.
are a few vivid
details in the essay.

Summary

Narrative Essays. In a narrative essay, the writer tells a story about a real-
life experience.
Expository Essays. The expository essay is an informative piece of writing
that presents a balanced analysis of a topic.
Persuasive Essays. The goal of the persuasive essay is to convince the reader
to accept the writer’s point of view or recommendation
Descriptive Essays. A type of essay that describes something. Specifically, a
descriptive essay should describe something the writer has experienced or
knows about, with sufficient detail to communicate that subject to a reader.

Descriptive Essay Outline

Introduction
Paragraph Body
Conclusion

7
Lesson Using Compound Sentences to Show
2 Cause and Effect

What’s In

A. Directions: Read each sentence carefully and identify if it is simple or compound

sentence. Write your answers on the space provided before the number.

1. The children and their parents went to the mall.

2. Jack and Jill like walking and fishing but hate running and hunting.
3. This house is too expensive, and that house is too small.
4. Maria loves to sing and dance.
5. I like to fish because fishing is fun.

B. Directions: Match the pictures in column A to the possible results in Column B.

Draw a line to connect each picture.

Column A Column B

1. A.

2. B.

3. C.

8
 What I Need to Know

After going through this module, you are expected to:

Use compound sentences to show cause and effect
EN5G-IVa-1.8.1

What’s New
Read and understand the selection below.

Late to School

Ayessa awoke for school an unusually late time; she glanced at the clock and see 7:45. She should
have been up 45 minutes earlier and she had missed her bus. Going downstairs, she saw that her
mother had already left for work. Hurrying back upstairs, she skipped her slow getting ready
routine, in hopes of catching a ride with her neighbor. She didn’t want to be late to school
because there were only nineteen days left, and she had perfect attendance the entire year.

Hurrying downstairs, she picked up the phone and dialed her neighbor’s number. The phone rang,
but there was no answer. She exited the door, stepping out onto the front porch, just in time to
see the tall lights of her neighbor’s familiar red car drive off onto distance. Sighing, she sank to the
porch, unsure of what to do. After a little more though, she hurried back inside, called her mom to
return home. Less than happy, her mom pulled up in the driveway five minutes later. Due to the
time constraints, and her own need to be back at work for an important meeting, Ayessa’s
mother, drove rather fast, but they arrived safely at ABC Middle School, with just enough time left
for Ayessa to make it homeroom without being tardy.

Let’s Check Your Understanding.

A. Answer the following questions about the selection.

1. Who are the characters in the story?

2. Does Ayessa want to be late for school? Why or why not?
3. What did Ayessa do after seeing her neighbor left?
4. Why did Ayessa’s mother drove fast?

B. Study these sentences from the selection. These are examples of a compound sentences.

1. She didn’t want to be late for school because there were only nineteen days left.
2. She skipped her slow getting ready routine because she hopes of catching a ride with
her neighbor.
3. Ayessa called her mom, and her mother returned home.
4. Ayessa’s mother drove fast, so Ayessa could make homeroom without being tardy.

9
C. Complete the chart by giving possible cause or effect based from the given sentences above.

CAUSE EFFECT
There were only nineteen days left 1.
2. She skipped her slow getting ready routine
Ayessa called her mom 3.
4. Ayessa could make homeroom without being
tardy.

What Is It

Compound Sentences
A compound sentence refers to a sentence made up of two independent clauses (or
complete sentences) connected to one another with a coordinating conjunction (and,
but, or, so, yet). Use a comma before the coordinating conjunction. These conjunctions
are also known as FANBOYS.

FANBOYS MEANING
FOR because or since
AND in addition to
NOR and not
BUT however
OR either
YET but
SO therefore

Examples of compound sentences include the following:

1. Joe waited for the train, but the train was late.
2. He couldn't go home, for he had no place to go.
3. She had to go, so she called a friend to drive her.

A cause-and-effect relationship describes something that happens and explains why

it happens. Cause is the reason why something happens. The effect is the result when
something happens. Now, we are going to use compound sentences to show cause and
effect.

Example:
 My daughter got a high fever, so we had to cancel our trip.
My daughter got a high fever Two sentences connected with conjunction so
We had to cancel our trip to form a compound sentence.

10
 What’s More

Directions: Do the following activity.

A. Encircle the conjunctions used in the compound sentences then underline once the
cause and twice the effect.

1. Maria studied well her lesson, so she got the highest grade in their class.
2. Rickey did not pass the exam, so he needs to take a removal exam.
3. She didn’t sleep well last night, and she was late for her class today.
4. All her clothes are dirty, for her mother did not wash their clothes.
5. Arnold dives in swimming pool, and his head bumped near the side of the pool.

B. Read the following sentences carefully. Match the cause in column A to the effect in
column B. Write the correct letter of your answer in column C.

A. Cause B. Effect C.
1. The alarm was not set. A. We had to go to the store. 1.
2. The baby was crying. B. We were late for work. 2.
3. The refrigerator was practically C. I have five cavities. 3.
empty.
4. I never brush my teeth. D. They recycle as much as they can. 4.
5. Some people are concerned E. Dad picked him up. 5.
about the environment.

C. Combine the causes and the effects in Activity B using coordinating conjunctions to
form compound sentences showing cause and effect relationship.

1.
2.
3.
4. _
5.

11
 What I Have Learned
Directions: Do the following activity.
A. Read the following sentences carefully. In the table, write the cause in column A
and write the effect in column B.
1) Because the alarm was not set, we were late for work
2) She did not cheat on the test, for it was the wrong thing to do.
3) Her parents did not allow him to go camping, for this reason he got angry.
4) The fire spread fast due to the strong winds that’s why it hits the valley.
5) My mother loves green salads so much that she brought all the bottled dips in the
counter.

A. CAUSE B. EFFECT

B. Match the effect in column B to the cause in column A. In column C, write the
matched sentences using coordinators to form compound sentences.

A. Cause B. Effect C. Compound sentence

1. Marissa was happy a. it destroys the
because lungs.
2. The teacher got mad b. they met a car
because accident.
3. Shirley won in the c. she recited her piece
Oratorical contest well.
because d. he broke the
4. Smoking is bad window glass.
because e. she placed first in
5. Rosemarie’s parents class.
died because

What I Can Do

Directions: Construct five (5) sentences that shows cause and effect using compound
sentence. Underline once the cause and twice the effect. Encircle the coordinating
conjunctions used in the sentence.

1.

12
 2.

3.

4.

5.

Summary

Cause is the reason why something happens.

Effect is the result or what actually happens.
Compound sentences are made up of two simple sentences connected by a
coordinating conjunction. These conjunctions are also known as FANBOYS: for,
and, nor, but, or, yet, so.
Compound sentences - show cause and effect relationship

13
 Using Compound Sentences to Show
Lesson Problem-Solution Relationship of

3 Ideas

What’s In

A. Complete the following sentences to make a compound sentence.

1. The new house is small, but .

2. Her mother cook’s dinner, and .
3. They were all hungry, so .
4. He didn’t study well, but .
5. I did something wrong, so .

B. Read the following situations. Then answer the questions completely using
compound sentences.

1. Worms ate the leaves of the plants. The leaves turned yellow and later plants died.
Why did the plants die?

2. When Miko’s raincoat was torn, he did not use it. Why did Miko not wear his
raincoat?

3. The branch of a tree fell on an electric post. The live wire lay stretched on the street.
The traffic police officer requested the cars to stop for a while. Why did the police
officer stop the cars?

What I Need to Know

After going through this module, you are expected to:

Use compound sentences to show problem-solution of
ideas En5G-IVa-1.8.2

14
 What’s New

Read and understand the selection below.

The Cowardly Bat

Long ago, the birds and the beast had a quarrel. The birds gathered at the owl’s
home in the forest.
“Let us make war on the beast,” said the owl. “Yes, let us make war,” replied the
other birds.
“You shall be our captain.” Then the owl led the way and they all followed. As
they passed the tree where the bat was hanging, they said, “Come with us.”

But the bat answered, “Don’t you see that I am a beast?” Then some beasts
walking beneath the tree said to him, “Won’t you come with us?”

The bat answered. “Don’t you see that I am a bird?”

However, the bat followed the beasts for a short distance. Then he hung himself
up in a tall tree and watched the battle. When he thought that the birds were sure
to win, he flew to join them.

“I have come to help you,” he said.

“We don’t want you,” said the birds. “You are a beast.”
“Oh, no! I am a bird.” replied the bat. “Look at my wings.”
Later when the beasts seemed to be gaining, he went to join them.
“I have come to help you,” he said. “What shall I do?”
“Go away,” said the beasts. “We don’t want your help. You are a bird.”

“Oh no! I am not a bird,” replied the bat. “Look at my feet and my sharp teeth.”
At last the birds and the beasts made a peace treaty. They will not fight
anymore. The
bat went to the birds and said, “I wish to be a friend with you.” But the birds
cried out anger, “go away. You are not a bird.”

He then went to the beasts. “Please let me be your friend,” he said. But the beast
shouted at him; “Go away. You are not a beast.”

“Ah,” said the bat. “I see that I must live alone. He that is neither bird nor beast
has no friends.”
Since that day, the bat has hidden in dark places. He flies only at night when
both birds and beasts are sleeping.
Filipino Folk Tale

15
Let’s Check Your Understanding.

A. Answer these questions:

1. Where is the setting of the story?

2. Who are the characters?

3. What events took place in the story?

4. What was the problem of the bat?

5. How did he solve his problem?

6. How did the story end?

B. Read these sentences.

1. The bat has no friends. He has hidden in the dark places and flies only at night.
2. The bat has no friends, so he has hidden in the dark places and flies only at night.

In sentence no. 1 how many ideas are being discussed?

What are these two ideas? Are the ideas clear? Are the thoughts complete?

Look at sentence no. 2 How are these group of words joined? When is so used?

What Is It

A compound sentence is composed of two or more ideas. They are made up of

two or more simple sentences joined by conjunctions or connectors.

Read these sentences.

The bat has no friends. He has hidden in the dark places and flies only at night.
The bat has no friends, so he has hidden in the dark places and flies only at
night.

In sentence no.2 the first group of words show the problem and the second
group of words show the solution. They are joined by using the coordinating
conjunction so. Therefore, so, shows results, effects or solution to the problem

16
 What’s More

A. Directions: Which is the most probable solution to the events in column I? Write the
letter of your answer chosen from Column II in Column III.

Column I Column II Column III

1. You might not graduate so a. I take the bus to school 1.

2. She would be late so b. You should study hard 2.
3. It started to rain c. Pearl had to run 3.
4. It was a very hot day d. She should get up early 4.
5. The school is too far away from home e. We decided to cool off in a 5.
so pool
f. She gave her a call

What I Have Learned

Directions: Do the following activity.

A. Complete each sentence with a solution that fits to the problem.

1. Ann wanted to talk to Terry, so .

2. My mother lost her favorite earrings, therefore, .
3. The boys kept their yard untidy, so .
4. Doris spent most of her money in giving parties to her friends, so
.
5. Rina was drinking chocolate. Drops of chocolate spilled on her dress, so
.

B. Write 5 compound sentences using problem-solution relationship of ideas. Here are

some situations which may be the problem of other events to happen. Write the
possible solutions each one might bring about.

Problem Solution

1. Some people are cutting down

almost all trees in the forest.
2. Your sister left the faucet open
without anyone using the water
3. Alexa saw a little boy crying. The
boy had lost his money
4. I was reciting a poem before
the class start but I forgot one line. My
classmates laughed at me.
5. My brother lost my ball pen.

17
 What I Can Do
A. Directions: Answer the question using compound sentences that show problem-
solution relationship of ideas. What should be done to the following situations?

1. People in the neighborhood throw their garbage just anywhere. There is garbage all
around.

2. He didn’t study his lessons. He got low grades.

3. You expose yourself to too much sunlight.

4. Some Philippine animals are endangered.

5. Jose does not eat vegetables. He has not developed proper health habits.

B. Construct 5 compound sentences that show problem-solution relationship of ideas.

1.

2.

3.

4.

5.

C. Use the following block diagram to show the problem-solution relationship of the
ideas expressed in the selection you have read in What’s New.

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Summary

Compound sentences are made up of two simple sentences connected by a

coordinating conjunction. These conjunctions are also known as FANBOYS.

Problem-solution relationship are joined by using the coordinating conjunction so

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