Lesson Plans for Multigrade Classes

Grades 5 and 6
Learning Area: ENGLISH Quarter: THIRD Week: SIX
Grade Level Grade 5 Grade 6
Content Standard Listening Comprehension Listening Comprehension
The learner demonstrates EN5LC-IIIe-2.8.1, 2.8.2, 2.8.3 EN6LC-IIIe-3.1.13
understanding of Infer the speakers tone, mood, and purpose Make a stand

Oral Language Oral Language

EN5OL-III3-3.7 EN6OL-III3-3.7
Use appropriate strategies to keep a discussion going Use appropriate strategies to keep a discussion going

Vocabulary
Vocabulary EN6V-IIIe-12.4.2.3
EN5V-IIIe-20.3, 20.4, 20.5 EN6OL-IId-5
Infer the of unfamiliar words (compound, affixed) based on Infer meaning of borrowed words using prefix
given context clues (synonyms, word parts) and other strategies
Oral Reading Fluency
Reading Comprehension EN6F-IIIe-3.5, 3.2, 3.6
Distinguish text-types according to features (structural and Observe accuracy, appropriate rate and proper expressions
language) cause and effect in dialogs
EN5RC-III3-3.2.6

Oral Reading Fluency

EN5RC-III3-3.2.6
Read grade level texts with accuracy, appropriate rate and proper
expression

Performance Standard uses diction (choice of words) to accurately analyze author’s
The learner tone, mood, and point of view
applies knowledge of non-verbal skills to respectfully give the
speaker undivided attention and acknowledge the message
orally communicates information, opinions, and ideas effectively
to different audiences using a variety of literary activities
orally communicates information, opinions, and ideas
effectively to different audiences using a variety of literary
activities
message
uses diction (choice of words) to accurately analyze
author’s tone, mood, and point of view
uses literal information from texts heard to construct an
 appropriate feedback
vocabulary
Competencies DAY 1 DAY 1
Infer the speakers tone, mood, and purpose Make a stand
EN5LC-IIIe-2.8.1, 2.8.2, 2.8.3 EN6LC-IIIe-3.1.13

Use appropriate strategies to keep a discussion going Use appropriate strategies to keep a discussion going
EN5OL-III3-3.7 EN6OL-III3-3.7

Infer the of unfamiliar words (compound, affixed) based on Infer meaning of borrowed words using prefix
given context clues (synonyms, word parts) and other strategies EN6V-IIIe-12.4.2.3
(Mathematics) EN6OL-IId-5
EN5V-IIIe-20.3, 20.4, 20.5
Observe accuracy, appropriate rate and proper expressions
Distinguish text-types according to features (structural and in dialogs.
language) cause and effect EN6F-IIIe-3.5, 3.2, 3.6
EN5RC-III3-3.2.6

Read grade level texts with accuracy, appropriate rate and proper
expression
EN5F-IIIe-1.3, 1.6, 1.7

Day 1
Lesson Objectives To infer the speakers tone, mood, and purpose
To use appropriate strategies to keep a discussion going
To infer the unfamiliar words (compound, affixed) based on
given context clues (synonyms, word parts) and other strategies.
To distinguish text-types according to features (structural and
language) cause and effect
To read grade level texts with accuracy, appropriate rate and
proper expression
Process Skills: Listening Comprehension, Oral Language
Reading Comprehension, Fluency, Oral Vocabulary, Grammar,
study strategies
To make a stand
To use appropriate strategies to keep a discussion going
To infer meaning of borrowed words using prefix
To observe accuracy, appropriate rate and proper
expressions in dialogs.
Process Skills: Oral Language, Fluency, Writing
Composition, Oral Vocabulary, Oral Vocabulary
Grammar, Vocabulary Development, Study Strategy
Values Integration: Observe politeness at all times

Values Integration: Observe politeness at all times

Subject Matter Infer the speakers tone, mood, and purpose Making a stand
DT Using appropriate strategies to keep a discussion going Using appropriate strategies to keep a discussion going

Infer the of unfamiliar words (compound, affixed) based on
given context clues (synonyms, word parts) and other strategies
Distinguishing text-types according to features (structural and
language) cause and effect
Infer meaning of borrowed words using prefix
Observing accuracy, appropriate rate and proper
expressions in dialogs

Reading grade level texts with accuracy, appropriate rate and

Learning Resources
Procedure
Use these letter icons to show
methodology and assessment
activities.
DT Direct Teaching
GW Group Work
IL Independent Learning
A Assessment
proper expression
BOW, TG, LM, dictionary, pictures, enough photocopy of the BOW, TG, LM, dictionary, pictures, enough photocopy of
appendices the appendices
Grouping Structures (tick boxes):
 Whole Class  Ability Groups
Describe the parts of the lesson (for example the  Friendship Groups
introduction), where you may address all grade levels as  Other (specify)
one group.  Combination of Structures
 Mixed Ability Groups
 Grade Groups
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Ask: Do you know someone who is blind?
How do you feel for him/her?
Would you like to have a blind friend? Why?
Unlocking of Difficulties
Present the following sentences.
Let the pupils give the meaning of the underlined words through context clues.
a. There was a heavy traffic and the cars were honking so loud.
b. Handle brittle objects carefully because they break easily.
c. When polvoron crumbles it becomes powdery in form.
Read with proper accuracy appropriate rate and expression 1. Let the pupils do the activity. ( Appendix 3)
“Antonio’s Story” (Appendix1).
a. Francisca always shouts in her happy voice.
b. She said, “Hello, Antonio! Let’s go!”
Say. The sentence above has different mood or feeling.
1. Have discussion on given context clues, unfamiliar word,
through synonyms, compound words, cause and effect using the
story “Antonio’s Story”.(Appendix 2)
 DT
IL
GW
GW
A

1. Group the pupils into three. Tell them to do the activity Let the pupils read the selection. Antonio’s Story.
(Appendixes 4-6) 1. Have discussion on infer the meaning of
2. Give the rubrics to the pupils before going to the borrowed words using prefix, and context clues
Other grade level. (Appendix 7) (Appendix 8)
2. Let the pupils read the text with accuracy,
appropriate rate and proper expression. Observe
appropriate strategies.
Let the pupils answer the activity.(Appendix 9) Group the pupils into three and let them choose
. their leader. (Appendixes 10-12)
Answer Appendix 13 Answer Appendix 14
Remarks
Reflection
Day 2
Lesson Objectives To use a particular kind of sentence for a specific purpose and Use a particular kind of sentences for a specific purpose
audience, following and giving directions and audience, expressing opinions/ emotion
To write a 3 paragraph feature article Write a 3 paragraph editorial article
To organize information from secondary sources in preparation for Organize information from secondary sources in
writing, reporting and similar academic tasks in collaboration with preparation for writing, reporting and similar academic
others tasks in collaboration with others
To observe politeness at all times, show tactfulness when Observe politeness at all times, show tactfulness when
communication with others communication with others

Process Skills: Writing Composition, Grammar, Vocabulary Process Skills: Writing Composition,
Development, Study Strategy Grammar, Vocabulary Development, Study Strategy

Values Integration: Show tactfulness when communicating with Values Integration: Show tactfulness when
others communicating with others
Subject Matter Using a particular kind of sentence for a specific purpose and Using a particular kind of sentences for a specific
audience, following and giving directions purpose and audience, expressing opinions/ emotion

Writing a 3 paragraph feature article Writing a 3 paragraph editorial article

Organizing information from secondary sources in preparation for Organizing information from secondary sources in
writing, reporting and similar academic tasks in collaboration with preparation for writing, reporting and similar academic
others tasks in collaboration with others
 IL
GW
DT
AIL
Observing politeness at all times, show tactfulness when Observing politeness at all times, show tactfulness when
communication with others communication with others
Learning Resources BOW, TG, LM, dictionary, pictures, enough photocopy of the BOW, TG, LM, dictionary, pictures, enough photocopy
appendices, of the appendices, slide show
Procedure Grouping Structures (tick boxes):

Use these letter icons to show  Whole Class  Ability Groups

methodology and assessment Describe the parts of the lesson (for example the  Friendship Groups
activities. introduction), where you may address all grade levels as  Other (specify)
one group.  Combination of Structures
DT Direct Teaching  Mixed Ability Groups
GW Group Work
 Grade Groups
Teaching, Learning and Assessment Activities
IL Independent Learning
WHOLE CLASS ACTIVITIES
A Assessment 1. Ask: Do you read newspapers?
What part in a newspaper you like best? Why?
2. Unlocking of Difficulties. (Appendix 15)
1. Have discussion on feature and editorial using its definition. Present an article which pupils allow them to
organize information by writing, organizing information from secondary sources and to use kind of sentence for
specific purpose .(Appendix 16)
1. Group the pupils into three (depends on the number of pupils) and let them choose their leader. (Appendixes 17-
19)
Let them do activity.(Appendix 20)
Answer Appendixes 21-22
Remarks
Reflection
Day 3
Lesson Objectives Answer the summative test with at least 80% mastery.
Subject Matter
Learning Resources Testing materials
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Tell the pupils the standards in taking the test.
See Appendix 23 See Appendix 24

Remarks
Reflection

REFERENCES

GRADE 5 GRADE 6
LM, TG,BOW, CG English Lesson Guides pp.581-583, BOW,CG
Curriculum Guide p.73
Lesson Guides in Elementary English 5 pp. 18 – 20
English Expressways 5 (Reading) p. 137 English Lesson Guides pp.482-483 ,TG,LM

LM, TG

Prepared by: Checked by: Validated by:

AIRENNE Q.CORPUZ RONNIE F. TEJANOJOSE M. MATAMMU
Teacher-IMaster Teacher-I EPS – Filipino/MG Coordinator
APPENDICE
S
Appendix 1 ENGLISH56/Q3/W5
Day 1, Grades 5 and 6

Directions: Read the story and answer the questions that follow.

Antonio’s Story
I have a friend who lives in another world. Her name is Francisca. The world she lives
in is full of light. So she tells me when we meet every Saturday afternoon. Every Saturday
afternoon, my mama takes my hand and we leave the house.
We walk a long way-past other houses where people are talking, past one street where
there are cars honking. At last, when we hear the sounds of children playing and mothers
talking to other mothers, I know we are at the park.
STOP: Ask: Who is Antonio’s friend?

Every Saturday afternoon, here, in this place of happy voices, I meet Francisca who
always shouts in her happy voice, “Hello, Antonio! Let’s go! Let’s go!” And so, Francisca
runs to Mama and says hello and takes my hand. Her fingers are small but they are strong.
She takes my hand and we walk. As we walk, she talks and tells me everything she sees
along the way:
“Now we are walking near the tree I told you about. “Let’s call it our mango tree. It is
tall-taller than you and me and your mama and my papa even if we all stand on each other’s
shoulders. Its leaves are shaped like knives. Here feel one. You know it is dry because it is
brittle and crumbles easily.
STOP: Ask: Where do they meet?

“The tree’s body or the trunk is big, thick and rough. Here touch it! This is the tree
that makes wonderful mangoes, all sweet and smooth and golden.”
I smile because I know what a mango tastes like. Francisca laughs and says, “The way
a mango makes your tongue feel is the way light makes me feel.”
Sometimes, when Francisca tells me such things, I feel so sad because I cannot see. My eyes
feel nothing except my tears. But Francisca sees and she sees my hot tears sliding down my
cheeks.
She holds me tight with her strong fingers and says, “Don’t cry. My eyes are big
enough for the two of us.”
And she leads my fingers to her eyes and says: “Look Antonio: Red is the color of the sky
that when the day and the night meet. Blue is the color of the sea where the cold fishes play.
Yellow is the color of the sun that makes our cheeks burn, that dries your tears, the
same color as the mango that makes your lips sticky and your tongue happy. Green is the
color of the leaves that whisper when the wind blows. And the wind that makes us laugh, that
moves our hair, that makes our clothes fly, not even I can see. See?
” And I laugh to hear funny colors, and soon I forget that I am blind and that she lives
in another world. This is my friend Francisca who is more important to me than having my
own eyes.
Ask:
1. What is the lesson of the story?
2. Give words or group of words used in the selection that describe mood or feelings

Appendix 2 ENGLISH56/Q3/W5
Day 1, Grade 6

Directions: Encircle the letter where the meaning of the underlined word through context
clues.

1. When a mother caresses her child, she ______him/her.

a. Touches b. scolds c. reprimand
2. It is for the sake of a child, then it is for his/her own________.
a. Misery b. look out c. benefit
3. If you feel secure when you are with your parents, you are
a. Confident b. angry c. afraid
4. A dagger is thrust into her heart. The word thrust means
 a. To play b. to remain c. to push
5. Sheila hurt herself when she touched the dagger. A dagger means_____.
a. A round and smooth object
b. An elongated and rough object
c. A pointed and sharp object.

Appendix 3 ENGLISH56/Q3/W5
Day 1, Grade 6

A. Directions: Identify the words that have similar meaning or opposite meaning of each
underlined words.
1. The grand mountains are beautiful.
a. attractive c. elegant
b. marvelous d. radiant
2. How graceful are her stately plains!
a. willowy c. delicate
b. obedient d. refined
3. How sweet and modest are her daughters who harvest the golden grain!
a. darling c. harmonious
b. pure d. fragrant
4. How graceful are her towering emerald trees!
a. brief c. tiny
b. little d. low
5. How I love this dear Philippines, home on this troubled earth!
a. peaceful c. dignified
b. restful d. gracious

B. Directions: Copy the words that is spelled correctly.

1. gloruious glorious gloriouos
2. resplendent resplenden rescplendent
3. verdant verdent vardent
4. plaintive pliantiv plaintive
5. boundlhes boundiless boundless

Appendix 4 ENGLISH56/Q3/W5
Day 1, Grade 5

GROUP 1
Directions: Infer the mood of the selection. Write your answer on the blank provided.

THE GRADUATION GIFT

“Thank You! O thank you, Father!” cried Jun embracing his father tightly. “This is the best
gift I have received in my whole life. I have prayed and longed to own one and my prayer has
been answered”.
“I am very glad about that,” Father said putting his arms around his son. “I waited for
your graduation to buy one.”
“I am not very happy about the bicycle, “put in Mother. “I hope it will not be sure of
trouble.”
“You don’t know it, Mother, but I have been riding Rene’s bike every now and then,”
said Jun. “I can ride very well now”.
 One afternoon as Mother was tending her garden, she saw Jun passed by on his
bicycle. Suddenly there was a crash! .People were looking at the direction where Jun has
turned on a curve

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Appendix 5 ENGLISH56/Q3/W5
Day 1, Grade 5

GROUP 2

Directions: Infer the mood of the selection. Write your answer on the blank provided.

Our scoutmaster saw Joey and me carrying a large soup kettle .Immediately he told us
to put the kettle down so that he could taste the contents.
We tried to explain, but he said, “Don’t argue. Get me a spoon, quick.”
Joey found a spoon, and our scoutmaster swallowed a large spoonful.
Then he gasped.” You don’t call that soup, do you?”
“No, sir,” I told him. “We tried to tell you. Its dishwater.”

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Appendix 6 ENGLISH56/Q3/W5
Day 1, Grade 5

GROUP 3
Directions: Infer the mood of the selection. Write your answer on the blank provided.

Monalisa was feeding her chickens and cleaning the cage at the same time. She didn’t notice
the open lid. As she stopped to sweep the droppings, she heard a vibrant flutterings of wings.
She turned around too late. The yellow one had flown out and was now quivering under the
roof. Monalisa felt________________________________________.
Appendix 7 ENGLISH56/Q3/W5
Day 1, Grades 5 and 6

RUBRICS FOR WRITING

CRITERIA 4 3 2 1 SCORE
Word Usage Use of polite Some words are Many words in Very few
words is simple not so clear but the song are polite words
but the polite words not used were used.
comprehensive. are used appropriately;
correctly. the uses of
polite words
are quite
incorrect.
Language All sentences Many sentences Some Not all
Convention are are sentences are sentences are
grammatically grammatically grammatically grammatically
correctly. correctly. Few correctly. A correctly. So
No spelling, spelling and number of many spelling,
punctuation or punctuations spelling, punctuation
grammatical errors, minor punctuation or and
errors. grammatical grammatical grammatical
errors. errors. errors that it
interferes with
the meaning
Quality of Very Somewhat Give some new Give no new
Writing informative and informative and information information
organized organized but poorly and very
organized. poorly
organized.

TOTAL:
Appendix 8 ENGLISH56/Q3/W5
Day 1, Grade 6

BIT INFORMATION TO THE TEACHER

Affix - an additional element placed at the beginning or end of a root, stem, or word, or in the
body of a word, to modify its meaning.
*Prefix – letters/syllables added before a word
*Suffix – letters/syllables added after a word

EXAMPLES:
reread impolite
reuse dishonest
disagree rewrite
unsafe creative
unplug careless
unlike unseen

Infer the meaning of borrowed words using prefix, and context clues.

Examples:

1. Hamaguchi rose to his feet and looked out at the sea. The sea was very dark and strange to
see, it seemed to be running away from the land.
A. curiosity B. anxiety C. excitement
2. The bell ringer in the temple in the hill saw the flames and set the big bell booming. The
people down the beach turned and began to climb the hill. If Hamaguchi’s rice fields were
afire, nothing would keep them from helping them.
A. anger B. helplessness C. curiosity
3. When the sea went back, not a house was left below the hillside or along the shore. The
whole village had been swept away. The village people stood silent and their tears fell.
A. grief B. cheerfulness C. despair
Appendix 9 ENGLISH56/Q3/W5
Day 1, Grade 5

Directions: Infer the general mood of the situations. Choose your answer from the words
written on the box.

anger sadness
disappointment worry fear

________1. “It breaks my heart to see very ill,” said Auring to her sick daughter.
________2. Mang Pedro raised a wooden stick and shouted at the two boys to get out of his
garden.
________3. Yoly’s brother was playing with other children in the park. After a while she
could not see him anymore. She tried to look for him everywhere but she could
not find him.
________4. Lightning flashed followed by a terrible thunder. Sara closed her eyes and
covered her ears as she sat on the chair.
_________5. Ramon had always topped his class since Grade One. Now, mother was
expecting another gold medal. Awarding came but Ramon was not called.

Appendix 10 ENGLISH56/Q3/W5
Day 1, Grade 6

GROUP 1

Directions: Name the prefix of each word. Tell the meaning of the base. And use it in a
sentence

Prefix Base Word Meaning Sentence

1.

2.

3.

4.

5.

impossible
transplant
misbehave
invisible
disagree

Appendix 11 ENGLISH56/Q3/W5
Day 1, Grade 6

GROUP 2
Directions: Name the prefix of each word. Tell the meaning of the base. And use it in a
sentence.

Prefix Base Word Meaning Sentence

1.

2.

3.

4.

5.

untoward

employment

interact

dishonest

impolite

Appendix 12 ENGLISH56/Q3/W5
Day 1, Grade 6

GROUP 3
Directions: Name the prefix of each word. Tell the meaning of the base. And use it in a
sentence.

Prefix Base Word Meaning Sentence

1.

2.

3.

4.

5.

rewrite
unseen
pre-school
renew
unplug

Appendix 13 ENGLISH56/Q3/W6
Day 1, Grade 5

Directions: Infer the general mood of each sentence. Choose your answer from the box.

Excited happy thankful jubilant anger anxiety

 ________1. “Today is the day I’ve been waiting for.”
________2. “I hate you so much!”
________3. “We won! We won the game!”
________4. “Your dress is so pretty.”
________5. “I can’t thank you enough for the help you’ve given me.”

Appendix 14 ENGLISH56/Q3/W6

Day 1, Grade 6

Directions: Write the answer under each column.

Prefix Suffix
1.untoward 6. kingdom
2. employment 7. supermarket
3. interact 8. action
4. attendance 9. pre-school
5. heroism 10. renew

Appendix 15 ENGLISH56/Q3/W5

Day 2, Grades 5 and 6

Directions: Write the meaning of the following word. Choose you answer in the box.

1. Features
2. Soft news
3. Hard news

-this is how journalists refer to news of the day. It is a chronicle of current events/incidents
and is the most common news style on the front page of your typical newspaper.
-this is a term for all the news that isn’t time-sensitive. It includes profiles of people,
programs, or organizations

-takes one step back to from the headlines. It explores an issue. It is less time- sensitive than
hard news, but no less newsworthy. They can be an effective way to write about complex
issues too large for the terse style of a hard news item.

Appendix 16 ENGLISH56/Q3/W5

Day 2, Grades 5 and 6

Directions: Read the paragraph and write feature (Grade-V) and editorial (Grade-VI) using
the article below. Use the questions below as your guide.

“It is important that we, the youth actively participate in all relevant levels of
decision-making processes of our nation, particularly the environment, because it affects our
lives today and has implications for our future “, added Angela S. Buhatin. President of
Supreme Pupil Government of Balagan Elementary School.

It is our duty to preserve and safeguard our environment and natural resources today
if we want to ensure that our generation and the generations to come shall enjoy the blessings
of a healthy balance and diverse ecology.
 1. What? 2. Who? 3. When? 4. What else?

Appendix 17 ENGLISH56/Q3/W5

Day 2, Grades 5 and 6

GROUP 1

Directions: Write 3 paragraph feature article (Grade 5) editorial (Grade 6) using this picture.
 BEGGAR ON THE STREET

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

Appendix 18 ENGLISH56/Q3/W5

Day 2, Grades 5 and 6

GROUP 2

Directions: Write 3 paragraph feature article (Grade 5) editorial (Grade 6) using this picture.
 ENVIRONMENT

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Appendix 19 ENGLISH56/Q3/W5

Day 2, Grades 5 and 6

GROUP 3

Directions: Write 3 paragraph feature article (Grade 5) editorial (Grade 6) using this picture.
 TEACHER TEACHING

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Appendix 20 ENGLISH56/Q3/W5

Day 2, Grades 5 and 6

Direction: Read carefully and answer the questions under each column.
 From 1943 to 1952, scientists observed the formation of the volcano Paricutin. In
February 1943, there was much underground activity near the village of Paricutin, Mexico. It
caused many small Earth tremors that worried the villagers. On February 20, Dionisio and
Paulo Pulido noticed smoke rising from a small hole in their cornfield near the village. The
hole had been there as long as the farmer and his wife could remember. That night hot rock
fragments spewing from the hole looked like fireworks. By morning, the fragments had piled
up into a cone about 40 meters high. Within two years it was more than 400 meters high. Ash
from the volcano burned and covered the village. After nine years, the volcanic activity
stopped.

5. What? 6. Who? 7. When? 8. What else?

Appendix 21 ENGLISH56/Q3/W5

Day 2, Grades 5 and 6

Direction: Read carefully the news report and answer the questions under each column.

‘LONG GREEN LINE OF HOPE’

Ten thousand Girl Scouts from various parts of the country will gather for the “ Long
Green Line of Hope “ on Saturday, September 23, 2006 from 6 a.m to 3 p.m at the Baywalk,
Roxas Blvd.,Manila to complete their celebration of the Girl Scout Week Sept 17-23. This
year’s theme is “Walk for a better and Greener Environment”. The event will begin with a
run-walk by participants led by Manila Mayor Lito Atienza Jr., DepED dignitaries,
representatives of different groups, GSP Officials, leaders, staff, friends and supporters from
four assembly points in Roxas Blvd. up to Rajah Solayman Park where a ceremony will be
held from 7;30 to 9:30 a.m.

9. What? 10. Who? 11. When? 12. What else?

Appendix 22 ENGLISH56/Q3/W5

Day 2, Grades 5 and 6

Directions: The rubrics will serve as basis for their written output.

RUBRICS FOR WRITING

CRITERIA 4 3 2 1 SCORE
Word Usage Use of polite Some words are Many words in Very few
words is simple not so clear but the song are polite words
but the polite words not used were used.
comprehensive. are used appropriately;
correctly. the uses of
polite words
 are quite
incorrect.
Language All sentences Many sentences Some Not all
Convention are are sentences are
sentences are
grammatically grammatically grammatically
grammatically
correctly. correctly. Few correctly. A
correctly. So
No spelling, spelling and number of
many spelling,
punctuation or punctuations spelling,
punctuation
grammatical errors, minor punctuation or
and
errors. grammatical grammatical
grammatical
errors. errors.errors that it
interferes with
the meaning
Quality of Very Somewhat Give some new Give no new
Writing informative and informative and information information
organized organized but poorly and very
organized. poorly
organized.

Total:

Appendix 23 ENGLISH56/Q3/W5
Day 3, Grade 5

WEEKLY TEST

Name:____________________________________ Score: ___________________

A. Directions: Infer the general mood of the situations. Choose your answer from the
words written on the box.

anger sadness
disappointment worry fear

1. “It breaks my heart to see very ill,” said Auring to her sick daughter.
2. Mang Pedro raised a wooden stick and shouted at the two boys to get out of his garden.
3. Yoly’s brother was playing with other children in the park. After a while she could not see
him anymore. She tried to look for him everywhere but she could not find him.
4. Lightning flashed followed by a terrible thunder. Sara closed her eyes and covered her ears
as she sat on the chair.
5. Ramon had always topped his class since Grade One. Now, mother was expecting
another gold medal. Awarding came but Ramon was not called.
 B. Write C if it states a cause and E if it states an effect.

_____ 1. There was a fire.

_____ 2. So, all the people are busy.
_____ 3 .Because of the heavy rain.
_____ 4. Mother reminded me to bring my raincoat.
_____ 5. Since the child is very active.

Appendix 24 ENGLISH56/Q3/W5
Day 3, Grade 5

WEEKLY TEST

Name:____________________________________ Score: ___________________

Directions: Name the prefix of each word. Tell the meaning of the base. And use it in a
sentence.

Prefix Suffix Base Word Meaning Sentence

untoward kingdom
employment supermarket
interact action
attendance pre-school
 heroism renew
Directions: Identify the words that have similar meaning or opposite meaning of each
underlined words.
1. The grand mountains are beautiful.
a. attractive c. elegant
b. marvelous d. radiant
2. How graceful are her stately plains!
a. willowy c. delicate
b. obedient d. refined
3. How sweet and modest are her daughters who harvest the golden grain!
a. darling c. harmonious
b. pure d. fragrant
4. How graceful are her towering emerald trees!
a. brief c. tiny
b. little d. low
5. How I love this dear Philippines, home on this troubled earth!
a. peaceful c. dignified
b. restful d. gracious