ENGLISH 5 WEEK 5

FOURTH QUARTER
Day 1
Read the story.

“The Bug
Collection”
by: Andrew Frinkle
 Peter had to do a bug
collection for school. He
was required to get several
different orders of bugs, and
at least one species of each
of those orders. Orders
were groups of similar
and species were specific
examples. There were 29
different orders of bugs in
the world, but most bugs
came from four common
groups, while the others
could be quite rare.
He knew if he could catch
about ten species of bugs
from four different orders,
he’d get a good grade. So,
he went outside with his
bug net and caught a
Yellow Cabbage Butterfly
right away! That was a
member of the Order
Lepidoptera, which
included all the butterflies
and moths. He caught
several more butterflies and
moths over the next few
a swallowtail butterfly and
a moth almost the size of
his hand that had been
hiding on a tree, blending
in. He’d have to look it up
in a book later to see what
kind it was.
found was Orthoptera. This
was the group of bugs that
included grasshoppers and
crickets. He caught a black
cricket under the rose
bushes, and then snagged a
big fat green locust flying
the yard. It was hard to
catch that one, because it
flew so fast.
Hymenoptera was the
next Order he found, but it
wasn’t that hard. There was
a whole anthill filled with
fire ants by the back porch,
and there were black ants in
the driveway. Then he
found a dead wasp in a
spider’s web near the barn.
Those were both in the
same group of insects.
 After that, it got harder. He
got down on his hands and
knees and crawled through
the grass, eventually finding
a ladybug. Those were in the
Order Coleoptera. He didn’t
find any other
beetles, though. He did find
a spider, but that didn’t
count. Spiders were
Arachnids, creatures with
eight legs. Insects were only
supposed to have six legs.
Regardless, he could not
for his collection. He saw a
dragonfly, but it was too
fast, and that meant he
didn’t have a member of
Order Odonata.
He got lucky and found a
walking stick before he gave
up for the day. That was a
rare member of the Order
Phasmida, which included
camouflaging bugs like leaf
bugs and stick bugs. It
seemed like he’d get a pretty
good grade after all!
 Use the information in the story
to answer the questions below.

1. What does Peter have to collect

for school?
a. leaves
b. bugs
c. flowers
d. rocks
2. TRUE OR FALSE: An insect
Order is a group of similar insects?
a. True b. False

3. TRUE OR FALSE: An insect

Species is a group of similar
insects?
a. True b. False
4. What was the first insect
Peter caught?
a. a wasp
b. ants
c. a ladybug
d. a cabbage butterfly
5. What was the last insect
Peter caught?
a. a dragonfly
b. a spider
c. a walking stick
d. a swallowtail
butterfly
From the story you have read,
list all the key sentences and supporting
sentences.
Key sentences Supporting sentences
   
Read “ANDRES BONIFACIO”
( Developing Reading Power p.
226)
Group 1 - Graphic Organizer
Group II – Read the story
correctly with proper phrasing,
intonation, pronunciation
Group III –Restate the story in
your own word.
Graphic organizers
engage students with
online content by helping
to apply learning,
organize ideas, classify
information, sequence
events, or compare and
contrast.
Graphic organizersengage students with online content by helping to apply learning, organize
ideas, classify information, sequence events, or compare and contrast.

Balloons Brainstorming Cause & Effect Circles Story Character Map

Web Map

Compare Concept Map Dear Tim & Description/ Experiment

Moby Prediction Observations
Chart

Flowchart Ideas Details Item Description Knowledge & KWL Chart

Conclusion

KWS Chart Main Idea Moby Alphabet Observation Paragraph

Chart

Pause Points Predictions Story Map Story Mountain Story Pyramid

Storyboard Synonym & The 5 Ws Tim’s Shirt Venn Diagram

Antonym Pairs
Graphic organizersengage students with online content by helping to apply learning, organize
ideas, classify information, sequence events, or compare and contrast.

Balloons Brainstorming Cause & Effect Circles Story Character Map

Web Map

Compare Concept Map Dear Tim & Description/ Experiment

Moby Prediction Observations
Chart

Flowchart Ideas Details Item Description Knowledge & KWL Chart

Conclusion

KWS Chart Main Idea Moby Alphabet Observation Paragraph

Chart

Pause Points Predictions Story Map Story Mountain Story Pyramid

Storyboard Synonym & The 5 Ws Tim’s Shirt Venn Diagram

Antonym Pairs
Graphic organizersengage students with online content by helping to apply learning, organize
ideas, classify information, sequence events, or compare and contrast.

Balloons Brainstorming Cause & Effect Circles Story Character Map

Web Map

Compare Concept Map Dear Tim & Description/ Experiment

Moby Prediction Observations
Chart

Flowchart Ideas Details Item Description Knowledge & KWL Chart

Conclusion

KWS Chart Main Idea Moby Alphabet Observation Paragraph

Chart

Pause Points Predictions Story Map Story Mountain Story Pyramid

Storyboard Synonym & The 5 Ws Tim’s Shirt Venn Diagram

Antonym Pairs
Graphic organizersengage students with online content by he lping to apply learning, organize
ideas, classify information, sequence events, or compare and contrast .

Balloons Brainstorming Cause & Effect Circles Story Character Map

Web Map

Compare Concept Map Dear Tim & Description/ Experiment

Moby Prediction Observations
Chart

Flowchart Ideas Details Item Description Knowledge & KWL Chart

Conclusion

KWS Chart Main Idea Moby Alphabet Observation Paragraph

Chart

Pause Points Predictions Story Map Story Mountain Story Pyramid

Storyboard Synonym & The 5 Ws Tim’s Shirt Venn Diagram

Antonym Pairs
Graphic organizersengage students with online content by he lping to apply learning, organize
ideas, classify information, sequence events, or compare and contrast .

Balloons Brainstorming Cause & Effect Circles Story Character Map

Web Map

Compare Concept Map Dear Tim & Description/ Experiment

Moby Prediction Observations
Chart

Flowchart Ideas Details Item Description Knowledge & KWL Chart

Conclusion

KWS Chart Main Idea Moby Alphabet Observation Paragraph

Chart

Pause Points Predictions Story Map Story Mountain Story Pyramid

Storyboard Synonym & The 5 Ws Tim’s Shirt Venn Diagram

Antonym Pairs
Graphic organizersengage students with online content by helping to apply learning, organize
ideas, classify information, sequence events, or compare and contrast.

Balloons Brainstorming Cause & Effect Circles Story Character Map

Web Map

Compare Concept Map Dear Tim & Description/ Experiment

Moby Prediction Observations
Chart

Flowchart Ideas Details Item Description Knowledge & KWL Chart

Conclusion

KWS Chart Main Idea Moby Alphabet Observation Paragraph

Chart

Pause Points Predictions Story Map Story Mountain Story Pyramid

Storyboard Synonym & The 5 Ws Tim’s Shirt Venn Diagram

Antonym Pairs
Read the story carefully and correctly.

The Structure of the Flower

The lower and outermost
part of a flower are the
sepals. They are usually
green. They look like leaves.
They form the protective
covering of the flower when
it is still a bud.
 Above the sepals are the petals.
Petals often have bright colors
because they attract insects.
Growing just above and within the
circle of petals are the stamens.
Each stamen has a long stem like
part called filament. At the top of
the filament is another which is
filled with yellow or reddish dust-
like grains called pollen.
 The innermost part of the
flower is the pistil which has
three parts – the stigma, the
style and the large base
called ovary. Within the ovary
are small structures called
ovules. Seeds develop from
the ovules.
Make a graphic organizer out from
the story you have read.
Day 2
Look at the pictures below.
What do you see?

What are they

doing?
Watch a short broadcasting scene without
sounds.
Answer the following
questions:
 
In your opinion, is your
classmate’s retelling of
the video correct?
What made you say so?
Watch again the video with sounds
this time.
After watching the
video clip with sounds,
is your/your
classmate’s retelling of
the video correct?
If so, what are the
CUES that made
you/your classmate
retell the story
correct?
List the verbal and non-verbal cues you have
seen in the video.
VERBAL CUES NON-VERBAL CUES

 
1.
1.
2.
2.
3.
3.
4.
4.
Group Activity
Go to your group and
make a script of a
short skit
(dramatization) of a
news broadcasting
Watch again another
broadcasting video and
list/draw the verbal and
non-verbal cues in the
boxes, but this time using
the elements of multimedia.
 Match the multimedia cues to the appropriate
text related to news clips.

SHOWBIZ

INVESTIGATION

HEALTH
WEATHER

POLITICS

SPORTS
What have you learned today?
 
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Day 3
Look at the pictures.
 What do you
think the pictures
are all about?
Read the article entitled
“Saved by a Hero”

- English Basics and

Beyond 5 (pp. 394-396)
List the emphasized words in the article below
and try to give their possible meaning.

EMPHASIZED WORDS POSSIBLE MEANING

1. 1.

2. 2.

3. 3.

4. 4.
Read, browse and pass it on!
DICTIONARY
A dictionary is a collection of words
in one or more specific languages,
often alphabetically (or by radical and
stroke for ideographic languages), with
usage of information, definitions,
etymologies, phonetics, pronunciations,
translation, and other information.
Read the chart below. These are examples of
positive and negative connotations:
GROUP ACTIVITY
Let us visit the
library and look
for denotations!
List all the primary and
secondary sources of information
where you find the denotations
you are looking for.
Study how the dictionary works.
Use the dictionary in finding out
denotations.
 WORD DENOTATION PRIMARY/SECONDARY SOURCE
     
     
1. Infrastructure - ________________ - ________________
  ________________ ________________
  ________________ ________________
  ________________ ________________
     
     
2. Acute - ________________ - ________________
  ________________ ________________
  ________________ ________________
  ________________ ________________
     
     
3. Philosophy - ________________ - ________________
  ________________ ________________
  ________________ ________________
  ________________ ________________
     
     
4. Federalism - ________________ - ________________
  ________________ ________________
  ________________ ________________
  ________________ ________________
     
     
Brainstorm on whether it is a positive or a negative
connotation. Use a primary or secondary sources
where you have seen it.

Eager hustle anxious melancholic

luxurious vengeance justice outstanding
clever meticulous fragile
Choose five words from the connotations above.
Find its denotation and write a sentence using it.
1._________________________________________________________
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2._________________________________________________________
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3._________________________________________________________
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____________.
4._________________________________________________________
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____________.
5._________________________________________________________
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____________.
B. Define each word using a dictionary. Read the word in context.
Then decide if the word has a positive or a negative connotation.
Day 4
What are the
kinds of
sentences
according to
Match the cause to its effect:
Join the two
sentences you
matched to form a
complex sentence.
Color the boxes with the same color to match the cause and effect and
complete the complex sentences.
Try and Learn
Read the story
“The Lion and
the Mouse”
 The Lion and the Mouse

Once when a lion, the king

of the jungle, was asleep, a little
mouse began running up and down
on him. This soon awakened the
lion, who placed his huge paw on
the mouse, and opened his big jaws
to swallow him.
 "Pardon, O King!" cried the
little Mouse, "Forgive me this
time. I shall never repeat it and
I shall never forget your
kindness. And who knows, I
may be able to do you a good
turn one of these days!”
 The Lion was so
tickled by the idea of
the mouse being able
to help him that he
lifted his paw and let
him go.
 Sometime later, a few
hunters captured the lion,
and tied him to a tree.
After that they went in
search of a wagon, to
take him to the zoo.
 Just then the little mouse
happened to pass by. On seeing
the lion’s plight, he ran up to him
and gnawed away the ropes that
bound him, the king of the jungle.
"Was I not right?" said the little
mouse, very happy to help the
lion.
Answer the following questions
orally in your class.

a. Why does the

King lion awaken?
b. Why did the
lion did not eat
the mouse?
c.What
happened to the
lion one day?
d. Who saved
him from the
hunters?
e. How did
the mouse
save the lion?
f. What could have
happened if the
mouse did not
help him?
g.What lesson
did you get from
the story
Write another possible ending for the story
below.
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Complex Sentence- a sentence
containing a subordinate clause or
clauses.

A cause is why something

happens. An effect is what
happens.
Day 5
Review the
previous
composition from
week 4.
 Exchange your work with your
seatmate and check each other’s
work…

Underline words you find out

spelled wrong
Put question marks on sentences/
paragraphs you do not understand
or is not clear
Use only a pencil
In checking your seatmate’s work, here is a checklist:
 
Name of seatmate:____________________________________ Date: ______________

Checklist for Clarity YES NO

1. The sentences are meaningful.    

2. The grammar usage is correct.    

3. Uses precise/ direct descriptive words.    

4. Clear pronoun references.    

5. Uses the right words.    

No. of misspelled words: _____

Talk about it
•Explain to your seatmate his/her
mistakes after you have checked
the work.
•Make sure to politely address
him/her.
•Make sure that both of you agree
that a change is a must.
•Give some of your suggestions for
a better result.
Rewrite your own composition
after the correction checking.
Make sure to correct all
possible words you need to
correct.
Write legibly.
Remember