ELEMENTS AND

THEME OF A
LITERARY TEXT
•OBJECTIVE
•Identify the elements
of a literary text.
•Infer the theme of
the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues,
context clues, and examples.
A.crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal
things?”
B.argue
Say: “Don’t argue over who little things.” (show
picture of two people arguing)
“Why do people argue?”
C.deaf
Say: “The two girls are deaf.” (Show pictures of two
deaf girls)
“Why do some people cannot hear?”
 A Letter Soup
By Pedro Pablo Sacristan

Once upon a time there was a very evil

and unpleasant crook who only ever
thought about how to get money. Seeing
anyone happy bothered the crook
enormously. What he hated most was when
people were polite and courteous to each
other, saying things like please and thank
you, and don't mention it. It annoyed him
even more if they were smiling when they
said these things.
 The crook thought all those kinds of words
were a useless waste, and weren't good for
anything. So what he did was spend a lot
of time inventing a machine which could
steal words. With this machine, he planned
to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be
polite. He was convinced that no one would
notice if those words were to suddenly
disappear. When he had stolen these words,
he intended to take them apart and sell the
letters to book publishers.
 After he started up his machine, people would
open their mouths, intending to say kind and
polite things, but nothing came out. All those
words ended up inside the big machine. Just as
the crook had hoped, in the beginning nothing
happened. It looked like people really didn't need
to be polite after all. However, after a while,
people started to feel like they were always in a
bad mood, doing everything reluctantly, and
feeling like everyone else was being forever
demanding of them. So, within a few
days,everyone was angry and arguing over the
slightest little thing.
The crook was terribly happy with his
success, but he didn't count on a
couple of very special little girls.
Those girls were deaf, and had to
communicate using sign language.
Now,because the machine couldn't
steal gestures, these girls continued
being kind and polite. Soon they
realised what had been happening to
everyone else, and they found out
about the crook and his wicked plan. 
 The girls followed him to his
hideout on the top of a hill next to
the sea. There they found the
enormous machine busy
separating all the words into
letters. The crook had gone to take
a nap, so the girls crept up to the
machine and started being polite
and courteous to each other.
 Try as it might, the contraption
couldn't steal those words, and it
started to suffer a power overload,
which got more and more serious as
the girls went on communicating.
Finally, it exploded; sending all the
letters it had gathered flying into the
sky. These letters started coming down,
like rain, and most ended up in the sea.
After that, everyone could be polite and
What did he hate so much?
What was his plan?
What did he invent?Did his machine
work?
What happened to the people?
Who were not affected by the
machine?
Why they were not affected?
Where was hideout located?
What did the girls do to stop him?
If you were the girls, would you
•What should we remember
when listening to a literary text?
•What are the elements of a
literary text?
•What elements did you
remember from the story we
read?
 THE FOX IN THE WELL
One day a fox fell into a well. He jumped and
jumped but he could not get out. The well was
too deep. Soon he began to feel cold and hungry.
Suddenly there was a noise from above. A
goat had come to drink from the well. It looked in
and saw the fox. “Why, what are you doing down
there, Mr. Fox?” asked the goat.
The fox was very cunning. Quickly, he thought
of a way to trick the goat. “Oh, I’m drinking,” he
said.
“Down there? But there’s water in the bucket
up here.”
“Yes, I know,” said the fox. “But the water
 Why don’t you come down and taste it for
yourself?”
“I think I will do that.” And the silly animal
jumped into the well.
At once the fox leapt on to the goat’s back.
And from there he soon jumped out of the well.
“Hey! Where are you going?” cried the goat.
“What about me? How am I going to get out of
here?”
“Ah-ha, you silly goat,” laughed the fox. “Don’t
you think you should have thought of that before
you jumped in?”
And still laughing to himself he ran off, leaving
the poor goat in the well.
Base from the story read, answer
the following questions.
•Who was trapped in the well?
•Who came passing one day?
•What convinced the goat to go
down the well?
•How did the fox get out of the
well?
•What is the moral of the story?
Remember
 When listening to story being read, we should listen
carefully and pay attention to the details of the story. In
this way we can identify the elements of a literary text.
 We could also take down notes while listening and
reading.
 The elements of a literary text are the character,
setting, and plot, conflict, and theme.
 The theme is the subject of the story and what the
author wants to convey to the readers.
The Queue
by Jean Paul V. Banay
It was 9:30 in the morning at Labuin Elementary School.
It was already break time for Grade V-Coral. Children line
up in a queue to go the canteen to have their recess.
At the canteen, the children lined up in a queue waiting
for their turn to buy their food. Luke, a Grade 3 pupil
rushed in front of the queue and shouted at the canteen
manager for food.
Calmly, the canteen manager said to Luke “Luke, it is
not nice to shout at people, especially when you’re at the
canteen. And we should observe the rules inside the
canteen. Look at these children, they line up in a queue
and wait for their turn. You should do the same.” said the
canteen manager.
After that day, Luke lined up in the queue and asked
politely for food.
 Identify the element of the literary text from the story you just
read. Choose your answer from the boxes below.

Character setting conflict

Plot theme
1. It was 9:30 in the morning at Labuin
Elementary School.

1. Luke, a Grade 3 pupil

1. Luke rushed in front of the queue
1. The canteen manager told Luke
about the rules inside the canteen.
1. Following rules inside the canteen is
the right thing to do.
•English 5
week 2 Day 2

Topic
Compound Words
•OBJECTIVE
• Infer the meaning of unfamiliar words
(compound) based on given context
clues (synonyms, antonyms, word
parts) and other strategies

• Read aloud grade level appropriate

text with an accuracy rate of 95 –
100%.

Observe politeness at all times

Motivation:
Divide the class into 8-10 groups.
Give them the picture puzzle of
compound words.
 cupcake mailman love letter fairy tale

Basketball merry-go- one-half rainbow

round
“Today we are going to study about compound words.”
Have the pupils read “Find Out and Learn” from the LM page ____.
Answer the questions below the sentences.
Find Out and Learn
Read the sentences.
1. When he had stolen these words, he intended
to take them apart and sell the letters to book
publishers.
2. Those girls were deaf, and had to
communicate using sign language.
3. The girls followed him to his hideout on the top
of a hill next to the sea. 
4. It started to suffer a power overload, which got
more and more serious as the girls went on
communicating.
5. The chief-of-police arrested the crook.
Question:
1. What do you think are the
underlined words?
2. What have you observed about
these words?
3. What two words can we find in
these words?
4. Can you think of other words
which are combinations of two
words?
Study the example below:

GROUP 1 GROUP 2 GROUP 3

cupcake electric fan son-in-law
bookworm fairy tale one-fourth
rainbow love letter merry-go-round
mailman report card over-the-counter

1. What have you observed about the

group of words?
2. How are they alike?
3. How are they different?
Read the story in the “Try and Learn” .Identify the compound words in the
story. Write it down on your notebook.

A Trip to Town
by Jean Paul V. Banay
One Saturday morning, Marissa and her
mother went to town to buy supplies for the
household.
They first stopped at the repairman’s shop to
follow up the repair of their electric fan. The
repairman said they could pick it up on Monday.
Afterwards, they went to the supermarket to buy
groceries. They bought meatballs, tomato sauce,
and pasta. Mother will be cooking spaghetti that
night. They also bought cooking oil, soy sauce,
banana catsup, vinegar, salt and pepper.
 They also purchased some bathing supplies,
like bath soap, shampoo, conditioner, and
lotion. At the cleaning supplies section, they
bought detergent soap, fabric conditioner, and
dishwashing paste.
After paying for the groceries, they went to a
pizza house. Marissa ate one-fourth of the
pizza.
On their way home, they stopped over the
local bakery to buy doughnuts and cupcakes
as take home for Marissa’s father and siblings.
It was a nice trip to town.
Identify the compound words used the story. Classify and write them in the
table below.
One-word Two-word Hyphenated
compound compound compound
•Guided Practice
Match the words in Column A to the words in Column B in order to
create a compound word. Note that the words in Column B can
only be used once.

Column A Column B
1. rain a.case
2. flower b.drop
3. window c.fly
4. butter d.light
5. police e.man
6. book f. pane
7. sun g.pot
8. day h.room
9. sea i. shell
10.store j. shine
Do and Learn
•Read the sentences below. Find the compound word
and break them into two smaller words.
1. Mary and I were sleeping in her backyard.
+ =
2. My brother and I went to watch the baseball game.
+ =
3. I love to use mint flavored toothpaste when I brush my
teeth.
+ =
4. Tommy and his brother love to go down to the
riverbanks to catch frogs.
+ =
5. The favorite part of my vacation was when I got to
ride in the airplane.
+ =
•Write the compound name of the following pictures.
Write in on the line below each picture.

1. 2. 3.

4. 5.
•Place a hyphen between words that are
considered as compound words.
1. The hand picked tomatoes tasted better
than the ones from the store.
2. The model was ready for her close up
picture.
3. The referee called a time out during the
basketball’s game.
4. Beware of car chasing dog on Brgy.
Linga.
5. Sally’s mother in law came to visit her on
her birthday.
•REMEMBER
Compound words are two words put
together to create a new word.
They can be open, closed, or hyphenated.
Examples:
•Open Compound Words
dog house, ice cream, six-pack, runner-up
•Closed Compound Words
ladybug, toothpaste, bedroom
•Hyphenated Compound Words
editor-in-chief, officer-in-charge, life-saver
EVALUATION
Read the following sentences. Identify and underline
the compound word. On the line before each number,
classify the compound word if it is open, closed, or
hyphenated compound word.
1. I dropped my mail at the post office.
2. The milkman delivers milk to the hospital.
3. I ate too many pancakes this morning.
4. Jordan is chasing dragonflies on the field.
5. Mary was surprised when she opened the
jack-in-the-box.
 English 5
week 2 Day 3

VERBS (BODY MOVEMENTS AND

GESTURES)
 OBJECTIVES

Read aloud grade level

appropriate text with an accuracy
rate of 95 – 100%.
Use appropriate body
movements/gestures
Group the class into two groups.
Have them play a game of charades using the words
below.
Call a representative from each group to act out the
word.

angry (using happy (using scared (using

hands) whole body) face)
tired (using excited (using bored (using
whole body) whole body) hands and
feet)
talking (using stop (using sad (using face
hands) hands) and hands)
 “Today we are going to study about body movements
and gestures.”
Read and Learn
Read the following sentences. Answer the following
questions.
•He winked at her and she knew that he was joking.
•She bit into the apple.
•Peter kissed his aunt on the cheek.
•“I’m over here.” as she waved her hands in the air.
•The little boy kicked the stones at his feet.

Questions:
1.What are the underlined words?
2.How are they similar?
3.What body parts do we use to do them?
•Modelling for Students
Unlocking of Difficult Words (using picture clues, context clues,
and examples)

chatting

tapped
kiosk
Read the story below.
The Homecoming
by Jean Paul V. Banay
It’s Friday evening. Every member of the Flores
family was excited to go to the airport. Todayis the
arrival of Mr.Alfredo Flores. It’s been two years since
he started working abroad.
They rented a van to go the airport. They were
happily clapping their hands while singing.
Everybody was chatting about what their father
looked like now.
As soon as they arrived at the airport, they went
directly to the waiting area. They were looking left
and right hoping they would see their father at the
They are waiting for almost an hour now.
They just tapped their feet to loose
boredom. Mother was sipping coffee she
bought from a kiosk.
At last, after almost half an hour of
waiting, they saw their father going out at
the south gate of the airport’s arrival area.
They waved their hands in joy so that
Alfredo would notice them instantly.
They hugged their father as soon as he
approachedthem.They were crying in joy.
Talk About It
Read and answer the following
questions.
•What was the title of the story?
•Who was going to the airport?
•Why are they going there?
•Have you noticed the underlined
words? What can you say about them?
•What do you think are these words?
Look at the following pictures. Have them identify the
message of each picture.Choose from the words
below

happy stop ignore

silence
angry sad
please
excited bored hungry
.
Do and Learn
Read the following sentences and identify the
body movement used. Copy the sentences on
your notebook and encircle your answer.
1. Every time I think of food, I lick my lips.
2. They listened to the music and beat their
fingers on the table to the rhythm.
3. To show that he didn’t know, he shrugged his
shoulders.
4. She sat down elegantly and crossed her legs.
5. In answering orally the teacher reminded them
to raise their arm if they want to answer.
Remember
Body movements refer to the actual
movement of the body. It is a kind of
nonverbal communicationwhere
thoughtsintentionsor feelings are
expressed by physical behavioursuch
as facial expressions, body posture,
gestures, eye movement, touch, and
use of space.
Body movements maybe implied as a
verbs or an adjective.
•Evaluation
Have the pupils read the following sentences
and have them identify the body
movement/gesture used in the sentence.
1. Terence Romeo shoots the ball at the last
second.
2. The athletes stretched their body before
doing the routine.
3. Mother rubs fathers back when he is tired.
4. Squeeze it to get the toothpaste.
5. My sister likes pinching me when she is
mad.
 English 5
week 2 Day 4

Writing Compositions Using

Aspects of Verbs
OBJECTIVES
• Compose clear and coherent
sentences using appropriate
grammatical structures – aspects of
verbs.

• Plan a two or three paragraph

composition using an outline or other
graphic organizers.
 • Setting Up the Stage
Sing “She’ll be coming round the
mountain”

•Explaining the Students What to Do

Say: “Today we are going to write about
the aspects of verb”
“But first, what are verbs?”
“What are the tenses of verbs?”
Read and Learn

Read the following sentences and

notice the difference between the
underlined words.
•I wash the car.
•I am washing the car.
•I have washed the car.
1. What have you noticed about the
words?
2. What does this remind you about
verbs?
Let us study the following sentences.
A.In the sentence “I wash the car.”,wash,
which is the verb, is the simple form. The time
when the action was done is indefinite or we
are unsure if it is on-going or completed. Thus,
this sentence is in the simple aspect of the
verb.
B.While in the sentence “I am washing the
car”,washing, which is the verb, is in the
present progressive form, which tells us that
the action is on-going.
Try and Learn
Try and answer the following. Write the correct aspect
of the verb for the following sets of sentences.

1. walk (present)
a. Sarah __________ to school. (simple)
b. Sarah ________________ to school. (present
progressive)
c. Sarah ________________ to school. (present
perfect)
2. cook (present)
a. Mother __________ dinner for us.(simple)
b. Mother __________________ dinner for us.
(present progressive)
c. Mother __________________ dinner for us.
(present perfect)
 3. water (present)
a. Francis __________ the garden. (simple)
b. Francis ____________________ the garden. (present
progressive)
c. Francis ____________________ the garden. (present
perfect)

4. play (past)
a. I _______________ in the plaza. (simple)
b. I _______________ in the plaza. (past
perfect)
c. I _______________________ in the
plaza. (past perfect progressive)
5. read (past)

a. We _______________ books in
the library. (simple)
b. We _______________ books in
the library. (past perfect)
c. We ________________ books in the
library.(past perfect progressive)
The aspect of a verb is determined by whether
the action is on-going or completed.
The three aspects are:
i.The simple aspect is indefinite, not sure
if the action is on-going or completed. It
may also indicate if the action is habitual
or repeated action.
ii.In the perfect aspect the task is already
completed.
iii.While in the progressive aspect, the
action is still taking place or on-going.
The same principle applies to the past form of the
verb.
Do and Learn
Read the following sentences. Have the pupils
identify what is the aspect of the verb used in the
sentence. Write SPR for simple present, SPS for
simple past, PRP for present progressive, PSP for
past perfect, PPF for present perfect, and PPP for past
perfect progressive.
1. Romina studied her lesson for the test.
2. Father rides the bus to go to work.
3. I have been cleaning my room.
4. Finn and Jake are watching his favourite TV
show.
5. Jerry talks to Tom over the phone.
Read and Learn
What is an outline?
An outline is a formal system used to think and
organize your ideas. You can use it to see if your ideas
are connected to each other and what order works best.
Outlines can be useful to help you see the overall
picture.
There are two kinds of outlines: the topic outline and
the sentence outline.
•The topic outline consists of words or short phrases.
•The sentence outline is done in full sentences. It is
normally used when you want to focus on complex
details.
Steps in making an outline:
1. Identify the topic or the main
idea.
2.Identify the main categories.
3. Create the first category.
4. Create subcategories.
Normally, use Roman numerals to write the main idea. Then under the main
idea, we indent and write the first subcategory with a capital letter. See the
example below.
If you are to report on animals found in the farm and what they give us,
here is an example:
I. Chickens
A. Gives us eggs.
B. Gives us meat.
C. Gives us feathers.
II. Cow
A. Gives us milk.
B. Give us meat.
C. Gives us leather.
III. Goats
A. Gives us milk.
B. Gives us meat.
IV. Ducks
A. Gives us eggs.
B. Gives us meat.
 English 5
week 2 Day 5
Topic:Describing different forms
and conventions of film and
moving pictures (light, blocking,
direction, characterization,
acting, dialogue, setting or set-
up)
OBJECTIVES

• Describe different forms and

conventions of film and moving
pictures (lights, blocking,
direction, characterization, acting,
dialogue, setting or set-up)
 Show posters of movies and films, local and abroad.
Think and Tell
What movies have you seen lately? Can you identify from which movie was
these pictures taken from?
Today we’ll be studying about the forms
and conventions of a film and moving
picture. What are the things we need in
making a movie and what do need to
remember if we are to make our own
film or movie?”
 Read and Learn
The Shooting
by Jean Paul V. Banay

The town of Pila in the province of

Laguna is famous for being one of the
favourite spots to shoot commercials
because of its ancestral houses.
It was Wednesday. Julio was
walking home from school when he
saw a crowd in the town plaza. He
went to see what was going on. He
saw his uncle Jose watching too.
“Uncle Jose, what’s going on
here?” asked Julio. “They are going to
shoot a soap commercial here.”
answered Uncle Jose
“You see there, that is the director, and those are his crew. One of
them is the camera man, and some of them are the lights men.
They are in-charge of the equipments.” said Uncle Jose as he
pointed to the men setting up the equipments.
“Then inside those tents are the actors and actresses. They
will be acting as characters in the commercial. They are still
memorizing their dialogues.” Uncle Jose added.
“What are dialogues?” Julio inquired.
“Dialogues are what the actors and actresses will say during
the shooting of the commercial.” Uncle Jose answered.
“Are you going to watch them shoot the commercial?” asked
Julio.
“Yes, would you like to watch it too?” replied Uncle Jose.
“Yes, but first, I have to go home and ask permission from
mother.” answered Julio.
“Ok, see you later.” said Uncle Jose.
Think and Tell
Answer the questions below.
1. Which town is famous for its
ancestral houses in Laguna?
2. What was the event in the town
plaza?
3. Who was on his way home from
school?
4. Whom did Julio see watching the
shooting?
5. What are the things Uncle Jose
showed Julio in the set?
 Try to identify which form or convention of film is being described. Choose from the words inside the box.

Lights blocking direction acting

Dialogue characterization setting or set-up.
blocking 1. The actors are positioned in front of the
house.
direction 2. The director is telling the actors what he
wants in the scene.

setting 3. They are filming near the sea.

lights 4. They use natural sunlight.

acting 5. The actress made us cry at that scene.

dialogue 6. “Get out, the house is on fire!!!” shouted

the actor.
characterization 7. Glinda plays as the good witch.
•Independent Practice
Group the pupils into four groups. Have them
assign a director, a cameraman, a floor director, a
lights man, and the rest will be actors and
actresses. Have them act out a scene with the
following theme:
Group 1 – Drama Film
Group 2 – Horror Film
Group 3 – Actions Film
Group 4 – Comedy Film
Give each group 5-7 minutes to think about what
scene they will re-enact and present their work in
front of the class.
Remember
The forms and conventions of a film or moving picture are:

1. Lights – Lights refers to the

lighting used in films can be natural
or artificial. It is used achieve
aesthetical or practical effect while
illuminating the scene.
2. Blocking is the
precise staging of
actors in order to
facilitate the
performance of a film
3. Direction is the control of the scenes in
the film. In simpler terms, it is giving
directions to the actors and the people in
charge of the set and those behind the
camera.

4. Characterizationrefers to the process by

which the writer reveals the personality of a
character
5. Acting is the work of an actor or actress,
in which a person in theatre, film, television,
and any other storytelling medium portrays
a character

6. Dialogue is the conversation between

characters in the film.
7. Setting or set-up refers to the time and
location where filming takes place. It can be
in a studio or a location.
•Evaluation
Match the words in Column A with the word clue about in
Column B.

Column A Column B
1. lights a) control of the set and actors
during filming
2. blocking b) conversation between the
3. direction actors
4. characterization c) illuminating the set whether
natural or artificial
5. acting
d) personality of the character
6. dialogue e) time and location where
7. setting or set-up filming takes place
f) work of an actor or actress
The End