English WLP Q1 Week 1-8

Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OF _____________
_______________ ELEMENTARY SCHOOL
District of ___________
WEEKLY LEARNING PLAN
Quarter 1 Grade Level 5

Week 1 Learning Area ENGLISH
Module 1
MELCs Fill-out forms accurately (school forms, deposit and withdrawal slips, etc.) EN5WC-IIj-3.7
Day Objectives Topic/s Classroom-Based Activities Home-Based Activities
1 To fill out forms Filling out A. Review of the lesson Answer the Learning Tasks found in ENGLISH 5 SLM for
accurately. Forms Have you ever filled out a form? If yes, Quarter 1.
Accurately can you name what these forms are.
(school forms, Write you answers on your Notebook/Activity Sheets.
deposit slips,
and B. Establishing the purpose for the Learning Task No. 1: What I Know
withdrawal lesson This task can be found on page 2 of module.
slips) The pictures below are different types of
forms. Perhaps you have encountered and
filled out already. Identify the name of
these forms by selecting the correct answer
inside the box.
Co-curricular form
Survey form
Student Information
Sheet/Enrollment form
1.
2.
3.
C. Presenting example/instances of the Learning Task No. 2: What’s In
new lesson This task can be found on page 3 of module.
Closely examine this example of a form.
What are the necessary bits of information
to be supplied with?
2 To appreciate the Filling out D. Discussing new concepts and Learning Task No. 3: What Is It
importance of Forms practicing new skill #1 This task can be found on pages 5-10 of module.
filling out forms Accurately Through a Power Point presentation or
accurately. (school forms, video lesson, discuss to the class what a
deposit slips, form is and its different types.
and
withdrawal E. Discussing new concepts and
slips) practicing new skill #2
Discuss the steps in filling out a specific

example of form which is the deposit
/withdrawal slip.
3 To appreciate the Filling out F. Developing Mastery Learning Task No. 4: What’s More
importance of Forms (Lead to Formative Assessment) This task can be found on page 11 of module.
filling out forms Accurately Let the class fill out a deposit/withdrawal
accurately. (school forms, slip form (to be provided by the teacher).
deposit slips, See to it the students follow the steps in
and filling out a deposit slip form.
withdrawal
slips)
4 To appreciate the Filling out G. Finding practical application of Learning Task No. 5: What I Have Learned
This task can be found on page 12 of module.
importance of Forms concepts and skill in daily living
filling out forms Accurately Let the students fill out other forms such
accurately. (school forms, as enrollment form, withdrawal slip, or a
deposit slips, survey form.
and
withdrawal
slips)
5 To appreciate the Filling out H. Generalization Learning Task No. 6: What Can I Do
importance of Forms Make a general statement on the lesson This task can be found on pages 13-14 of module.
filling out forms Accurately discussed today by answering the
accurately. (school forms, following questions. Write your answers
deposit slips, in your notebook.
and
withdrawal 1. What should you remember when
slips) filling out forms?
2. Is it important to write correct or
true information when filling out
forms? Why?
I. Evaluating Learning Answer Assessment that can be found on page 15 of module.

Below is an example of a Borrower’s
Card. Study how the form is being filled
out and get ready to answer the
following questions.
Questions:
1. What are the information asked?
2. How did the person who filled out
the form supply the information?

Region I

MELCs Infer the meaning of unfamiliar words using text clues.
1 . define a Inferring the A. Review of the lesson Answer the Learning Tasks found in ENGLISH 5 SLM for
compound word; Meaning What form/slip will you fill out if you Quarter 1.
• identify of Compound want to keep your money in your bank
compound words in Words Using account? Write you answers on your Notebook/Activity Sheets.
sentences; Context Clues
• classify a What about if you want to get money in
compound word your bank account, what form/slip will Learning Task No. 1: What I Know and What’s In
according to its you fill out? This task can be found on pages 2-3 of module.
type; and
• infer the meaning B. Establishing the purpose for the
compound words lesson
based on given The pictures below are different types of
context forms. Perhaps you have encountered and
clues (synonyms, filled out already. Identify the name of
antonyms, word these forms by selecting the correct answer
parts) and other inside the box.
strategies.
Some words are short, others are long.
Well, some words are formed by
combining other words. Match Column A
with Column B to form the desired Learning Task No. 2: What’s New: Activity 1
compound word. This task can be found on page 4 of module.
Column A Column B
1. Time a. print
2. House b. room
3. Class c. hold
4. Door d. table
5. Blue e. knob
C. Presenting example/instances of the

new lesson
Activity 1
Read and study the paragraph below. Look
for the compound words that were used in
each sentence. Find out what they mean in
these sentences and answer the questions
that follow. Write your answers in your
notebook.
The girls were halfway up to the tree, and

when the floodwater hit it midway, they
held on as tightly as they could. Reaching
the hillcrest, they saw the destruction
made by the busted dam including the
trees and plants on the other hilltop.
Questions:
1. Identify the five (5) compound
words used in a paragraph.
2. Which word in the 1st sentence
means the same as halfway?
3. Which word in the 2nd sentence is
synonymous with word hilltop?
4. How do we call these words,
synonyms or antonyms?
2 To appreciate the Filling out D. Discussing new concepts and Learning Task No. 3: What Is It
importance of Forms practicing new skill #1 This task can be found on pages 6-7 of module.
filling out forms Accurately 1. What are compound words?
accurately. (school forms, 2. What are the three types of compound
deposit slips, words?
and 3. Give example for each type.
withdrawal
slips)
E. Discussing new concepts and
practicing new skill #2
How is each type of compound word

written?
3 To appreciate the Filling out F. Developing Mastery Learning Task No. 4: What I Have Learned
importance of Forms (Lead to Formative Assessment) This task can be found on page 8 of module.
filling out forms Accurately Directions: Answer the questions below by
accurately. (school forms, writing the letter of the correct answer
deposit slips, in your notebook.
and 1. How were you able to give the meaning
withdrawal of the unfamiliar words?
slips) a. through inference
b. through its synonym
c. through context clue
d. all of the above
2. What do we mean when we infer?
a. conclude b. guess
c. summarize d. outline
3. What is the meaning of the word
synonym?
a. words spelled correctly
b. words with similar meaning
c. words that are misspelled
d. words with unknown meaning
4. What are antonyms on your own
understanding?
a. words opposite in meaning
b. words having the same sound
c. misspelled words
d. words that are difficult to define
5. What is meant by unfamiliar words?
a. words whose meanings are not yet
known
b. words that are spelled erroneously
c. words that are hard to read
d. words that are too long
4 To appreciate the Filling out G. Finding practical application of Learning Task No. 5: What Can I Do
importance of Forms concepts and skill in daily living This task can be found on pages 8-9 of module.
filling out forms Accurately
accurately. (school forms, Directions: Read some stories or get hold
deposit slips, of storybooks. Find and list five examples
and of each type of compound word in your
withdrawal notebook.
slips)
5 To appreciate the Filling out H. Generalization

importance of Forms Remember:
filling out forms Accurately ➢ Compounding is joining two or more
accurately. (school forms, words together to make them one word
deposit slips, with a new meaning. This new meaning of
and the compound word may be the
withdrawal same as the individual meaning of its
slips) component words or may be different.
➢ Compound words may be closed
(written as one), open (written with space
between words), or hyphenated (connected
by a hyphen).
I. Evaluating Learning Answer Assessment that can be found on page 9-10 of

Directions: Infer the meaning of the module.
underlined compound words. Choose your
answer from the rectangular box and
classify these words according to the three
types of compound words. Write your
answers on your notebook.
1. There is no place so sweet and
comfortable like one’s motherland.
2. My brother’s mother-in-law from
Canada has just arrived to visit her
daughter.
3. The real estate agent is selling some
lots.
4. Mrs. Santos is our part-time teacher in
Mathematics.
5. One morning, Jeriel’s name was in the
headline of the daily newspaper.
mother of one’s spouse
homeland
front page
freelance
property

Region I

MELCs Infer the meaning of unfamiliar words using text clues
Module 2, Lesson 2
1 1. define and Inferring the A. Review of the lesson Answer the Learning Tasks found in ENGLISH 5
describe affixes; Meaning SLM for Quarter 1.
2. identify words of Compound
formed by Words Using Write you answers on your Notebook/Activity
affixes; and Context Clues Sheets.
3. infer the
meaning of words
that contain Learning Task No. 1: What I Know and What’s
affixes with the In
help of context This task can be found on pages 2-3 of module.
clues (synonyms,
antonyms, word
parts) and other
strategies.
B. Establishing the purpose for the lesson

Given the following words, identify the prefixes and
suffixes used.
Learning Task No. 2: What’s New: Activity 1
This task can be found on page 4-5 of module.
C. Presenting example/instances of the new lesson

Activity 1
Study the following words.
What do you notice with their beginnings and endings?
2 D. Discussing new concepts and practicing new skill Learning Task No. 3: What Is It
#1 This task can be found on pages 6-10 of module.
What are the common prefixes you know?

List down words that have prefixes.
E. Discussing new concepts and practicing new skill

#2
What are the common affixes you know?
List down words that have affixes.
3 F. Developing Mastery Learning Task No. 4: What’s More, Activity 1

(Lead to Formative Assessment) This task can be found on page 10 of module.
4 G. Finding practical application of concepts and Learning Task No. 5: What Can I Do
skill in daily living This task can be found on pages 12 of module.
5 H. Generalization
• Affixes are word parts that are added to a base word
to make a new word. They carry their own special
meanings and they can change the meanings of the
original words to which they are added.
• There are two types of affixes: prefixes and suffixes.
• Prefixes are affixes that are added at the beginning of
the base or root word, while suffixes are those that are
added at the end of the base or root word.
• A prefix and a suffix may be added to one base word
at the same time.
• To unlock the meaning of new and unfamiliar words,
context clues may be
used.
• Context clues are hints implied in the sentence/s
where they appear. They help the reader understand
unfamiliar words without the use of a dictionary.
• Context clues may be presented by means of word
structures, synonyms, antonyms, illustrations, or even
examples.
I. Evaluating Learning
Answer Assessment that can be found on page 13
of module.

Region I

Module 2, Lesson 3
1 1. tell what word Lesson 3: B. Review of the lesson Answer the Learning Tasks found in
blending is; Inferring the ENGLISH 5 SLM for Quarter 1.
2. infer the Meaning
meaning of of Blended Write you answers on your
blended words Words Using Notebook/Activity Sheets.
based on given Context
context clues Clues
(synonyms, Learning Task No. 1: What I Know
antonyms, word This task can be found on pages 2 of module.
parts, and other
strategies; and
3. appreciate the
new learning on
blended words.
B. Establishing the purpose for the lesson Learning Task No. 2: What’s In:
Read each sentence carefully. Look for the meaning of the
underlined words from the choices below.
Put the two words below to form a blended word.
1. smoke + fog = __________

2. friend + enemy = ________
3. car + hijack =___________
4. breakfast + lunch = ______
5. web + log = ____________
2 D. Discussing new concepts and practicing new skill #1 Learning Task No. 3: What Is It
This task can be found on pages 5 of module.
What are blended words?
Give other examples of blended words?
E. Discussing new concepts and practicing new skill #2

How are blended words formed?
What is blending?
3 F. Developing Mastery Learning Task No. 4: What’s More, Activity
(Lead to Formative Assessment) 2
Matcing Type. Match the blended words with their original words.
Match column A with column B.
4 G. Finding practical application of concepts and skill in daily Learning Task No. 5: What I Have Learned
living and What Can I Do. These tasks can be found
on pages 7 of module.
5 H. Generalization
 Blended words are words formed by combining parts of
two different words.
 Blending refers to the process of joining a part of one
word and a part of another to form a new word with a
new meaning.
I. Evaluating Learning Answer Assessment that can be found on

pages 8-9 of module.
Figure out the meaning of the underlined blended word in each
sentence. Use other strategies as well as such context clues to
further unlock its meaning.
Region I

Module 2, Lesson 3
1 1. tell what word Lesson 3: C. Review of the lesson Answer the Learning Tasks found in
blending is; Inferring the ENGLISH 5 SLM for Quarter 1.
2. infer the Meaning
meaning of of Blended Write you answers on your
blended words Words Using Notebook/Activity Sheets.
based on given Context
context clues Clues
(synonyms, Learning Task No. 1: What I Know
antonyms, word This task can be found on pages 2 of module.
parts, and other
strategies; and
3. appreciate the
new learning on
blended words.
B. Establishing the purpose for the lesson Learning Task No. 2: What’s In:
Read each sentence carefully. Look for the meaning of the
underlined words from the choices below.
Put the two words below to form a blended word.
6. smoke + fog = __________

7. friend + enemy = ________
8. car + hijack =___________
9. breakfast + lunch = ______
10. web + log = ____________
2 D. Discussing new concepts and practicing new skill #1 Learning Task No. 3: What Is It
This task can be found on pages 5 of module.
What are blended words?
Give other examples of blended words?

How are blended words formed?
What is blending?
Matcing Type. Match the blended words with their original words.
Match column A with column B.
4 G. Finding practical application of concepts and skill in daily Learning Task No. 5: What I Have Learned
living and What Can I Do. These tasks can be found
on pages 7 of module.
5 H. Generalization
 Blended words are words formed by combining parts of
two different words.
 Blending refers to the process of joining a part of one
word and a part of another to form a new word with a
new meaning.
I. Evaluating Learning Answer Assessment that can be found on

pages 8-9 of module.
Figure out the meaning of the underlined blended word in each
sentence. Use other strategies as well as such context clues to
further unlock its meaning.
Region I

MELCs Use compound and complex sentences to show cause and effect and problem-solution relationship EN5G-IVa-1.8.1
Module 3, Lesson 1
1 • identify causes Use complex D. Review of the lesson Answer the Learning Tasks found in ENGLISH 5 SLM for
and effects; sentences to Give the original word of the given Quarter 1.
• combine cause show cause and clipped word. Write the correct answer in
and effect clauses your cardboard. Write you answers on your Notebook/Activity Sheets.
effect
using a correct 1. Coke - carbonated drink flavored with
conjunction; relationship extract from Kola nuts.
and A. Coca-cola Learning Task No. 1: What I Know and What’s In
• use complex B. Cocoa This task can be found on pages 2-3 of module.
sentences to show C. Cookie
cause and effect D. Coconut
2. Grannie, granny - the mother of your
father or mother.
A. Grandmaster
B. Grandfather
C. Grandmother
D. Granary
B. Establishing the purpose for the

lesson
Read the story.
Anna
Anna has to stay at home because there is
a deadly virus. She misses seeing her
friends and teachers since it has been
months when she saw them. Anna does not
dare to go outside as her parents warn her Learning Task No. 2: What’s New: Activity 1
that she might get sick. As soon as it is This task can be found on page 4 of module.
safe to go outside, she will go and see her
friends immediately.

new lesson
Activity 1
Read and study the following sentences.
1. Anna has to stay at home because
there is a deadly virus.
2. She misses seeing her friends and
teachers since it has been months
when she saw them.
3. Anna does not dare to go outside as
her parents warn her that she might
get sick.
4. As soon as it is safe to go outside,
she will go and see her friends
immediately.
2 D. Discussing new concepts and Learning Task No. 3: What Is It
practicing new skill Ask: This task can be found on pages 5-7 of module.
1. Why Anna has to stay at home?
2. Why she misses seeing her friends
and teachers?
3. Why Anna does not dare to go
outside?
4. What will Anna do as soon it is
safe to go outside?
Read again the following sentences and

identify the conjunction.
1. Anna has to stay at home because there
is a deadly virus.
2. She misses seeing her friends and
teachers since it has been months when
she saw them.
3. Anna does not dare to go outside as her
parents warn her that she might get sick.
4. As soon as it is safe to go outside, she
will go and see her friends immediately.
What is conjunctions?
Give examples of conjunctions
Complete the table:
Tell why Tell what
something happened
happened
1. There is a Anna has to stay at
deadly virus. home.
2. It has been She misses her
months when she friends and
saw them teachers
3. As her parents Anna does not
warn her that she dare to go outside
might get sick
4. As soon it is She will visit her
safe outside friends
immediately
Ask:
What do you notice to the
phrases/sentences in the two columns?
Take note:
Cause - tell why something
happened/independent clauses
Effect - tell what happened/dependent
clauses
What is complex sentences?

Give examples of complex sentences.
Give them more complex sentences to read

and identify the cause and effect using the
table given.
CAUSE EFFECT
Tell why Tell what
something happened
happened

(Lead to Formative Assessment) This task can be found on page 7-8 of module.
Activity 1: Write C if the underline
statement is a cause and E if it is an effect.
____ 1. Because he played under the rain,

his mother became angry.
____ 2. The street was flooded when it
rained for several hours.
____ 3. Until Mario is sick, Luigi is taking
his place.
____ 4. The students could not go to
school because of the heavy rain.
____ 5. The field turns green whenever it
rains.
4 G. Finding practical application of Learning Task No. 5: What Can I Do
concepts and skill in daily living This task can be found on pages 9 of module.
Match the following causes to its effect.
Write the correct conjunction.
5 H. Generalization
Underline once the dependent clause and
twice the independent clause. Then
identify which of the clauses is the Cause
or Effect by putting C or E n top of each.
1. I’m going to the bank because I will

withdraw some money.
2. I made lunch after I got home.
3. Submit the project so that we could
schedule a meeting tomorrow.
4. I really enjoyed the concert although the Answer Assessment that can be found on page 9-10 of
music was too loud for me. module.
5. If your injury will not heal, you cannot
join me in the game on Monday.
Region I

MELCs Use compound and complex sentences to show cause and effect and problem-solution relationship EN5G-IVa-1.8.1
Module 3, Lesson 2
1 • identify cause and Using A. Review of the lesson Answer the Learning Tasks found in ENGLISH 5 SLM for
effect and problem- Compound Quarter 1.
solution Sentences to
relationships in Write you answers on your Notebook/Activity Sheets.
Show a
sentences;
• match a cause Problem-
clause with its Solution Learning Task No. 1: What I Know and What’s In
effect clause and a Relationship This task can be found on pages 1-2 of module.
problem clause
with B. Establishing the purpose for the
its solution clause; lesson
and
• use compound
sentences to show
cause and effect
and problem-
solution
relationships

new lesson
Activity 1
Read the following sentences based from
the picture given.
1. Children are nurturing the plants.
2. They are sweeping the plants dried
leaves.
Lets us combine the two sentences and
make into one sentence.
Children are nurturing the plants and Learning Task No. 2: What’s New: Activity 1
they re sweeping the plant’s dried This task can be found on page 3 of module.
leaves.
practicing new skill Ask: This task can be found on pages 4-5 of module.
Notice how we combine the two sentences.
It is by adding “and”.
And - is a kind of coordinating
conjunctions.
Children are nurturing the plants and

they re sweeping the plant’s dried
leaves. - Example of compound sentence

What is compound sentence?
Compound sentences are sentences with
two independent clauses joined by
coordinating conjunctions.
Notice this table.
You need two simple sentences to make a

compound sentence and add coordinating
conjunctions.
Remember the acronym of coordinating

conjunctions that can be used in
compound sentences.
FANBOYS
FOR, AND, NOR, BUT, OR, YET, SO
Present examples of compound

sentences:
Beth was late for class today, so she
decided to set her alarm earlier.
What is the problem in the sentence?
- Beth was late for class today
What is the solution to the problem?
- She decided to set her alarm earlier.
What is the coordinating conjunction?
- so
Activity 1: Use the table. Identify the
problem, the solution and the coordinating
conjunction in the sentence.
1. Karlo watches his health more carefully,
for he does not want to be sick again.
2. My family has cancelled all our travel
plans, but we are planning to do them after
the pandemic.
3. My brother is afraid of lions, so we have
decided to go to an aviary to see some
birds.
4. My mother is confused if it is better to
go to a park or if it is better to go to a
museum instead.
My sister cannot choose from the options,
and she cannot go to college because of
her exams.
concepts and skill in daily living This task can be found on pages 7-8 of module.
Encircle the coordinating conjunctions.
1. I’ve befriend one of the soccer players,

so now I have an excuse to watch the game
every week.
2. I always take a book to read, yet I never
seem to turn a single page.
3. The soccer in the park is entertaining in
the winter, but it is better in the heat of
summer.
4. I don’t go for the fresh air nor really for
the ducks.
5. The men play in teams, USA or
England.
5 H. Generalization
What is compound sentence?
What is conjunctions?
What are the coordinating conjunction
used in compound sentences?
Activity 1: Match the problem to their
corresponding solution.
Answer Assessment that can be found on page 8 of module.
Activity 2:
Region I

MELCs 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 EN5G-IIa-3.9
Module 4, Lesson 1
1 • identify Lesson 1: B. Review of the lesson Answer the Learning Tasks found in
inverted Composing Direction: Complete the sentence by using the provided ENGLISH 5 SLM for Quarter 1.
sentences; Inverted coordinating conjunction. Underline once the clause that
• distinguish states the problem and underline twice the clause that states Write you answers on your
Sentences with
inverted order the solution. Notebook/Activity Sheets.
sentences from Correct Subject 1. I have been feeling sick these days, but I keep on
the natural order and Verb studying my homework.
sentences; Agreement 2. Rain was forecasted this morning, so I brought an Learning Task No. 1: What I Know and
• identify the umbrella with me. What’s In
subject and the B. Establishing the purpose for the lesson This task can be found on pages 1-3 of
verb of inverted Give a sentence from the given picture. module.
sentences;
• write sentences
in the inverted
order which also
observe correct
subject and verb
agreement; and
• apply subject
and verb
agreement rules
correctly

Read the following sentences based from the picture given
and compare it afterwards.
1. The kids are very happy.
They are going to the beach Learning Task No. 2: What’s New: Activity 1
2. My mother went outside
She is going to the market This task can be found on page 3 of module.
Ask: This task can be found on pages 3-5 of
Read the following sentences. module.
A. Two birds were on the branch.
B. On the branch were two birds.
Notice the two sentences.

Two birds- subject
Were- the verb.
1. The subjects comes first before the verb. - Natural

sentence
2. The verb comes first before the subject. - Inverted
sentence
Discuss these concepts:
- Noun
- Pronoun
- Subject
- Predicate
Examples of Inverted sentences:
Identify the subject and the verb
1. At the back of the car, is a dog.
2. Under the tree, stands a tall man.
3. In that wild field grow the flowers I love.
In her hand are two chocolates.
Remember:
- Inverted sentence is a sentence in which the verb comes
before the subject.
- The verb agrees with the subject of the sentence.
- If the subject of the inverted sentence is singular, the verb
takes its -s form
- If the subject of the inverted sentence is plural, the verb
takes its base form
Activity 1: Complete the following inverted sentences by This task can be found on page 5 of module.
choosing the correct form of the verb inside the parenthesis.
1. Up to the crest of the high wave (paddles, paddle) the
mighty surfer.
2. Loose and faded (is, are) the pants that Maggy is
wearing.
3. Beneath the gigantic trees (lie, lies) tiny shade-loving
pants.
4. In that wild field (grow, grows) the tulips I love so
dearly.
5. Here in the Grade 5 arts class (is, are) the creative minds
of tomorrow.
4 G. Finding practical application of concepts and skill in Learning Task No. 5: What Can I Do
daily living This task can be found on pages 6-7 of
Complete the table. Use the following sentences. module.
1. At the back of the car, is a dog.
2. Under the tree, stands a tall man.
3. In that wild field grow the flowers I love.
4. In her hand are two chocolates.
Prepositio Ver Subje For Form
nal phrase b ct m (Subjec
(Ver t)
b)
5 H. Generalization
Remember:
- Inverted sentence is a sentence in which the verb comes
before the subject.
- The verb agrees with the subject of the sentence.
- If the subject of the inverted sentence is singular, the verb
takes its -s form
- If the subject of the inverted sentence is plural, the verb
takes its base form.
Activity 1: Write the inverted sentence form of the
following natural sentences.
1. A bird is on a twig.
2. Four roses are in his bag.
3. Three horses stand in a corner.
4. In the library there are four girls.
5. Our cat is on the table.
Activity 2: Identify whether it is natural or inverted

sentence. Write NS if it is natural and IS if it is inverted.
Answer Assessment that can be found on
1. Inside my pocket are my red pen. page 7-8 of module.
2. In front of the television sits my two cousin.
3. In the classroom was some old desks.
4. The girl walks on the street.
5. The investigator looked carefully for the fingerprints.
Region I

Module 4, Lesson 2
1 • define adjectives; Lesson 2: C. Review of the lesson Answer the Learning Tasks found in ENGLISH
• use adjectives to Composing Complete the sentence by choosing the correct form of 5 SLM for Quarter 1.
describe someone Descriptive verb inside the parenthesis. Underline your answer.
or something; 1. Here (come, comes) your food. Write you answers on your Notebook/Activity
Sentences Using
• identify and use 2. There (are, is) three starts. Sheets.
different kinds of Different Kinds 3. From the roof (jumps, jump) the noisy children.
adjectives in 4. In a bottle (is, are) a beautiful flower
sentences; and 5. From there (stands, stand) the principal.
• appreciate the use B. Establishing the purpose for the lesson Learning Task No. 1: What I Know and What’s
of appropriate Describe the given picture. In
words to describe a This task can be found on pages 1-3 of module.
person, a thing, or
an event.
Where is this place? Have you been here already?

Watch this video.
https://www.youtube.com/watch?v=el7huPm1EAU

Ask: This task can be found on pages 4-6 of module.
Read the following sentences based from the story.
1. Once upon a time a simple donkey lived on a huge island.
2. His true friends always advised him not to leave the island.
3. You may get into big trouble and no one would help you.
4. Wow! So much green grass.
5. A cunning farmer saw him and caught him.
Read the underline sentences.

Simple
Huge
True
Big
Green
Cunning
What do you notice to these words?

- they are adjectives
What is adjective?
Adjectives are words that describes the noun or pronouns. It
tells:
- what kind
- which one
- how many
- how much
- whose
Example.
The red apple is on the table.
What is the adjective? - Red
E. Discussing new concepts and practicing new skill

#2
Discuss:
Kinds of Adjectives
1. Proper adjectives - an adjective that is formed from a
proper noun. (Take note: Proper nouns are specific names of
persons, places, organizations and sometimes things)
Example:
We love Filipino food.
Noun- food
Proper adjective - Filipino.
2. Compound adjectives - adjectives that combined two
words that modifies the noun.
Example:
Mt. Apo is well-known to mountain climbers, too.
Noun- Mt. Apo
Compound adjective - well- known
3. Predicate adjectives - is an adjective follows a linking verb
and modifies the subject.
Example:
Magellan’s Cross is historical.
Noun- Magellan’s Cross
Predicate adjective - historical
Present another activity.

Look at the picture, Construct a sentence by using different
kinds of adjectives.
(Lead to Formative Assessment) This task can be found on page 7-8 of module.
Activity 1: Pick out the adjectives inside the table and
identify what kind of adjective it is.
ADJECTIVES
Nike Tinikling
nervous two-page
Philippines second-hand
warm-blooded sweet
1. __________ culture
2. __________ shoes
3. __________ car
4. __________ animals
5. __________ dance
4 G. Finding practical application of concepts and skill Learning Task No. 5: What Can I Do
in daily living This task can be found on pages 9 of module.
Identify what kind of adjective in each sentence.
1. The National Shrine of Fatima is famous. ( ________ )

2. Fatima Avenue is surrounded by decades-old trees.
( ________ )
3. I love American sausage. ( ________ )
4. The good-looking actress has a movie. ( ________ )
5. Do you speak Tagalog dialect? ( ________ )
5 H. Generalization
What is adjectives?
What are kinds of adjectives?
Activity 1: Read the sentences. Underline the adjectives and
identify what it is.
1. Aside from the carvings on its wooden doors, San Agustin

Church has a Mexican interior that everyone should see.
2. The Tubbataha Reef is popular as a diving site in the
Philippines because of its coral walls.
3. A shrimp-catching expedition with bamboos and nets,
followed by a dinner of the cooked catch is also available
when one visits Donsol.
4. The Chocolate Hills has same-sized mounds located in
Carmen, Bohol.
5. The Banaue Rice Terraces is a magnificent example of
farm terraces resembling steps going up to the sky.
Activity 2: Use the following adjectives in a sentence.
1. Two-day
2. Well-known
3. Spanish
4. Good Answer Assessment that can be found on page
5. Four-wheeled 10 of module.
Region I

Module 4, Lesson 3
1 • identify Composing D. Review of the lesson Answer the Learning Tasks found in ENGLISH 5 SLM
coordinating and Clear and for Quarter 1.
subordinating Coherent
conjunctions used Write you answers on your Notebook/Activity Sheets.
Sentences Using
in
sentences; Coordinating
• join clauses using and Learning Task No. 1: What I Know and What’s In
correct Subordinating This task can be found on pages 1-3 of module.
conjunctions; and Conjunctions
• compose clear
and coherent B. Establishing the purpose for the lesson
sentences using Identify the jumbled letters.
correct
conjunctions.
C. Presenting example/instances of the new

lesson
Study the pictures.
2 D.Discussing new concepts and practicing Learning Task No. 3: What Is It
new skill This task can be found on pages 4-7 of module.
Present the different coordinating
conjunctions.
E. Discussing new concepts and practicing

new skill #2
Activity 1:
Activity 2: Complete the following to form

clear and coherent sentences using
subordinate conjunctions.

concepts and skill in daily living This task can be found on pages 9-10 of module.
5 H. Generalization
Activity 1:
Answer Assessment that can be found on page 10-11 of

module.
Activity 2: Use the following conjunctions in

a sentence.
1. Despite
2. Unless
3. Although
4. Because
5. So
Region I

Module 4, Lesson 4
1 • define and Composing E. Review of the lesson Answer the Learning Tasks found in ENGLISH 5 SLM for
describe adverbs of Clear and Complete the diagram by providing the Quarter 1.
frequency and Coherent conjunctions.
intensity; Sentences Using Write you answers on your Notebook/Activity Sheets.
• identify adverbs Adverbs of CONJUNCTIONS
of frequency and Intensity and
intensity in a Frequency Learning Task No. 1: What I Know and What’s In
sentence; and This task can be found on pages 2-3 of module.
• compose clear and
coherent sentences
using appropriate COORDINATING SUBORDINATING
grammatical
structures: adverbs
of intensity and
frequency.
B. Establishing the purpose for the Learning Task No. 2: What’s New: Activity 1
lesson This task can be found on page 4 of module.
Describe the two pictures.

Find the differences of the two pictures.
Answer:

new lesson
Compose a sentence based from the words
given.
practicing new skill Ask: This task can be found on pages 5 of module.
Give examples of adjectives and

adverbs.

Read the conversation and study the

highlighted words.
Activity 1: Write the letter I if the
underlined word is an adverb of intensity
and F if it is an adverb of frequency.

concepts and skill in daily living This task can be found on pages 7 of module.
Write clear and coherent sentences by
supplying the missing adverb of intensity
from the given choices.
5 H. Generalization
What is adverb of intensity?
What is adverb of frequency?
Answer Assessment that can be found on page 8 of module.

English WLP Q1 Week 1-8

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Republic of the Philippines

Quarter 1 Grade Level 5

Discuss the steps in filling out a specific

I. Evaluating Learning Answer Assessment that can be found on page 15 of module.

Republic of the Philippines

Quarter 1 Grade Level 5

C. Presenting example/instances of the

The girls were halfway up to the tree, and

How is each type of compound word

5 To appreciate the Filling out H. Generalization

I. Evaluating Learning Answer Assessment that can be found on page 9-10 of

Republic of the Philippines

Quarter 1 Grade Level 5

B. Establishing the purpose for the lesson

C. Presenting example/instances of the new lesson

What are the common prefixes you know?

E. Discussing new concepts and practicing new skill

3 F. Developing Mastery Learning Task No. 4: What’s More, Activity 1

Republic of the Philippines

Quarter 1 Grade Level 5

1. smoke + fog = __________

E. Discussing new concepts and practicing new skill #2

I. Evaluating Learning Answer Assessment that can be found on

Quarter 1 Grade Level 5

6. smoke + fog = __________

E. Discussing new concepts and practicing new skill #2

I. Evaluating Learning Answer Assessment that can be found on

Quarter 1 Grade Level 5

B. Establishing the purpose for the

C. Presenting example/instances of the

Read again the following sentences and

What is complex sentences?

Give them more complex sentences to read

3 F. Developing Mastery Learning Task No. 4: What’s More, Activity 1

____ 1. Because he played under the rain,

1. I’m going to the bank because I will

Quarter 1 Grade Level 5

C. Presenting example/instances of the

Children are nurturing the plants and

E. Discussing new concepts and

You need two simple sentences to make a

Remember the acronym of coordinating

Present examples of compound

1. I’ve befriend one of the soccer players,

Answer Assessment that can be found on page 8 of module.

Quarter 1 Grade Level 5

C. Presenting example/instances of the new lesson

Notice the two sentences.

1. The subjects comes first before the verb. - Natural

Activity 2: Identify whether it is natural or inverted

Quarter 1 Grade Level 5

Where is this place? Have you been here already?

Learning Task No. 2: What’s New: Activity 1

Read the underline sentences.

What do you notice to these words?

E. Discussing new concepts and practicing new skill

Present another activity.

1. The National Shrine of Fatima is famous. ( ________ )

1. Aside from the carvings on its wooden doors, San Agustin

Activity 2: Use the following adjectives in a sentence.

Quarter 1 Grade Level 5

C. Presenting example/instances of the new

E. Discussing new concepts and practicing