English56 Q3 W2 Esmeraldadescalzo

Prepared by:
ESMERALDA D. DESCALZO
Teacher I
Lesson Plans for Multigrade Classes Santiago ES
Grades 5 and 6 Sanchez Mira District
Learning Area: ENGLISH Quarter: THIRD Week: TWO

Grade Level Grade 5 Grade 6
Content Standards Listening Comprehension Listening Comprehension

demonstrates understanding of text types in order to construct demonstrates understanding of text types in order to construct
The learner feedback feedback
demonstrates
understanding of…
Oral Language Oral Language
demonstrate understanding of various verbal elements in orally demonstrate understanding of various verbal elements in orally
communicating information communicating information
Vocabulary Development
demonstrate understanding that words are composed of different Vocabulary Development
parts to know that their meaning changes depending in context
demonstrate understanding that words are composed of different
Reading Comprehension parts to know that their meaning changes depending in context
demonstrates understanding of writing styles to comprehend the
author’s message
Reading Comprehension
Oral Reading Fluency
demonstrates understanding of writing styles to comprehend the
demonstrates understanding that a change in stress entails a author’s message
change of meaning to evaluate the speaker’s/ author’s purpose
Oral Reading Fluency
and meaning
demonstrates understanding that a change in stress entails a
change of meaning to evaluate the speaker’s/ author’s purpose
and meaning
Grammar
demonstrates command of the conventions of standard English
grammar and usage when writing or speaking Grammar
demonstrates command of the conventions of standard English
grammar and usage when writing or speaking
Writing and Composition Writing and Composition

demonstrates understanding of different formats to write for a
demonstrates understanding of different formats to write for a variety of audiences and purposes
variety of audiences and purposes
Viewing Comprehension
demonstrates understanding of the forms and conventions of
Viewing Comprehension print, non-print, and digital materials to understand various
viewing texts
demonstrates understanding of the forms and conventions of
print, non-print, and digital materials to understand various Attitude
viewing texts demonstrates understanding of non-verbal communication to
communicate with others
Attitude
demonstrates understanding of non-verbal communication to
communicate with others
Performance uses literary and informational texts heard to show understanding uses literary and informational texts heard to show understanding
Standards of and achieve the different competencies set in the content of and achieve the different competencies set in the content
standards. standards.
The learner…
Competencies Day 1 Day 1

Distinguish text-types according to features (structural and Distinguish text-types according to purpose and language
language)-Problem and solution EN5RC-IIIb-3.2.5 features -Time-order (sequence, recounts, process) EN6RC-IIIb-
3.2.9
Provide evidence to support understanding Make a stand based on informed opinion EN6OL-IIIb-1.28
EN5LC-IIIb-2.15
Infer the meaning of unfamiliar words (compound, Clarify meaning of words using online resources EN6V-IIIb-8.3
affixed) EN5V-IIIb-20.3 based on EN5V-IIIb-20.4 given
contextclues (Synonyms/Antonyms word parts) and EN5V-IIIb-
20.5 other strategies
Day 2
Day 2 Read grade level text with accuracy, appropriate rate and proper
Self-correct when reading EN5F-IIIb-2.9 expression EN6F-IIIb-1.6 EN6F-IIIb-1.3EN6F-IIIb-1.7
Organize information from secondary sources in preparation for
Organize information from primary sources in preparation for writing, reporting and similar academic tasks in collaboration
writing, reporting and similar academic task in collaboration with with others EN6SS-IIIb-4
others EN5SS-IIIb-3
Use a particular kind of sentence for a specific purpose and
audience -responding to questions EN6SS-IIIb-1.8.2
Write a 3- paragraph editorial article EN6WC-IIIb- 2.2.10
Compose clear and coherent sentences using Observe politeness at all times EN6A-IIIb-16
appropriate grammatical structures:-Prepositional phrases EN5G-
IIIa-7.3.2 Show tactfulness when communicating with others EN6A-IIIb-17
Show openness to criticism EN6A-IIIb-18
Day 3
SUMMATIVE ASSESSMENT
Observe politeness at all times EN5A-IIIb-16

Show tactfulness when communicating with others EN5A-IIIb-17
Day 3
SUMMATIVE ASSESSMENT
Day 1
Lesson Objectives Distinguish text-types according to features (structural and Distinguish text-types according to purpose and language
language)-Problem and solution features -Time-order (sequence, recounts, process)
Make a stand based on informed opinion

Provide evidence to support understanding
Clarify meaning of words using online resources
Infer the meaning of unfamiliar words (compound,
affixed) based on the given context clues (Synonyms/Antonyms
word parts) and other strategies
Subject Matter
Learning Resources BOW, TG, LM, textbooks, dictionary, pictures, enough BOW, TG, LM, textbooks, dictionary, pictures, enough
photocopy of the appendices photocopy of the appendices
Procedures Grouping Structures (tick boxes):
 Grade Groups
 Ability Groups
Methodology:  Whole Class  Friendship Groups
describe the parts of the lesson (for example the introduction),
 Other (specify)
Use letter icons to show where you may address the whole class as one group  Combination of Above
methodology and  Mixed Ability Groups
assessment activities Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY

DT
Direct Teaching 1. Motivation: Show the picture to the pupils in Appendix 1
Ask: Where will the children go?
GW What do you think will they do there?
Group Work
Have you experienced going on a hike?
IL Independent Who can share his/her experiences?
Learning
2. Say: Today we are going to read a selection “Going on a Hike”. But before that let’s do the unlocking of difficulties in
Appendix 2
DT GW
A Assessment
Discuss Problem and Solution Appendix 3 Ask: What do you want to know about the selection? Write your
answer in the KWL Chart in Appendix 4.
GW DT
Group the pupils into 4(depends on the class number). Let them Read the selection in Appendix 7.
do Appendix 5
Give them the Rubrics for group work in Appendix 6, before Say: Time sequence refers to the order in which events
going to the other grade level. happened. Cue words or sequence signals such as first,, soon,
then, next, later, afterwards and finally will help us determine the
order of events.
If you have an access to the internet, then you can click the link
below for interactive discussion.
https://www.learner.org/interactives/story/sequence.html
Let the pupils do the activity in Appendix 8
IL/ A IL/A
Let the pupils do the activity in Appendix 9 Have the pupils do the activity in Appendix 10
A A
Remarks
Reflection
Day 2
Lesson Objectives Organize information from primary sources in preparation for Organize information from secondary sources in preparation for
writing, reporting and similar academic task in collaboration with writing, reporting and similar academic tasks in collaboration
others with others
Use a particular kind of sentence for a specific purpose and

audience -responding to questions
Compose clear and coherent sentences using
appropriate grammatical structures:-Prepositional phrases Read grade level text with accuracy, appropriate rate and proper
expression
Write a 3- paragraph editorial article

Self-correct when reading
Observe politeness at all times
Show tactfulness when communicating with others
Show openness to criticism
Process Skill: Writing
Observe politeness at all times

Process Skill: Writing
Subject Matter Organizing information from primary sources in preparation for Organizing information from secondary sources in preparation
writing, reporting and similar academic task in collaboration with for writing, reporting and similar academic tasks in collaboration
with others
others
Using a particular kind of sentence for a specific purpose and
audience -responding to questions
Composing clear and coherent sentences using Reading grade level text with accuracy, appropriate rate and
appropriate grammatical structures:-Prepositional phrases proper expression
Writing a 3- paragraph editorial article
Self-correct when reading Observing politeness at all times

Show openness to criticism
Observing politeness at all times

Learning Resources BOW, TG, LM, pictures, enough photocopy of the appendices, BOW, TG, LM, pictures, enough photocopy of the appendices,
video video
Procedures Teaching, Learning and Assessment Activities
1. (Motivation): Show the picture in Appendix 11.

Ask: What can you say about the picture?
What do you think is trying to inform/ persuade?
DT GW
Discuss prepositional phrase in Appendix 12 Group the pupils into 4. (depending on the class size)
Let them give their stand/opinion about the picture shown a

while ago and put into writing. Use Rubrics for Writing in
Appendix 13 to evaluate their activity.
GW DT
Have the pupils form a group of 4. Let them give their opinion Discuss explicitly what an Editorial is and how to write one.
about the picture shown a while ago and put into writing. Use Appendix 14
Rubrics for Writing in Appendix 13 to evaluate their activity.
IL/A IL/A
Hand the pupils an Editorial Cartoon (Appendix 16) and have

them write a 3-paragraph editorial article. To assess their output,
Say: Write an essay regarding the Effects of Drugs to Human be guided with the Rubrics in Appendix 17.
Beings using prepositions. And then, underline the prepositional
phrases used (Appendix 15) (For the presentation, you can ask volunteers to read his/her
Use the Rubrics in Appendix 13 to evaluate their composition..
written output in front)
A A
Remarks
Reflection
Day 3
Lesson Objectives Answer the summative test with at least 80% mastery. Answer the summative test with at least 80% mastery.
Subject Matter
Learning Resources Test Questions Test Questions
Procedures Teaching, Learning and Assessment Activities
SUMMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
Appendix 18 Appendix 20
Appendix 19 Appendix 21
Remarks
Reflection
REFERENCES
GRADE 5 GRADE 6
https://www.google.com.ph/search? http://www.slideshare.net/dre1881/editorial-writing-elementary
q=horse&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj53q_0g4DSAhV
DGJQKHfVMCrQQ_AUICCgB&biw=1094&bih=510
https://www.google.com.ph/search?
q=editorial+cartoons+for+elementary&oq=editorial+cartoons+for+elementary&
aqs=chrome..69i57j0l5.10047j0j4&sourceid=chrome&ie=UTF-8
q=fish&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjsl9WagoDSAhUG
nJQKHaEICF0Q_AUICCgB&biw=1094&bih=510&dpr=1.25#tbm=isch&q
=car+clipart https://www.learner.org/workshops/middlewriting/images/pdf/jb-cell
%20phones.pdf
q=fish&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjsl9WagoDSAhUG https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=U8XAWC&
nJQKHaEICF0Q_AUICCgB&biw=1094&bih=510&dpr=1.25#tbm=isch&q
=pineapple
http://www.slideshare.net/year4classblog/preposition-story-tessie-
andthekittens
GRADES 5 and 6
http://www.elementary.ph/sequencing-events
http://www.sjsu.edu/people/julie.hawker/courses/c1/s2/Editorial-Assignment-Grading-Rubric.doc
Prepared by: Checked by: Validated by:

ESMERALDA D. DESCALZO RONNIE F. TEJANO JOSE M. MATAMMU, Ph.D.
Teacher I/Sanchez Mira District Master Teacher I EPS-Filipino/Division MG Coordinator
Appendix 1 English56/Q3/W2
Day 1, Grades 5 and 6
Show the picture to the pupils.

Unlocking of Difficulties
Use the clues to complete the crossword puzzle.
TRAIL, HIKE, COMFORTABLE, WATERPROOF, ADVENTURE
Across
1. not allowing passage of water

2. a mark path through a forest
Down
1. an exciting experience
2. a long walk for pleasure
3. Enjoyable
Day 1, Grade 5
Problem
Solution
Problem and Solution is a pattern of organization where information in a passage is

expressed as a dilemma or concerning issue (a problem) and something that was, can
be, or should be done to remedy this issue (solution or attempted solution).
Totoy needs a new school bag. He did not have enough money to buy the bag.
Then he heard that their neighbor was looking for a baby –sitter for her little child. She
was willing to pay a few pesos to the baby-sitter.
What is Totoy’s problem?
Do you think Totoy can solve his problem?
What did Totoy do to solve his problem?

Day 1, Grade 6
Directions: Based on the title of the selection, write what you already know in the K column and
then write what you still want to know in the W column.
Day 1, Grade 5
Directions: Identify the problem and solution of the following passages.
Jhon didn’t know what to take to school

for Show and tell. He asked his mother for
an idea. She suggested to take the ribbon
his dog won at the pet parade.
Problem: Jhon didn’t know what to take to school for show and tell.
Solution: his mother suggested to take the ribbon his dog won at the pet parade.
Mrs. Anderson wanted a fresh

Pineapple for her cake. The store
near her did not have any fresh
one,so she went to another store and bought
it there.
Robert was afraid the flooding river would reach their
home. His parents were away, and he was watching
with his little sister. He saddled his horse, and he and
his sister rode to the top of the Hill.
Emily knew she had to get to school on time, but

her mother said she couldn’t drive her. Emily
decided to leave early and walk to school.
Day 1, Grade 5
Teacher Rubric for Group Work
Exemplary
Beginning Developing Accomplished
4 points
1 point 2 points 3 points
One or more All members All members All members
Contribution members do not contribute, but contribute contribute
contribute. some contribute equally. equally, and
more than others. some even
contribute more
than was
required.
Teacher Members work Members work All members
Cooperation intervention well together well together work well
needed often to some of the time. most of the time. together all of
help group Some teacher the time; assist
cooperate. intervention others when
needed. needed.
Team needs Team is on task Team is on task Team is on task

On task frequent teacher some of the time. most of the time. all of the time.
reminders to get Needs teacher Does not need Does not need
on task. reminders. any teacher any teacher
reminders. reminders.
Members need Members need All members Each member

Communication frequent teacher some teacher listen to each listens well to
intervention to intervention to other and speak other members.
listen to each be able to listen to each other in Each member
other and speak to each other and equal amounts. speaks in
to each other speak to each friendly and
appropriately. other encouraging
appropriately. tones.
Day 1, Grade 5
Going on a Hike
Has anyone told you that hiking is good for your health? Well, it is. Before you go, on an
adventure read these steps for a safe and enjoyable trip. First, decide on a nice sunny date and
place for you hike and plan your trail. Beforehand, pack a light shoulder bag with a simple first-
aid kit, a camera, if you wish, packed lunch, extra shirt, and a waterproof jacket. Above all, wear
thick-soled comfortable pair of shoes on the day of your hike, check the weather report and dress
accordingly. Before leaving your house, tell someone where you intend to go. Then, go on a
hike! Finally, along the way, observe the trees, plants, animals, and even the clouds.
Answer the following questions:

1. What things should be packed in a bag before going on a hike?
2. When is the best time to go on a hike?
3. Why should you tell someone where you intend to go before leaving the
house?
4. While observing the trees, plants and animals, along the way, how can you
show concern for them?
Day 1, Grade 5
Directions: Number the following sentences to show how wood is taken from the forest.
_____ Then, their branches and leaves are cut-off.
_____ First, trees are cut down.
_____ They are now logs.
_____ These logs are cut-up into large pieces of wood called lumber for building houses.
_____ Next, the logs are taken in the logging trucks to nearby sawmills.
_____ These are placed in lumber yards where people can buy them.
Day 1, Grade 5
Directions: Read the passage then answer the following questions.
Jenny’s family moved to a new city. She felt

lonely because she had to leave her friends. She used to
love playing soccer in the park with them. She was
known as the greatest goalkeeper.
At her new school, she overhead some of the
girls complaining. They were upset because their
soccer team didn’t have a goalkeeper. If they didn’t
find one soon, the team wouldn’t be able to complete.
Jenny couldn’t believe her ears. She could be the
goalkeeper. She found the coach and asked if she could
try out for the position. The following Saturday the
team won the game. Jenny blocked, won the game, and
became the hero. Jenny was no longer lonely; she had
many new friends.
Problem
What problem does the character have?
__________________________________________________________
Events:
What did Jenny bear?
__________________________________________________________
Why was this so important to her?
__________________________________________________________
What did Jenny do?
__________________________________________________________
Solution
How did she solve her problem?
____________________________________________________________
Day 1, Grade 6
Directions: Read each story. Write a sentence to answer each question.
As Mark poured orange juice into a

glass, he spilled some of it. He wiped up the
spill, then he drank the juice.
1. What did Mark do at the same time that he poured the orange juice?
______________________________________________________
2. What was the last thing that Mark did?

______________________________________________________
His father helped Ben while he painted

the picture. After Ben painted the picture of a
dragon, he left it to dry. He framed his picture
and hang it on the wall.
3. What did Ben’s father do while he painted the picture?

___________________________________________
4. What was the second thing Ben did?

___________________________________________
5. What did Ben do before he put his picture up?
___________________________________________
Motivation
Day 2, Grade 5
Background Information for Teacher
Preposition is placed before a noun or a pronoun in the sentence to show

relationship.
The combination of preposition with noun or pronoun is called
prepositional phrase.
The prepositions at, in, and on are all used in time, place and location.
For TIME…
at is specific, on is one day, while in is longer than one day.
For PLACE…
at is used in specific place & address, on is for streets, roads, avenues, etc., while in is for
wider places such as towns, cities, countries & continents.
Finally, for POSITION…
at means by, beside, or near, on means in contact with the surface, while in means inside or
within.
RUBRICS FOR WRITING
CRITERIA 4 3 2 1 SCORE
Word Usage Use of compound Some words are Many words in Very few
and complex not so clear but the song are not compound
sentence is simple the compound used and complex
but and complex appropriately; sentence were
comprehensive. sentence are the uses of used.
used correctly. compound and
complex
sentence are
quite incorrect.
Language All sentences are Many sentences Some sentences Not all
Convention grammatically are are sentences are
correct. grammatically grammatically grammaticall
correct. Few correct. A y correct. So
No spelling, spelling and number of many
punctuation or punctuations spelling, spelling,
grammatical errors, minor punctuation or punctuation
errors. grammatical grammatical and
errors. errors. grammatical
errors that it
interferes
with the
meaning
Quality of Very informative Somewhat Give some new Give no new

Writing and organized informative and information but information
organized poorly and very
organized. poorly
organized.
TOTAL SCORE
Day 2, Grade 6
Background Information for the Teacher

Editorial
An article that states a perso’s, or newspaper’s opinion on a particular issue. Basically, it
is a persuasive essay on researchable topic that has more than one point of view.
Editorials allow you to…
 Discuss your opinion on an issue facing your school, community or the world.
 Persuade the audience (with facts)
 Talk to the reader.
-be careful not to overdo
Using “I “ or “you” in every sentence become repetitious and BORING.
Kinds of Editorial
1. Editorial of information. It presents only the information about a particular
issue.
2. Editorial of interpretation. Though it also gives information, its primary
aim is to interpret or analyze the event, situation or issue to present the facts in a more
meaningful and enlightening perspective to the reader.
3. Editorial of argumentation. It also it gives information and interpret, action.
Its difference however, lies on the fact that it takes a stand on a controversial issue and gives
its reasons in a logical way to convince the reader to side with the newspaper principles.
4. Editorial of criticism. It is similar to editorial of argumentation, but this
editorial tries to present both sides of the issue or the pros and cons of the situation,
though the newspaper has its own side of the issue.
5. Editorial of persuasion. It aims to persuade readers to support a program or
a plan of action by enumerating the advantages that could be gained. It also contains a plea
for action.
6. Editorial of commendation. It usually commends, praises, or pays tribute
for the successes, achievements of public figures like heroes, leaders and others celebrities.
7. Editorial of celebrating special occasion. It highlights the significance of
celebrating special occasions like Independence day, All Saints day, Christmas and New
year.
Day 2, Grade 6
Sample Editorial
“Cell Phones in Our Schools”
When you were a kid did you ever have to call your mother and the school wouldn't let
you? Kids today still have to call their mothers sometimes! But they school won’t let them!
Schools have become much more strict about the phones even when its an emergency
sometimes. So that’s why it would be a great thing if schools would let us have cell phones in
school.
Cell phones have been an issue in schools ever since they became a bug thing amongst
teenagers. Sixth grader Amber H. says, “There could be an emergency that no one knows about
and there might not be time to reach a phone!” In a lot of schools teachers take it to far. They
take students cell phones even when they aren't using them and they are turned off and hidden so
that they don't disturb anybody. Teachers shouldn't be allowed to take cell phones when they
aren’t even bothering anyone they are put on silent and they are hidden from other classmates!
Just two years ago in October a girl took the case to the Supreme Court! She had had her cell
phone taken away. It was in her backpack turned off not disturbing anyone when the teacher saw
it and took it away and she never had it returned to her!
“I wasn’t even using it and the teacher saw it in my backpack and confiscated it!” I tried
to explain that I had to have it for later that day when my practice was over but she wouldn’t
listen!” So many students bring their cell phones to school for reasons like that! Only to have
their teacher confiscate it!
Imagine this….. You live in lower Manhattan and your child goes to school nearby. It’s
September 11th, 2001. You are working quietly and suddenly you hear a loud bang and look out
your window to see the North Tower of the twin towers in flames! At your child's school they
have been alerted. Suddenly the intercom comes and the principal’s voice blares over the
speaker, “Students, get out your cell phones and call your parents immediately!” They could use
the school phones but not only is there a line to use the phones the first person finds out the lines
are dead. Sure they could use the cell phones that the very few students brought to school but so
many students using five or six cell phones wouldn’t you think that the battery would die out?!
How would a child reach their parents to tell them that they are ok? They can’t!
In emergencies like it is very important to have a way for a child to reach their parents!
Sixth grader Mimi W. says, “We need them in school because if there was an emergency and we
couldn’t use the school phones for one reason or another we could pull out our cell phones!”
Workshop 4, Beasley 2 Write in the Middle Anything can happen in our world today and having
a cell phone with your child at all times could save their life!
Cell phones should be allowed in schools but they’re not! They keep a child in touch with
their parents and are easy to keep up with! They can even save lives! Please let cell phones be
allowed in schools!
Day 2, Grade 5
Write an essay regarding the “Effects of Drugs to Human Beings” using prepositions. And then,
underline the prepositional phrases used.
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
Day 2, Grade 6
Directions: Write a 3-paragraph editorial article about this editorial cartoon.

Day 2, Grade 6
Rubrics for Editorial Writing
Features Revise Accept Quality Superior
1. Introduction is interesting and 1 2 3 4 5 6 7 8 9

clear.
2. Thoughts are presented in a
logical manner.
3. The editorial is generally 1 2 3 4 5 6 7 8 9
organized and easy to follow.
4. Has supporting evidence with
sources correctly cited.
1 2 3 4 5 6 7 8 9
5. Appropriate vocabulary and
word choices.
6. Mechanics-spelling,
punctuation, capitalization-are
correct.
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
Day 3, Grade 5
SUMMATIVE ASSESSMENT (for the Advanced)
I. Directions: Write the problem and solution based on the short story.
1. The young man is kind-hearted. One day, he heard a little boy crying outside
his window. The young man found out that the child was being teased by the bigger boys. The
young man went out.
Problem________________________________
Solution________________________________
2. Jose Rizal owned a horse when he was studying in Madrid. When his allowance did not come
one day, he did not have enough money for food.
Problem________________________________
Solution________________________________
3. Tanya needs a new school bag. She does not have enough money to buy the bag. Then she heard
that their neighbor is looking for a baby-sitter for her little child and willing to pay a few
pesos to the baby- sitter.
Problem_________________________________
Solution_________________________________
4. Jun and Jerry started arguing over the new toy. Jun wanted to keep it but Jerry disagreed since he
wanted to keep the toy for himself. Mother came to the scene and advised the boys to share the
toy train. But the boys went with the quarrel. Before they knew it, mother was back holding one
of the slippers.
Problem_________________________________________
Solution_________________________________________
5. The dogs were playing wildly in the yard. Father drove them away. However,
The dogs ran towards the patch of vegetables where they continued lunging at each other.
Problem__________________________________________
Solution__________________________________________
Ms. Esmie has five kittens.

Sometimes they are very naughty.
They like to move around.
Ms. Esmie wants to know where they are and what they are doing.
Let’s guide her in finding her kittens by using the correct prepositions.
II. Directions:
English56/Q3/W2
Day 3, Grade 5
SUMMATIVE ASSESSMENT (for the Average)

I.Directions: Write the problem and solution based on the short story.
1. The young man is kind-hearted. One day, he heard a little boy crying outside
his window. The young man found out that the child was being teased by the bigger boys. The
young man went out.
Problem________________________________
Solution________________________________
2. Jose Rizal owned a horse when he was studying in Madrid. When his allowance did not come
one day, he did not have enough money for food.
Problem________________________________
Solution________________________________
3. Tanya needs a new school bag. She does not have enough money to buy the bag. Then she heard
that their neighbor is looking for a baby-sitter for her little child and willing to pay a few
pesos to the baby- sitter.
Problem_________________________________
Solution_________________________________
4. Jun and Jerry started arguing over the new toy. Jun wanted to keep it but Jerry disagreed since he
wanted to keep the toy for himself. Mother came to the scene and advised the boys to share the
toy train. But the boys went with the quarrel. Before they knew it, mother was back holding one
of the slippers.
Problem_________________________________________
Solution_________________________________________
5. Its recess time! Sandy hurriedly went to the canteen and ordered her favorite snacks “banana
cue”. Because she was very hungry, she said to the canteen manager to eat it first before paying.
When she was done, she stood up and took the money on her pocket, yet to her dismay, the
money was gone.
Problem__________________________________________
Solution__________________________________________
II. Directions:
Ms. Esmie wants to know where they are and what they are doing.
. Let’s guide her in finding her kittens by writing the correct prepositions.
1. Kitty is asleep _______ the sofa
2. Sexy is playing _______ the ball of wool.
3. Fasty is running ______the mouse.
4. Sandy is hiding ______ the table.
5. Fishy is ______ to the fish bowl.

English56/Q3/W2
Day 3, Grade 5
SUMMATIVE ASSESSMENT (for the Challenged)
I. Directions: Identify whether the sentence states a problem or solution.
1. I didn’t pass the quiz yesterday.

2. I need to review my lessons in order to pass the quiz tomorrow.
3. It is hot in here!
4. I need to refresh myself.
5. I need to consult the doctor.
6. I am not feeling well this time.

II. Directions:
. Esmie wants to know where they are and what they are doing.
Ms.
Let’s guide her in finding her kittens. Draw a line from the description towards the direction of the kitten it refers.
6. Kitty is asleep on
the sofa
7. Sexy is playing
with the ball of
wool.
8. Fasty is running
after the mouse.
9. Sandy is hiding
under the table.
10. Fishy is next to the

fish bowl.
Day 3, Grade 5
PUPIL PERFORMANCE CHECKLIST
Put a check on the appropriate space if the pupil manifest mastery of the identified competencies
and write the total score in the last column. Refer at the bottom for the interpretation of scores.
Name of In this lesson, pupils were able to.

Pupils
distinguish text-types according to engage in group work independently Total
features-Problem and solution activities in composing clear and Score
coherent sentences using
appropriate grammatical
structures:-Prepositional
phrases
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
INDICATORS:
5 – with excellent learning performance
4 – with very satisfactory learning performance
3 – with moderate learning performance
2 – with satisfactory learning performance
1 – with poor learning performance
0 – needs immediate attention/assistance
Day 3, Grade 6
SUMMATIVE ASSESSMENT (for the Advanced)
Arrange the pictures to show how each animal changes as it grows. Write a sentence using word
signals to show sequence in time order.
1. The Life Cycle of a mosquito:
2. The life cycle of a Butterfly
3. The life Cycle of a Bird
4. The Life Cycle of a Frog

English56/Q3/W2
Day 3, Grade 6
SUMMATIVE ASSESSMENT (for the Average)
Directions: Read the selection and arrange the given sentences in their correct sequence.
1. The Goose That Laid the Golden Eggs
Once upon a time, there was a man who owned a goose. The goose laid a golden egg each day. The man
grew richer each day, but he wasn’t contented. He wanted to have more golden eggs. “’ll kill the goose and I’ll get
all the golden eggs. Then I shall be very rich,” he said.
So he killed the goose. But when he cut it open, he did not find any golden egg. It was just like any other
goose.
a. The man grew rich.
b. The goose was killed.
c. The goose laid golden eggs.
d. The goose was just any other goose.
e. When he cut it open, there was no golden egg.
1) a,b,c,d,e 2) e,c,b,a,d 3) c,a,b,e,d 4) b,c,d,a,e
2. Once upon a time, there was a girl named Yellow Bell. Her hair was as yellow as a Yellow Bell
flower. And she always wore a yellow dress. Yellow Bell had a fairy Godmother. One day, her fairy
godmother said, “I will take you to Fairy land”. The fairy waved her magic wand and Yellow Bell flew
to Fairy land. And there she lives until this day.
a. Yellow Bell wore a yellow dress.

b. She has a fairy godmother.
c. Yellow Bell had a yellow hair.
d. Yellow Bell now lives in Fairyland.
e. The fairy waved her magic wand.
1) c,d,a,b,c 2) a,c,d,e,b 3) c,a,b,e,d 4) e,b,c,a,d
3.
Pedro was fishing in his small banca. Just then he felt a pull on his line. He had caught a golden
fish. “Let me go and I’ll make you rich,” said the fish. Pedro let the fish go. He becomes rich.
a. becoming rich
b. catching a golden fish
c. catching talking fish
d. letting fish go
e. feeling apull in the line
1) e,b,d,c,a 2) e,d,c,b,a 3) a,e,b,c,d 4) a,b,e,d,c

4.
It was Nina’s birthday. Her mother gave her a red dress. Her aunt Lina gave her a pair of red socks
and red shoes. Nina put on her socks, shoes and dress. She went to her grandmother. I have a red umbrella
for you. “Thank You grandmother,” said Nina. “Now I’m a little Girl in Red”.
a. Thank you for the red umbrella.

b. I like this red dress, Mother.
c. These red socks are pretty Aunt Lina
d. It’s my birthday.
e. I’m now the little girl in red.
1) a,b,c,d,e 2) a,d,c,b,e 3) e,d,c,b,a 4) d,b,c,a,e
5. Borrowing Ben
Have you ever heard of “Borrowing Ben?” who borrows and borrows everything he can? One
day, he borrowed pens and books and toys. He borrowed from girls, he borrowed my kit, my ball, my bat.
And then, he borrowed my jacket and my boots.
He borrowed all things, both big and small. But he never returned anything at all.
a. borrowed books and toys

b. borrowed a ball and a bat
c. borrowed socks and shoes
d. borrowed jacket and boots
e. borrowed a shirt and a hat
1) a,b,c,e,d 2) a,b,d,c,e 3) b,c,a,d,e 4) d,a,e,b,c

English56/Q3/W2
Day 3, Grade 6
SUMMATIVE ASSESSMENT (for the Challenged)
Number the pictures to show how each animal changes as it grows. Arrange the sentence using
word signals to show sequence in time order.
1. The Life Cycle of a mosquito:
2. The life cycle of a Butterfly
3. The life Cycle of a Bird
4. The Life Cycle of a Frog
/
English56/Q3/W2
Day 3, Grade 6
SUMMATIVE ASSESSMENT (for the Advanced, Average and Challenged.)
II. Directions: Sequence your daily routine before going to school. Be able to use the transition
words (first, next, then, last, and finally).
Rubrics for Sequencing of Events
5 pts 4 pts 3 pts 2 pts 1 pts
Transition 5 4 3 2 1
Words
All the At least four At least three At least two One or none
transition transition transition transition of the
words (first, words were words were words were transition
next, then, used to used to used to words were
last, and summarize. summarize. summarize. used to
finally) were summarize.
used to
summarize.
Descriptive 5 4 3 2 1
Details
Writer uses Writer uses Writer uses Writer uses Writer does
excellent good detail in average detail minimal not use
detail in their their writing in their detail descriptive
writing to but it could writing. It elaboration in details in their
make the have been tells the story their writing. writing.
story come more detailed. but the writer
alive. Vivid has not
vocabulary elaborated on
and excellent the details of
elaboration the story very
were used. much.
Sentence 5 4 3 2 1
Structure
Most A few Many Most of the Sentences do

sentences sentences are sentences are sentences are not have
begin with a missing missing missing capital letters
capital letter capital letters capital letters capital letters and/or correct
and end with and/or correct and/or correct and/or correct punctuation.
the correct punctuation. punctuation. punctuation.
punctuation.
Content 5 4 3 2 1
All sentences A few Many of the Most of the Sentences do
are complete. incomplete sentences are sentences are not make
sentences. incomplete. incomplete. sense.
Day 3, Grade 5
PUPIL PERFORMANCE CHECKLIST
Put a check on the appropriate space if the pupil manifest mastery of the identified competencies
and write the total score in the last column. Refer at the bottom for the interpretation of scores.
Name of In this lesson, pupils were able to.

Pupils
distinguish text-types according to engage in group work independently Total Score
purpose and language features -Time- activities in writing a 3- paragraph
order editorial article
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
INDICATORS:
5 – with excellent learning performance
4 – with very satisfactory learning performance
3 – with moderate learning performance
2 – with satisfactory learning performance
1 – with poor learning performance
0 – needs immediate attention/assistance

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Learning Area: ENGLISH Quarter: THIRD Week: TWO

Content Standards Listening Comprehension Listening Comprehension

Oral Language Oral Language

Writing and Composition Writing and Composition

Competencies Day 1 Day 1

Observe politeness at all times EN5A-IIIb-16

Make a stand based on informed opinion

Procedures Grouping Structures (tick boxes):

WHOLE CLASS ACTIVITY

Let the pupils do the activity in Appendix 8

Use a particular kind of sentence for a specific purpose and

Write a 3- paragraph editorial article

Observe politeness at all times

Process Skill: Writing

Writing a 3- paragraph editorial article

Self-correct when reading Observing politeness at all times

Observing politeness at all times

Procedures Teaching, Learning and Assessment Activities

WHOLE CLASS ACTIVITY

1. (Motivation): Show the picture in Appendix 11.

Let them give their stand/opinion about the picture shown a

Hand the pupils an Editorial Cartoon (Appendix 16) and have

Learning Resources Test Questions Test Questions

Procedures Teaching, Learning and Assessment Activities

WHOLE CLASS ACTIVITY

SUMMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Prepared by: Checked by: Validated by:

Show the picture to the pupils.

Use the clues to complete the crossword puzzle.

TRAIL, HIKE, COMFORTABLE, WATERPROOF, ADVENTURE

1. not allowing passage of water

Problem and Solution is a pattern of organization where information in a passage is

What is Totoy’s problem?

Do you think Totoy can solve his problem?

What did Totoy do to solve his problem?

Directions: Identify the problem and solution of the following passages.

Jhon didn’t know what to take to school

Mrs. Anderson wanted a fresh

Emily knew she had to get to school on time, but

Teacher Rubric for Group Work

Team needs Team is on task Team is on task Team is on task

Members need Members need All members Each member

Answer the following questions:

_____ Then, their branches and leaves are cut-off.

_____ First, trees are cut down.

_____ They are now logs.

Directions: Read the passage then answer the following questions.

Jenny’s family moved to a new city. She felt

Directions: Read each story. Write a sentence to answer each question.

As Mark poured orange juice into a

2. What was the last thing that Mark did?

His father helped Ben while he painted

3. What did Ben’s father do while he painted the picture?

4. What was the second thing Ben did?

Background Information for Teacher

Preposition is placed before a noun or a pronoun in the sentence to show

RUBRICS FOR WRITING

Quality of Very informative Somewhat Give some new Give no new

Background Information for the Teacher

Directions: Write a 3-paragraph editorial article about this editorial cartoon.

Rubrics for Editorial Writing

Features Revise Accept Quality Superior