Learning Area: English
Grade Level: Five
Quarter: Third
Teacher: Felmar M. Lamac
I. OBJECTIVES
A. Content Standards
B. Performance Objective
C. Learning Competencies
( Write the LC code for
each)
II. CONTENT
( Subject Matter)
III.LEARNING
RESOURCES
A. References
1. Teachers Guide pages Teacher’s Guide p.37
2. Learners Material Pages
3. Textbook pages Joy in Learning English 5, pp.240-241,
4. Additional Materials
from LRDMS
B. Other Learning
Resources
IV. PROCEDURES Rearrange the following jumbled letters to form the correct word.
A. Presenting the new lesson
B. Establishing a purpose
of the new lesson
(Motivation)
Date: March 13, 2023 (Monday)
Inspected by:
VILLALUZ V. PAHILAGMAGO/Head Teacher III
Demonstrates understanding of text types in order to construct feedback
Demonstrates understanding of the oral standards of English in order to
participate in various oral communication demands (situation, purpose and
audience
Uses literary and informational texts heard to construct an appropriate
feedback Prepares for and participates effectively in a range of
conversations and collaboration with diverse partners, building on others’
ideas and expressing their own clearly and persuasively
Infer the speaker’s tone, mood and purpose EN5LC-III-e2.8.1 / 2.8.2 / 2.8.3
Use appropriate strategies to keep the discussion going EN5OL-IIIe-3.7
1. Inferring the speaker’s tone, mood and purpose
2. Using appropriate strategies to keep the discussion going
Answer: DREAM Ask: what word did you form? What comes to your mind when
you hear the word dream? What is your dream in life? How will you achieve your
dream?
Say: Class our lesson for today is about inferring the speaker’s tone, mood and
purpose of a selection read. When we infer the speaker’s tone, mood and purpose,
take note of the following concepts:
 Tone refers to the attitudes that a writer or speaker puts into a subject and gives
to the readers.

C. Presenting Examples/
instances of the new
lesson( Presentation)
D. Discussing new concepts
and practicing new skills
no.1
( Modeling)
E. Discussing new concepts
and practicing new skills
no.2( Guided Practice)
F.Developing Mastery
(Leads to Formative
Assessment 3.)
( Independent Practice )
G. Finding practical
application of concepts and
skills in daily living
( Application/Valuing)
H. Making Generalization
and abstraction about the
lesson
 Mood is the general feeling or atmosphere that the poem creates.
 The purpose of a text maybe to entertain, to inform, to instruct, or to persuade
Say: listen to a poem entitled “Dreams” by James Langston Hughes.
Talk about these:
1. Is it good to “dream”? Why?
2. What is life without dreams?
3. What if dreams go unfulfilled?
4. Describe the speaker’s tone and the mood of the poem.
5. What do you think is the author’s purpose in writing the poem?
Oral Language Practice
Say: Dreams may mean two things – the dictionary meaning and its connotative
meaning. First, dreams are trains of thoughts or images passing through the mind
in sleep. Second, dreams symbolize one’s goals or aspirations in life.
Group Activity
Form a group and do the following:
1. Choose a leader to lead the discussions and keep the discussions going.
2. Choose a secretary to take down notes on each member’s sharing.
3. Think and share about: a) A recent dream in your sleep which you clearly
remember, b) What will you become ten to twelve years from now?
Individual Activity
Infer the speaker’s tone, mood and purpose of the following situations that
I will read to you.
1. Tina saw the thin ragged beggar and gave his last peso.
2. Clara groped in the dark. She touched something slim and hairy. She
shrieked and could not move.
3. Ana felt like walking on air and that everybody loved her as she went up
the stage to receive her trophy from the judges.
When we infer the speaker’s tone, mood and purpose we are giving our
idea on what maybe the feeling/intention of the speaker in the poem.
 Tone refers to the attitudes that a writer or speaker puts into a subject
and gives to the readers.
 Mood is the general feeling or atmosphere that the poem creates.
 The purpose of a text maybe to certain, to inform, to instruct, or to
persuade
Why should the speaker/author use mood and tone effectively?
What do you mean by the tone, mood and purpose of the speaker/author?
When should you use appropriate strategies to keep the discussion going?
 ( Generalization)

I. Evaluating learning Say: Listen to the song, “Earth Song” by Michael Jackson. Infer the tone,
mood and purpose of the speaker/authors
J. Additional activities for
application and remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%

B .No. of learner who scored

below 80% ( needs
remediation)

C. No. of learners who have

caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?

Learning Area: English Date: March 14, 2023 (Tuesday)

Grade Level: Five Inspected by:
Quarter: Third
Teacher: Felmar M. Lamac VILLALUZ V. PAHILAGMAGO/Head Teacher III
I. OBJECTIVES
 A. Content Standards
B. Performance Objective
C. Learning Competencies
( Write the LC code for
each)
Demonstrates understanding of writing styles to comprehend the author’s
message
Demonstrates understanding that a change in stress entails a change of
meaning to evaluate the speaker’s/ author’s purpose and meaning
Uses knowledge of text types to correctly distinguish literary from
informational texts
Uses knowledge of stress and intonation of speech to appropriately
evaluate the speaker’s intention, purpose and meaning
1. Distinguish text-types according (structural and language) cause and
effect(EN5RC-IIIe-3.2.6)
2. Read grade level text with accuracy, appropriate rate and proper
expressions (EN5F-IIIe1.3, EN5FIIIe1.6,EN5F-IIIe1.7)

II. CONTENT Distinguishing text-types according to feature (structural and language)

( Subject Matter) cause and effect
Reading grade level text with accuracy, appropriate rate and proper
expressions
III.LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Textbook pages Joy in Learning English 5, pp.133-134,139, 243-244
4. Additional Materials
from LRDMS
B. Other Learning
Resources
IV. PROCEDURES Complete the statement.
A. Presenting the new lesson Ten years from now, I will have been
____________________________________.
Say: Many of us have dreams about our future, sometimes though, fear
stops us from reaching our dreams. What can be the effects if we fail in
reaching our dreams?
B. Establishing a purpose Say: Class our lesson for today is about distinguishing cause and effect text type.
of the new lesson Pupils read the text and they find out how it was developed using cause-effect
(Motivation) structure.(Joy in Learning English 5 p.243)
C. Presenting Examples/ Talk about these:
instances of the new 1. What is the text about?
lesson( Presentation) 2. How many causes were mentioned in the text? How many effects were given?
(This problem-and-solution text is organized according to the pattern one cause
multiple effects.
D. Discussing new concepts Pair Work
and practicing new skills 1. Let pupils read the text: entire class, by rows and by partners. (When they read
no.1 by pair, they should stand up so teachers will be able to note their gestures.)
2. They should read correctly the words, observe correct phrasing and gestures.
( Modeling) 3. Using a graphic organizer determine the cause-effect relationship stated in the
text read by pupils.
Joy in Learning English 5, p.244 (Guided Practice)

E. Discussing new concepts Individual Activity

and practicing new skills Distinguish text-types according to feature: cause and effect. Use the graphic organizer
no.2( Guided Practice) for the cause and effect.
F.Developing Mastery
(Leads to Formative
Assessment 3.)
( Independent Practice )

G. Finding practical Is it important for you to know and understand what cause and effect
application of concepts and situations are? Why?
skills in daily living
( Application/Valuing)
H. Making Generalization The pattern one cause multiple effects in a problem-and-solution text
and abstraction about the explains a single cause or reason which has two or more effects or results.
lesson
( Generalization)

I. Evaluating learning Distinguish the cause and effect stated in the text entitled “Environment”.
Write your answer in graphic organizer. Joy in Learning English 5, p. 139
J. Additional activities for
application and remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%

B .No. of learner who scored

below 80% ( needs
remediation)

C. No. of learners who have

caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
 use/discover which I wish to
share w/other teacher?
Learning Area: English
Grade Level: Five
Quarter: Third
Teacher: Felmar M. Lamac
I. OBJECTIVES
A. Content Standards
B. Performance Objective
C. Learning Competencies
( Write the LC code for
each)
II. CONTENT
( Subject Matter)
Date: March 15, 2023 (Wednesday)
Inspected by:
VILLALUZ V. PAHILAGMAGO/Head Teacher III
Demonstrates command of the conventions of standard English grammar
and usage when writing or speaking Demonstrates understanding of
different formats to write for a variety of audiences and purposes
Uses the correct functions of nouns, verbs, pronouns, adjectives, and adverbs in
general and their functions in various discourse Edits texts using appropriate text
types for a variety of audiences and purposes.
Use a particular kind of sentence for a specific purpose and audience- following
and giving directions EN5G-IIIe-1.8.4 Write a three-paragraph feature article
EN5WC-IIIe-2.2.7 Show tactfulness when communicating with others EN5AIIIe-17
Using a particular kind of sentence for a specific purpose and audience-
following and giving directions EN5G-IIIe1.8.4
Writing a three-paragraph feature article EN5WC-IIIe-2.2.7
Showing tactfulness when communicating with others EN5A-IIIe-17

III.LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Textbook pages
4. Additional Materials
from LRDMS
C. Other Learning
Resources
IV. PROCEDURES
A. Presenting the new lesson
B. Establishing a purpose
of the new lesson
(Motivation)
C. Presenting Examples/
instances of the new
lesson( Presentation)
D. Discussing new concepts
and practicing new skills
no.1
( Modeling)
E. Discussing new concepts
and practicing new skills
no.2( Guided Practice)
Organizing information from secondary sources in preparation for writing,
reporting and similar academic tasks in collaboration with others EN5SS-
IIIe-4
Writing a three-paragraph feature article EN5WC-IIIe-2.2.7
Teacher-made article http://m.busyteacher.org/6568-following-and-giving
directions-imperative.html
Review directional words such as right, left, turn, go straight and turn around
Outdoor Game: Giving and following directions Get a pair. One will be blindfolded.
This person will be the mover.
The other person in the pair will be the direction giver.
Once blindfolded, the teacher places an object on the other end of the play area.
The direction giver must then shout directions to the mover.
All the pairs give directions so the mover must focus on his partner’s voice.
The first mover to reach the object wins.
1. Processing after the game:
To the direction givers: What directions did you give to your
partners?
To the movers: Were you able to follow the directions your partner
has given? Why?
2. Present sentences used for giving directions (used in the game)
Go straight.
Turn left.
Take three steps forward.
Bend and reach for the ball in front of you.
3. Ask, what kind of sentences are these?
1. Introduce imperative sentences.
Say, Imperative is the command form of a sentence. It is most often
used when giving directions or instructions.
Example 1: Do your homework.
Example 2: Negative sentences Do not sleep in class.
Example 3: To soften the feeling of an imperative sentence, use
“please” Please pass the papers.
Example 4: Rules Raise your hand before you speak.
Example 5: Politely offering something Have a glass of orange juice.
Example 5: Universally true Never put your finger in an electrical
socket.
Always bring your passport when you travel to other countries.
2. Let learners give examples for each.
Say, when writing how-to feature articles, imperative sentences are used.
Read the sample article and identify the imperative sentences used.
Also, note that the article has three parts: the introduction, the body, and
the conclusion.

F.Developing Mastery
(Leads to Formative
Assessment 3.)
( Independent Practice )
Better Work Hard than Be Sorry
Have you ever experienced taking a test which you have so well-prepared
for but when you saw your test, your brain just suddenly stops working?
Well, I did. From then on, I always keep in mind these tips on preparing for
a test.
The first thing that you must do is to make a study schedule. Do not leave
anything for the last minute. Lastminute studying is not the best approach
for exam preparation. Next, make sure you have enough study space. Then,
don’t forget your visual aids. Make flow charts for easy recall. Also, take
regular breaks to help your brain regain its focus. Eat healthy and drink
plenty of water. Finally, Check all the rules and requirements for the test.
Passing a test is no easy job. You have to work hard for it. So keep these in
mind or you’ll be sorry.
Processing:
What is the article about?
What is the first paragraph about? the second? the last?
What imperative sentences are used in the paragraph?
Group Activity:
Fill-in the Dialogue with the appropriate imperative sentences. Present the
skit in class.
Narrator: Christmas is drawing near. Everyone’s house in the village have
hung their beautiful parol, except Ambo’s.
Ambo: I wonder how we can have a parol like yours Liezl. Mother says, she
has no money to spend for it.
Liezl: You don’t have to spend much, Ambo. You can make one.
Ambo: Really? But how?
Liezl: I’ll tell you how. But first, here’s the list of materials you need. Come
back, once you have them all. A few hours later.
Ambo: Liezl, I have the materials now. Can you teach me then?
Liezl: Sure. First, with the bamboo sticks that you have you can now
__________ ______________________ ______________________
______________________ ______________________
___________________.
Ambo: Wow, this is cool. Thanks Liezl. Possible answers: Build a star frame.
Assemble the parol frame. Skin the parol. Create and attach the Tail Hang
your parol.
RUBRIC FOR RATING PERFORMANCE
G. Finding practical Give situations where you can use imperative sentences.
application of concepts and
skills in daily living
( Application/Valuing)
H. Making Generalization What kinds of sentences are used for giving and following directions?
and abstraction about the
lesson
( Generalization)

I. Evaluating learning Write a three- paragraph how-to-feature article using imperative

sentences. Suggested topics: How to Conserve Electricity
How to Conserve Water
How to Make a Compost
Note: For average learners, teacher may provide guide questions.
J. Additional activities for
application and remediation
(Assignment)

V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%

B .No. of learner who scored

below 80% ( needs
remediation)
C. No. of learners who have
caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?