ENGLISH

WEEK 8
KEZIAH MATANDOG
TEACHER
 1.

DAY 1
JAY CRIS S. MIGUEL
Within the class period, you should
be able to:
Recount events in a literary text
effectively
Read grade level text with 118
 Find Out and Learn
Determine the meaning of the
underlined word in each of the
following sentences.
 Find Out and Learn
1. The school’s foundation day
is a great event for them to
remember.
Find Out and Learn
A. Institution
B. Celebration
C. Collection
 Find Out and Learn
2. The principal orders the
teachers to submit their
annual report.
Find Out and Learn
A. Monthly
B. Yearly
C. Weekly
 Find Out and Learn
3. The teachers were
overwhelmed at their
presentation in the program.
Find Out and Learn
A. Surprised
B. Bothered
C. Overjoyed
Do you know what
is a diary?
What do people usually
write in their diaries?
Have you experienced
writing such diary?
 READ
AND
LEARN
CAROL’S DIARY
On March 3, 2003 a great event took place in our
school. It was the start of our annual foundation
week. Many contests and games were held and big
prizes were at stake. My friends and I bagged the first
place in the MTAP competition for grade V pupils.
We were very happy and our teachers congratulated
us for being the winner.
CAROL’S DIARY
The next day I led the program intended
for our teachers and principal. The pupil-
participants of the program showed their best
in singing, dancing and even acting. It was a
tiresome afternoon but an exciting day.
CAROL’S DIARY
On the 3rd day, we heard a mass in our
school’s chapel and in the afternoon a
sportsfest was held. Being with my friends
and classmates, while participating in all the
sports events is an experience. We joined the
relay contest, volleyball and badminton.
CAROL’S DIARY
We launched the school project dubbed
as “May Pera sa Basura” a day before the
end of the week-long celebration. We also
served the community through tree planting
and cleaning the environment.
 CAROL’S DIARY
Finally, the much awaited moment for us was
the fifth day of the celebration, the awarding
ceremony was held and we received our awards
and prizes. I felt so happy and relaxed during the
afternoon for I could already rest. I thanked God
because I learned many things.
TRY AND
LEARN!
 Read the following events.
Number them in the order of
their occurrence in the story.
_____They launched the income generating project of the school
known as “Pera sa Basura”.
_____Carol and her friends heard the mass in the morning and
participated in the sports fest.
_____A special program was given for the St. Bridget
Elementary School.
_____The winners in different contest including Carol received
the award from the school’s principal.
_____Carol and her teammate bagged the first place in the
MTAP Team competition.
_____St. Bridget Elementary School 15th foundation week
started on March 3, 2003.
How do you sequence the
events of the story?
LEARNING
POINT
Look for the transitional or clue
words to arrange the events of the
story.
Sequencing is arranging events
in order.
Iin a story,the things happen in
a certain order so that it makes
sense.
Understanding the order helps
you understand the story.
words like first, then,onext,o followed by,
finally, lastly, and at the end give you clues
about the order in which things happened in
the story.
Challenge
r
 Read the following
selection carefully. Then,
number 1-5 the events that
follow them in the order
they happened in the story.
Dad took me and three of my girl friends to Mt.
Batulao last summer for our first ever camping
trip. We were all nine years old and were
naturally, filled with excitement at the prospect of
being out in the woods and becoming “one with
nature”. We listened to Dad’s every word and
followed all of his instructions carefully.
First, we brought our gear down from the van
and carried them to our campsite nearby.
Next, we put up our tents. Afterwards, we
decided to do some exploring. We followed a
winding trail up the mountain as Dad pointed
out rare plants, birds, and colorful butterflies.
Suddenly, he told us to hush, and pointed
out to a small clearing up ahead. From
behind a tree, we watched quietly at a
small deer eating grass. It must have
sensed our presence for it jumped and
disappeared deep into the woods.
Back at the camp, we gathered twigs and
dried leaves and watched as Dad built a
fire. After a hearty dinner, we all gathered
around the fire and took turns telling scary
stories. Then, we heard a noise from behind
the bushes and started clutching at one
another.
I called out to my dad but there was
no answer. We were about to panic
when suddenly, my dad stumbled out
laughing at how scared we all
looked.
___a. The campers watched quietly from behind a tree at a
small wild deer eating grass.
___b. The young campers gathered around the fire and took
turns telling each other scary stories.
___c. The narrator’s dad stumbled from behind the bushes
laughing at how he had tricked the young campers.
___d. The campers brought their gear down from the van
and carried them to the campsite.
___e. The narrator’s dad built a fire and they all had a
hearty dinner.
Clarence stared at the wood carving
in front of him. There was still a lot
of work to be done and didn’t have
much time. Suddenly, he began to
work.
He took a small piece of sandpaper
and carefully rubbed the back and
the sides of the body until they were
smooth to touch.
Next, he began to sand each leg one
after the other. Then, he took a soft
cloth and wiped the figure gently. He
held it up and decided it was ready
for painting.
Two hours later, it was finished.
Clarence looked proudly at the
shining brown figure and smiled. He
knew that his father would be very
pleased.
___a. Clarence sanded the horse’s legs.
___b. Clarence rubbed the back and sides of
the body
___c. Clarence smiled as he looked at the
shining brown figure.
___d. Clarence painted the horse.
___e. Clarence wiped the figure gently with
a soft cloth.
Zaccheus, the chief tax collector and
a wealthy man, became curious to
see what Jesus was like. But being a
small of stature, he was unable to get
a good view because of the large
crowd.
First, he tried to force his way up
front, but was quickly overcome by
the crowd. Then, he saw a tall tree
that was on Jesus’ route, so he ran to
it and quickly climbed one of the
branches.
When Jesus came to the spot, he
called to Zaccheus: “Hurry down, I
mean to stay at your home today.”
Zaccheus quickly descended and
welcomed Jesus to his home with
delight.
He was so touched that Jesus chose
to go to his home that he promised to
give half of his wealth to the poor
and pay back fourfold everyone he
defrauded in the past.
___a. Zaccheus ran to the tree and quickly climbed
one of its branches.
___b. Zaccheus gave half of his wealth to the poor
and paid back fourfold everyone he had defrauded.
___c. Zaccheus was curious to see what Jesus was
like.
___d. Zaccheus welcomed Jesus to his home with
delight.
___e. Zaccheus was told by Jesus to hurry down
for He mean to stay in his home.
 ASSIGNMENT
Read the story of “Mariang Makiling”
on page 74 to 75 and be able to recount
the said story using five (5) sentences.
Write it on your English notebook.
 1.

DAY 2
JAY CRIS S. MIGUEL
Within the class period, you
should be able to:
Distinguish reality
from fantasy
“We can turn out dreams into
reality through sweat,
determination, and hard
work.”
 READ
AND
LEARN
Why the Carabao
has Split Hoofs
Once, Carabao and Turtle met on a
way to the meadow. Turtle was very
happy. He had long hoped to befriend
Carabao. He felt a big fellow like
Carabao would help him if he got
into trouble. He said to Carabao.
“Let us live together. Let us hunt food
together! We will be happy in our
friendship.”
“You slow foot! How dare you make
this proposal. Live with the ants and
worms. But not with a powerful
animal like me.”
“So, you do not want me for a
friend. Who told you that you are
powerful? I bet you could not even
win a race with me.”
Carabao snorted and walked away.
Turtle followed and nagged.
“You cannot even race against me.
You are a coward! I will tell all the
animals what a big coward you are.”
Don’t you do that! You want a race?
A race you shall have! When do you
want it?”
“I will give you three days to prepare.
The race would be long. It would
cover seven hills.”
Turtle took to his confidence his most
trusted friends. He gave instructions
to his friends.
The day of the race came. At a given
signal, Carabao and Turtle ran. The
two runners lost sight of each other.
When Carabao reached the second
hill. Turtle was waving his arms at
him.
“I am here a long time.”
And at every hill, Carabao found Turtle
relaxed and much ahead of him. When
Carabao reached the seventh hill, he saw
Turtle foolishly smiling. Carabao was so
angry. He kicked Turtle hard. And
Carabao broke his hoof at the force of the
blow. Turtle was not hurt. His shell was
strong.
TRY AND
LEARN!
 Determine whether each of
the following sentences tells
reality or fantasy.
1. Turtles helped one
another.
2. Animals talk like
people do.
3. Turtle thought of a clever
way to fool Carabao.
4. A turtle’s shell is hard
and strong.
5.Carabao did not like to be
called coward.
6. Turtle liked to hunt
food with Carabao.
LEARNING
POINT
Some stories are true or
nonfiction; others are imagined or
fiction.
Some fiction stories are realistic
because they tell about people and
events that could be real.
A fantasy is a story that tells about
things which could not be real or events
that could not happen in real life.
Fantasy is something that is
produced by the
imagination.
Reality is something that
actually exists or happens.
Challenge
r
PLEASE STAND.
 Clap your hands three times if
each of the following sentences is
a FANTASY.
Stamp your feet two times if each
of the following sentences is a
REALITY.
ARE YOU READY TO STAMP
YOUR FEET AND CLAP YOUR
HANDS?
IF YOU’RE READY, THEN
JUMP THREE TIMES!
The house cat sits and
smiles at me.
Dolphins are nimble animals,
they can do many tricks.
The stairs laughed at me as
I fell down the floor.
Everything he touches
turns into gold.
“It is raining candies
outside!” Jim said
The ships are flying to the
moon.
The children are reading
books at the library.
The fisherman caught a
mermaid with a golden tail.
Wendy helped her mother
wash the dishes.
Tony the mouse travels around
the world in a hot air balloon.
My clever puppy helps me
in doing my homework.
I can talk to my shadows. He
keeps on telling me interesting
stories.
She can see what you think, what
you feel, and what kind of person
you are.
I never refill, my pen
never runs out of ink.
He only eats vegetables,
no other else.
 ASSIGNMENT
“THINK AND DRAW”
Think of two situations: one that
depicts reality and one that
depicts fantasy.
 ASSIGNMENT
Then draw your ideas or
thoughts on a short or long
bond paper.
 1.

DAY 3
JAY CRIS S. MIGUEL
Within the class period, you should
be able to:
analyse figure of speech (simile,
metaphor, hyperbole,
personification) used in a given
text
Welcome to the
world of figures
worth a thousand
words.
In the 21st century, it
is impossible to
delight people with
compositions
containing simple
words and phrases.
 People become
uninterested with
written works that
show plain
transparency.
 Thus, you will
unleash your artistic
and imaginative self
as you put pictures
and images into
words.
Brace yourselves
for a fanciful
journey as you
see beyond the
obvious.
 READ
AND
LEARN
 Let's start with the
following sentences:
Sentence 1: Marc runs fast.
Sentence 2: Marc runs like
the wind.
 Sentence 1: He is tall as
well.
Sentence 2: He is a giant as
well.
Sentence 1: When he runs, his
shoes make noise.
Sentence 2: When he runs, his
shoes scream at me.
 The first sentences on the
slides presented mean
exactly what they say. They
are literal.
 Marc runs fast.
He is tall as well.
When he runs, his shoes
make noise.
 The second sentences on the
slides presented mean something
different and usually more than
what they say on the surface.
They are figurative.
Marc runs like the wind.
He is a giant as well.
When he runs, his shoes
scream at me.
 Figurative language makes
readers or listeners use their
imagination and understand
much more than the plain words.
There are different figures of
speech that can tap the
imagination.
 These are SIMILE,
METAPHOR, HYPERBOLE,
and PERSONIFICATION.
LEARNING
POINT
What is
Simile?
Simile: A comparison
using “like” or “as.”
She was as smart as
an owl.
The student was as
quiet as a mouse.
 My backpack was
like a bag of bricks.
 What is
Metaphor?
 Metaphor: A figure of
speech stating two things
are similar.
The test was a long
never-ending
marathon.
The rain came down in
full cold buckets.
Her life was a rainbow
of experiences.
 What is
Personification?
Personification: Giving
human qualities to
things and ideas.
 The tree leaves
danced in the wind.
The chair stood up
straight and tall.
The car jumped to
the finish line.
 What is
Hyperbole?
Hyperbole: An
extravagant
exaggeration.
 The walk was a
million miles long!
 I ate five-thousand
pancakes for breakfast!
The bag of gifts
weighs a ton!
Challenge
r
SWEET
 Find the
similes.
Highlight or
underline
 Example:
She accidentally dropped
the meatball and it was as
flat as a pancake.
 After getting all the
questions correct on her
test, she felt as wise as
an owl.
He disappeared as quick
as a wink when his
mom asked him to do
chores.
 Finding the ring she
lost was like finding a
needle in a haystack.
The girl walked as
slow as a snail
because she was so
exhausted.
 When she graduated
from high school, her
mom was as proud as a
peacock.
MIGHTY
METAPHO
R
 Highlight or
underline the 2
things being
compared in
 Example:
Her life was a
rainbow of
experiences.
 Time was a
thief to me this
year.
 Her smile was
sunshine when her
baby was born.
The dinner was
an ocean of
flavors.
The teacher was an
encyclopedia of
information.
Their mom was
the rock of the
family.
 ASTONISHING
PERSONIFICATI
ON
 Highlight or
underline the
personification
example in each
 Example:
The stars danced in
the night sky.
Time flies when
you are having a
great time.
 The cookies
screamed, "I'm
done!" from the
oven.
 The good news
travelled fast
through the town.
 The opportunity
knocked at his door.
The tree appeared
angry when it lost
its leaves.
SURPRISING
HYPERBOLE
Highlight or
underline the
hyperbole
example in
 Example:
The pile of garbage
reached the sky.
 I have told him a
million times to get
his chores done.
The homework list
was miles long.
 The family had to
wait for centuries to
get seated at the
restaurant.
She thought she was
the best tennis player
on this planet.
 I could eat every
hamburger on this
planet, I was so
hungry.
 1.

DAY 4
JAY CRIS S. MIGUEL
Within the class period, you
should be able to:
 compose clear and coherent
sentences using appropriate
conjunctions (and, or, but)
 SPELLING
DRILL
(clipped words and
blended words)
LEARNING
POINT
 What are
conjunctions?
 Conjunctions are
words which connect
two or more words or
group of words.
 “And”, “but”, and
“or” are common
conjunctions called
coordinate
conjunctions.
 “And”, “but”,
and “or” connect
ideas which are
closely related.
 Let us look how do
these conjunctions
work in the following
examples.
I need to bring a ruler
and a calculator to
school.
Do you want pancakes
for breakfast, or
would you rather have
eggs?
Some kids were afraid
to dive into the pool,
but I wasn’t.
What have you noticed
among the sentences
presented?
 How were the
different coordinate
conjunctions used in
each sentence?
 “and”
To express addition
 “or”
To express choice
 “but”
To show contrast
Challenge
r
 Complete the
following sentences
using the
conjunctions “and”,
“but”, or “or”
On a warm summer
day, will you wear
black shirt ____ a
white shirt?
If you want it,
come _______ get
it.
I called _____ he
did not answer.
Most people work
by day ____ sleep
by night.
I think he will
come, ____ I am
not sure.
We can go by bus
_____ we can walk.
Do you want tea
____ coffee?
I wanted to buy a
new pair of shoes
____ I don’t have
enough money.
You can work
hard ______ you
can fail.
He was ill ____ but
he went to work.
We had chicken ____
mashed potatoes for
supper.
I’m going to the
park with Marcus ___
Carlos tomorrow.
Jamal tried really
hard _____ still lost
the tennis match.
I can’t decide whether
to take gymnastics
_____ figure skating
lessons.
Victor plays
basketball _______
volleyball.
Alexis likes playing
soccer ____ he isn’t
very good at it.
Chelsea wants to be a
lawyer _____ a doctor
when she grows up.
Grace tried out for the
school play _____ she
didn’t get a part.
I like chicken
_____ I don’t like
fish.
Marissa loves
swimming _____
gymnastics.
She says that she
loves her dog ____
she never plays with
it.
I feel sick, _____
I can still work.
 1.

DAY 5
JAY CRIS S. MIGUEL
Within the class period, you
should be able to:
Compose clear and coherent
sentences using appropriate
grammatical structures – aspects
 READ
AND
LEARN
 Read the
following
sentences on the
I wash the car.
I am washing the car.
I have washed the
car.
 What have you
noticed about the
words?
 What does this
reminds you about
verbs?
 What does this
reminds you about
verbs?
Let us study the
following
sentences.
LEARNING
POINT
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.
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.
On the other hand, the sentence
“I have washed the car.”, have
washed, being in the present
perfect, tells us that the action
has just been done or
completed.
These sentences are in
the present tense, if we
are to write it in past
tense, we would have:
 I washed the
car.
– simple past
 I had washed
the car.
– past perfect
 I had been washing
the car.
– past perfect
progressive
 ASPECT OF THE
EXAMPLE
VERB
SIMPLE PRESENT
TENSE I go
PRESENT PROGRESSIVE
TENSE I am going
PRESENT PERFECT
TENSE I have gone
PRESENT PERFECT
PROGRESSIVE TENSE I have been going
 ASPECT OF THE
EXAMPLE
VERB
SIMPLE PAST TENSE I went
PAST PROGRESSIVE
TENSE I was going
PAST PERFECT TENSE I had gone
PAST PERFECT
PROGRESSIVE TENSE I had been going
 ASPECT OF THE
EXAMPLE
VERB
SIMPLE FUTURE TENSE I will go
FUTURE PROGRESSIVE
TENSE I will be going
FUTURE PERFECT
TENSE I will have gone
FUTURE PERFECT
PROGRESSIVE TENSE
I will have been 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)
Challenge
r
 Read the following sentences. Identify
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 their favourite
TV show.
5. Jerry talks to Tom
over the phone.
THE
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Lesson Guides in Elementary English – Grade 5, DepEd 2008
DepEd Reading Links Work text
Joy in Learning English Textbook for Grade 5
Developing Reading Power 6, A Support Program to Reading By Clemence Umali
Abadilla
http://panickedteacher.typepad.com/blog/
Seeing Beyond the Obvious by Karen A. Pedroso
www.softschools.com
www.grammar-monster.com