Division LANAO DEL NORTE

School Grade Level V

Teacher Learning Area English
Time & Dates Week 6, Day 3 Quarter Third Quarter

I. OBJECTIVES

The learner….
A. Content Demonstrates understanding of the oral standards of English in order to
Standards participate in various oral communication demands (situation, purpose
and audience)

B. Performance The learner...

Standards Reads with sufficient accuracy and fluency to support comprehension

Observe accuracy, appropriate rate and proper expressions in choral,

C. Learning
echo and shadow reading (EN5f-iiih-1.3) (EN5f-iiih-1.7)
Competencies/
Objectives (Write
Objective: At the end of 50 minutes, 100% of the learners are able to
the code for each
Show accuracy, appropriate rate and proper expressions in choral, echo
LC)
and shadow reading.
D. Specific Objective
E. Integration of
Content Within Music, Science
and Across
Curriculum
II. CONTENT

A. Subject Matter Observe accuracy, appropriate rate and proper expressions in choral,
echo and shadow reading (EN5f-iiih-1.3) (EN5f-iiih-1.7)
B. Strategies: Cooperative learning, Visualization, Explicit Teaching and Differentiated
Approach
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
CG p.78
Pages
2. Learner’s
none
Material Pages
Joy in Learning English TX pp. 258-261
3. Textbook Pages
Reading Marvels 6 p. 369
4. Additional
Materials from https://www.youtube.com/watch?v=o_-z8d0sRUA
LR Portal
B. Other Learning
Audio Recorder, Video Presentation, charts, pictures, laptop, projector
Resources
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s
A. Reviewing
Pupils expected to answer.
previous lesson or 1. How do organizing idea
presenting the new helps you in writing?
lesson
2. Drill
Tongue twister
 Pupils read the presentation by row
Betty Botter bought a bit of butter.
The butter Betty Botter bought was a and individually.
bit bitter And made her batter bitter.
But a bit of better butter makes better
batter. So Betty Botter bought a bit of
better butter Making Betty Botter’s
bitter batter better

Video presentation:
Children attentively observe each
Teacher will present a video
videos
(https://www.youtube.com)

1.Viewing:choral presentation of
4R-Poetry
 What can you say about
Expected answer “Serious”
the video?
 What was the poet’s The ending is generally a narrative
intention? Silly or serious? voice and the ending is generally
 What exactly happens at shows right down to a stop.
the beginning and at the
end?

2.Video 37 Echo Reading

 Who reads the story first?

The teacher read first the story and
the children follow along in the text
with their
3.Shadow Reading
B. Establishing a  What is shadow reading? The learners try to speak along with
purpose for the an audio text
lesson Teacher clarifies each
presentation.

Coach and student read the same

text aloud in unison.

Reading together allows the

student a chance to practice
phrasing and tone, while
benefitting from the coach’s
modeling.

Steps:
1) For first reading, coaches
should track the words on the
page to help model fluent reading.
2) For the second and following
readings, students should track
the words on the page with their
fingers to help follow along and
focus attention on the words on
the page

C. Presenting
examples/ Video presentation
instances of the (https://www.youtube.com)
new lesson 1.Viewing: choral presentation of The pupils seriously watched the
 4R-Poetry video

2.Video 37 Echo Reading

3.Shadow Reading

Coach and student read the same Pupils listen and observe as the
text aloud in unison. teacher read the page
Reading together allows the
student a chance to practice
phrasing and tone, while Pupils truck the words with their
benefitting from the coach’s fingers
modeling.
Steps:

1.) For first reading, coaches

should track the words on the
page to help model fluent reading.

2) For the second and following

readings, students should track
the words on the page with their
fingers to help follow along and
focus attention on the words on
the page
Comprehension Questions - We do it together at the same
time.
D. Discussing new How are you going to read in - Reading in unison under the
concepts and unison? direction of a leader
practicing new
skills #1 What is the importance of reading It is important because It increases
together? our vocabularies and speech
patterns.
E. Discussing new
concepts and How are you going to show The teacher will read aloud to
practicing new fluency in reading? children to provide a model of fluent
skills #2 reading
- do paired reading, echo reading
 and choral reading.
What is the used of teacher
modeling? - -It is an instructional strategy in
which the teacher demonstrates a
new concept or approach to
learning and students learn by
observing. Whenever a teacher
demonstrates A CONCEPT for a
student, that teacher is modelling.

Class will read the poem together Pupils actively participated

in unison while other repeat the
lines.
Once the students finish the
poem, they will switch roles so
each student has a chance to
read and repeat the lines.

Child Labour
681
“For oh,” say the children, we are
weary
And we cannot run or leap;
If we cared for any meadows, it
were merely
To drop down in them and sleep.
Our knees tremble sorely in the
stooping,
We fall upon our faces, trying to
go;
And underneath our heavy
eyelids drooping,
The reddest flower would look as
pale as snow.
For, all days; we drag our burden
tiring
Through the coal-dark,
underground;
Or all day, we drive the wheels of
iron
In the factories, round and round
-Elizabeth Barret Browning

F. Developing A. Differentiated activities Pupils expected to join the

mastery activity
As the children are reading, the
teacher can call them each up to
meet when they’ve had enough
practice.

The teacher will pick a page

in the book and have the student
first read aloud, then whisper
read, then silently read while
moving lips, and then read
silently.
Pupils actively participated
 “The Sea”
Why does the sea laugh, Mother,
As it glints beneath the sun? It is
thinking of the joys, my child, that
it wishes everyone. Why does the
sea sob so, Mother? As it breaks
on the rocky shore? It recalls the
sorrows of the world, And weeps
forevermore. Why is the sea so
peaceful, Mother,

As if it were fast asleep? It would

give our tired hearts, dearest
child, The comfort of the deep
Natividad

Group activity:
The teacher will group the pupils Pupils perform their task.
into 5 groups. Each group is given
differentiated activities based on
their levels of understanding.
Teacher give 3min.to let them
practice of their task. Each group
will perform in place

Group A- Reads aloud fluently

Pupils perform seriously

Group B- Reads in a whisper

 Group C- Reads while moving lips

Group D Reads Silently The

teacher will walk around and
monitor the students’
performance

G. Finding practical Group activity: Each group perform the line with
applications of Read your favorite tagline from proper expression
concepts and skills the commercial with proper
in daily living expression and rate.
H. Making
Possible answers:
 What should you observe in
choral, echo and shadow -In choral Reading the children
reading? read the poetry aloud with a whole
class at the same time.

-In echo reading the teacher will

read, then the students will repeat
the phrase.

-In shadow reading the teacher read

the text aloud and students follow,
marking the text for stress.

- Learners try to speak along in time

with an audio text.
Question:
Why choral reading is
important? It is important because it helps
students learn to pronounce new
words by hearing others reading
aloud at the same time.
generalization and
- It improves sight vocabulary
abstractions about
- It develops effective and
the lesson
fluent read aloud skills
Is Echo reading important?
Why? Yes!
Bec. This can help our confidence
and self-esteem

Why facial expression really

important? It is important because facial
expression reflect what they are
speaking.

Group Performance (3 to 4
groups)
(To be distributed equally among
the members of the group to
ensure the performance of all the
members)

Rated by rubrics.
Choral Reading, shadow reading
and echo reading of the passage

I. Evaluating learning
Practice exercises in shadow and
echo reading

Teacher will group the pupils into

4 groups. Each group is given
differentiated activities.

Group 1 – Listen and read along Pupils listen as the teacher read the
silently while your teacher reads a phrase.
phrase in the text.
-Echo back or imitate the
same sentence or phrase while
following along the text.
 Read the lines following the
guidelines below:
Group 2- Read with whisper
reading.
Group 3-Read while lips are Each group will perform their task
moving with expression
Group 4- Reading silent with only
eyes are following the word.

On hot days, the cool breeze

jostles that line the walls. The sand
is damp and loose; water quickly
fills
A footprint or hollow where a stone
has been. There are flattish
pebbles tinged with green. Water
trickles
from the walls that arch above the
stream and drips into lazy current
with sudden metallic plops.

Rated by rubrics.
Choral Reading, shadow reading
and echo reading of the passage.

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners who
require additional
activities for
remediation

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?