DETAILED
LESSON
PLAN IN
ENGLISH 5
(Third Quarter)
i
Region V/Daily Lesson Plan/2019-2020
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Region V/Daily Lesson Plan/2019-2020
DETAILED LESSON PLAN DEVELOPMENT TEAM
ENGLISH 5
Third Quarter
Writers:
1. Ramon C. Aguilar
2. Noelyn G. Sandagon
3. Rochelle B. Bitantes
4. Ma. Nenita B. Cariso
5. Geraldine B. Boncocan
6. Karina Angela C. Celestial
7. Lelibeth B. Bibal
8. Glenda C. Brizuela
9. Marivic N. Borromeo
10. Fatima C. Aguilar
11. Aileen Caluit
12. Jocelyn B. Bien
13. Geraldine B. Diaz
14. Asteria A. Velasco
15. Aurora B. Latigay
16. Marjory J. Bueno
17. Lina Azupardo
18. Mariann D. Bongalon
Editors:
1. Lany M. Abainza
2. Marcial B. Bellen
3. Asteria A. Velasco
4. Aurora B. Latigay
5. Marjory J. Bueno
Demonstration Teachers/ Validators
1. Carmelita O. Bien
2. Salve B. Bonto
3. Rumar S. Muan
4. Maria Cecilia B. Borjal
5. Fatima C. Aguilar
6. Rosemarie Bermundo
7. Emilio Bermundo
8. Jose Bonto
9. Josefa Clariño
10. Emerson Brosas
LRMDS
1. Merlita B. Camu
2. Cristita Beguiras
Team Leader
Jily L. Roces
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TABLE OF CONTENTS
ENGLISH 5 QUARTER 3 DETAILED LESSON PLAN
Week 1
Day 1 -------------------------------------------------------------------------- 1
Day 2 ------------------------------------------------------------------------- 11
Day 3 -------------------------------------------------------------------------17
Day 4 -------------------------------------------------------------------------23
Day 5 -------------------------------------------------------------------------27
Week 2
Day 1 -------------------------------------------------------------------------32
Day 2 -------------------------------------------------------------------------37
Day 3 -------------------------------------------------------------------------42
Day 4 -------------------------------------------------------------------------50
Day 5 -------------------------------------------------------------------------54
Week 3
Day 1 -------------------------------------------------------------------------58
Day 2 -------------------------------------------------------------------------63
Day 3 -------------------------------------------------------------------------70
Day 4 -------------------------------------------------------------------------77
Day 5 -------------------------------------------------------------------------82
Week 4
Day 1 -------------------------------------------------------------------------86
Day 2 -------------------------------------------------------------------------93
Day 3 -------------------------------------------------------------------------97
Day 4 ------------------------------------------------------------------------101
Day 5 ------------------------------------------------------------------------107
Week 5
Day 1 ------------------------------------------------------------------------112
Day 2 ------------------------------------------------------------------------117
Day 3 ------------------------------------------------------------------------121
Day 4 ------------------------------------------------------------------------127
Day 5 ------------------------------------------------------------------------136
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Week 6
Day 1 ------------------------------------------------------------------------141
Day 2 ------------------------------------------------------------------------146
Day 3 ------------------------------------------------------------------------156
Day 4 ------------------------------------------------------------------------161
Day 5 ------------------------------------------------------------------------173
Week 7
Day 1 ------------------------------------------------------------------------177
Day 2 ------------------------------------------------------------------------181
Day 3 ----------------------------------------------------------------------- 188
Day 4 ----------------------------------------------------------------------- 192
Day 5 ----------------------------------------------------------------------- 197
Week 8
Day 1 ----------------------------------------------------------------------- 200
Day 2 ----------------------------------------------------------------------- 208
Day 3 ----------------------------------------------------------------------- 214
Day 4 ----------------------------------------------------------------------- 217
Day 5 ----------------------------------------------------------------------- 223
Week 9
Day 1 ----------------------------------------------------------------------- 225
Day 2 ----------------------------------------------------------------------- 229
Day 3 ----------------------------------------------------------------------- 233
Day 4 ----------------------------------------------------------------------- 237
Day 5 ----------------------------------------------------------------------- 241
Week 10
Day 1 ----------------------------------------------------------------------- 244
Day 2 ----------------------------------------------------------------------- 248
Day 3 ----------------------------------------------------------------------- 251
Day 4 ----------------------------------------------------------------------- 25
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Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English
Grade:
Quarter:
I.
5___
Third__
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
Week:
1___
Day:
1___
The learner
Determine learner’s strengths and weaknesses in the
competencies for the third quarter through a pre-test
3rd Quarter Pre-Test
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
B. Other
Learning
Resources
IV.PROCEDURE:
A. Establishing
a purpose
for the
lesson
B. Evaluate
learning
A. Setting of Standards/Atmosphere
1. The teacher explains to the pupils
a. the purpose of the pre – test
b. what is expected from them
2. The teacher gives the standards for taking the test
a. Follow the directions.
b. Read and analyze each item carefully.
c. If you have questions, do not hesitate to ask.
d. Be mindful of the time.
A. Test Proper
1. The pupils will be given a 50 – item test covering
all the competencies in the 3rd quarter.
2. The pupils will be given 50 minutes to answer.
B. Checking and analysis
The teacher will have the test checked.
After which, the teacher will conduct an item
analysis.
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Region V/Daily Lesson Plan/2019-2020
ATTACHMENT A
TABLE OF SPECIFICATION IN ENGLISH V
3rd PRE-TEST
Test
Item
No.
Level (%) & Item No.
Learning Competencies
Distinguish
from opinion
%
R
30%
U
20%
AP
20%
AN
10%
E
10%
C
10%
Total
No. of
Test
Items
fact
8%
1-4
1-4
4
5-6,33
3
EN5LC-IIIa2.10
Provide evidence to
support
understanding
5-6,
33
6%
EN5LC-IIIa2.15
Organize
information
from
primary/ secondary
sources
4%
7-8
7-8
2
Infer the meaning
of unfamiliar words
(compound, affixed)
based
on
given
context
clues
(Synonyms
Antonyms
word
parts) and
other
strategies
(Health)EN5VIIIb20.3/.4/.5
6%
9-11
9-11
3
Infer the meaning of
unfamiliar
words
(compound, affixed)
based
on
given
context
clues
(Synonyms
Antonyms
word
parts) and
other
strategies
(Science)EN5VIIIc20.3/.4/.5
6%
1214
12-14
3
EN5SSIIIb3/EN5SS-IIIc-4
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Infer the meaning of
unfamiliar
words
(compound, affixed)
based
on
given
context
clues
(Synonyms
Antonyms word parts)
and other strategies
(Mathematics)
4%
1516
4%
18
15-16
2
17-18
2
EN5V-IIIe20.3/.4/.5
Use a particular
kind of sentence for a
specific purpose and
audience -expressing
opinions/ Emotions
17
EN5G-IIIh1.8.10
Use a particular
kind of sentence for a
specific purpose and
audience
-asking
permission -making
requests
4%
1920
19-20
2
4%
2122
21-22
2
4%
2324
23-24
2
8%
2528
25-28
4
EN5GIIIa1.8.1/EN5GIIIa1.8.3
Use a particular kind
of sentence
for a
specific purpose and
audience -following
and
giving
directionsEN5GIIIe1.8.4
Use a particular kind
of sentence
for a
specific purpose and
audience
-making
explanation
EN5G-IIIg1.8.9
Infer the speaker’s
tone,
mood
and
purpose
EN5LCIIIf2.8.1/2.8.2/2. 8.3
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Distinguish
texttypes according to
features
(structural
and
language)
Problem and solution
6%
29
3031
29-31
3
32,3
4,35
32,
34-35
3
EN5RC-IIId3.2.4
Distinguish
texttypes according to
features
(structural
and
language)
Cause and effect
6%
EN5RC-IIIe3.2.6
Distinguish
texttypes according to
features
(structural
and
language)
comparison
and
contrast
6%
3638
36-38
3
14%
3945
39-45
7
4650
46-50
5
5
1-50
50
EN5RC-IIIg3.2. 7
Compose clear and
coherent sentences
using
appropriate
grammatical
structures:
Prepositions
and
prepositional phrases
EN5G-IIIa7.3.1/3.2
Revise writing for
clarity
correct
spelling - appropriate
punctuation marks transition/
signal
words
10%
EN5WCIIIf1.8.2/1.8.1/1 .8.3
100
%
15
10
10
5
5
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ATTACHMENT B
3rd Quarter Pre-Test
Name: _____________________Grade and Section: ________Date: ______
I.
Read the items carefully. Encircle the letter of the correct answer.
1. Men once believed that evil spirits inside the body made people sick.
What does the sentence show?
A. Fact
B. Opinion
C. Fantasy
D. Reality
2. Which of the following sentences is NOT a fact?
A. Glands are parts of the body.
B. Sun is the main source of light.
C. Our national anthem is Lupang Hinirang.
D. All animals have the same way of survival.
3. “I think, no homework policy could ease the burden of pupils”. What type
of sentence is this?
A. Fact
B. Reality
C. Opinion
D. Make-believe
4. Which is a sentence stating opinion?
A. Not all plants can make their own food.
B. Rodrigo R. Duterte is the president of the Philippines.
C. Fish have different kinds of food like the land animals.
D. I think, air and water pollution are serious problems in our country.
5. “Mang Ramon was a padyak driver before he stayed in Manila for 10
years. When he returned to Bicol, he was surprised to see the many
changes in the city. When he got down the bus, he did not know where
to go”. What should Mang Ramon have done as a solution to his
problem?
A. look for his relatives and friends
B. gone back to the province at once
C. look for a policeman and asked for help
D. gone to the nearest radio and TV station
6. Ronnie needs a new pair of shoes. He did not have enough money to
buy the new one. His Uncle is looking for a baggage boy on Saturday
during the harvest of his palay. He went to his Uncle right away. What
do you think will Ronnie do when he went to his Uncle’s house?
A. Ask about money to lend
B. Help his Uncle during the harvest
C. Ask about a job that his Uncle could offer
D. Seek for help to buy the new pair of shoes
7. Primary sources are used to prepare written works, researches and
reports. Which of the following does NOT belong to primary sources?
A. Public records, photographs and interviews
B. atlas, encyclopedia, yearbook and almanac
C. Photographs, letters and news films footages
D. Newspaper clippings, posters and journals
8. What secondary source of information consists of volumes of books in
which the topics are listed alphabetically?
A. Atlas
B. Almanac
C. Encyclopedia
D. Periodicals
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9. Chicken pox is a contagious disease. What is the antonym of
contagious?
A. genetic
B. excessive
C. communicable
D. non-communicable
10. Laughing excessively can get you exhausted. What is another word for
exhausted?
A. tired
C. panic
B. sleepy
D. relaxed
11. Vitamins are made as supplement to your intake of food. What is the
word that is not similar to supplement?
12.
13.
14.
15.
A. essential
C. addition
B. beneficial
D. harmful
Metals are used by electrician in installation of wirings. They are good
conductors of electricity. What do you mean by good conductors?
A. Builder of heat
B. Carrier of light
C. Allow heat to pass through
D. Do not allow heat to pass through
There are different ways of purifying water for drinking purposes. One is
made by evaporating and then condensing the water vapor from the boiling
water. What is this process called?
A. distillation B. sublimation C. perspiration D. purification
Handle brittle objects carefully because they break easily. What do you mean
by brittle?
A. ductile
B. elastic
C. breakable
D. stretchable
Computers can do millions of calculations; they can add, subtract, and
compare one number with another. What do you mean by calculations?
A.
B.
C.
D.
the work of calculator
the state of being calculated
an act of calculating numbers
the process of calculating numbers
16. What do you call the performance of an operation, device, or system without
human control or attention?
A. Operation
B. Calculation
C. Automation
D. Simplification
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17. Myna is a movie fan. She cuts out every picture about her favorite movie
stars. She never fails to watch their every movie. One day, she went to
a TV station to watch them personally. She even spends much for their
photographs. Only then, she knew that the program was video-taped. If
you were Myrna, would you spend your money on the movie stars’
photographs?
A. Yes, I would always spend money for my wants.
B. Yes, so I could show photographs to my friends.
C. No, I’d better ask my friend to see them for myself.
D. No, I’d better save my money and buy important things.
18. Which of the following sentences DOES NOT express opinion?
A. I guess it’s time to go home.
B. Maybe it will rain very hard tomorrow.
C. Humans, plants and animals reproduce their own kind.
D. I believe that book is still the best source of knowledge.
19. You want to join the field trip. How would you ask permission from your
parents?
A. Do I have to join?
B. You have to permit me.
C. May I join the field trip, mother?
D. Kindly wait the letter from my teacher, mother.
20. Which is the correct sentence that expresses request?
A. Leave the room now.
B. Why don’t you eat your food?
C. May I carry your bag, Miss Linda?
D. Switch off the lights when not in use.
21. Which is a sentence that gives directions?
A. How do I get to the nearest bus terminal?
B. Could you please write down your name?
C. May I know the directions in going to school from the clinic?
D. Walk forward. Put your hands up. Turn right and bow your head.
22. Which sentence shows following and giving directions?
A. Go in front. Raise your hand and say Yes.
B. Meanwhile, pupils are reading their books.
C. Parents attend the program after the meeting.
D. Miss Mae is dictating while the pupils are writing.
23. Which of the following topics explains how to do something?
A. Computer versus human
B. Catching freshwater fish
C. The discovery of telephone
D. Sun: Center of the Solar System
24. “Balut are duck’s eggs which are not allowed to become ducklings. As
soon as the eggs laid, they are placed in a balut-making oven. After 18
days, the duck’s eggs are ready for the market as balut-sa-puti”. What
do the passage tell us?
A. directions
B. opinions
C. argument
D. explanations
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25. “Just arrived from Baguio, Mrs. Santos brought vegetables, fruits and
bottles of jam. She told Consuelo to give their neighbors some
vegetables and a bottle of jam. As she entered the gate of their
neighbor’s house, the dog leaped her.” What is the mood of the
selection?
A. scared
B. thrilled
C. excited
D. angry
26. Roberto was in a hurry to go to school. He boarded a jeepney to school.
When he was about to pay his fare, he noticed that his wallet was
missing. What will Roberto feel?
A. adventurous
B. embarrassed
C. lonely
D. afraid
27. Rolando’s vacation days in the province are soon to be over. He will
miss the songs of the birds and the sweet smell of grass and the
activities he had in the province. What is the mood of the character in
the selection?
A. happy
B. sad
C. excited
D. amazed
28. “Miss Ramos took her Grade V class on a field trip around the city. They
went to the aquarium, zoo and to the museum. The class had special
instructions on how to behave but they didn’t follow. They were even
scolded by the guards.” What will Miss Ramos feel about her student’s
behavior?
A. embarrassed
B. elated
C. angry
D. jolly
29. Which of these topics can be developed into problem-and-solution
texts?
A. The History of Airplane
B. The Causes of Cancer
C. The Life Cycle of a Frog
D. Waste Segregation in School
30. “Man’s dream of being able to fly, like the birds is as old as mankind.
Thus, man tried to fly with wings like birds but all his attempts failed.
Man finally realized this dream when two Americans finally built the first
airplane. From then on, airplanes have undergone so many changes
and improvements and man today can even fly faster than a bird”. What
text type is this?
A. To persuade
B. Cause and Effect
C. Problem and Solution
D. Comparison and Contrast
31. “Air pollution or smog is a serious problem in some cities. Smog
consists of smoke and exhaust fumes mixed with fog. To control air
pollution, smoke ordinances have been passed. Smoke belching
vehicles are checked and factories are required to reduce fumes
emanating from them.”. How is the text type written?
A. It shows the reason of air pollution in the cities.
B. It starts with a problem and ends with a solution.
C. It informs the reader about cause of air pollution.
D. It shows comparison about air pollution and smog.
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32. “One day, a shepherd was tending his flock of one hundred sheep. As
night grew near, he found out that one sheep was missing. He was
very much worried so he immediately left the ninety-nine sheep to look
for the missing one. Until he has found the lost one. When he found it
he was very happy”. What type of text is this?
A. To persuade
B. Cause and Effect
C. Problem and Solution
D. Comparison and Contrast
33. Which sentence is true in the selection?
A. It is foolish to look for one lost sheep.
B. The shepherd did not mind the lost sheep.
C. The lost sheep is better than the ninety-nine sheep.
D. The shepherd left the other sheep to look for the lost one.
34. “Dengue is a prominent disease nowadays. It is a disease caused by
the bites of mosquito during daytime. This results to the severe cases
leading to death. So, the Department of Health (DOH) is promoting the
4S strategy to fight dengue”. What is the purpose of the text?
A. To persuade
B. To compare and contrast
C. To show cause and effect
D. To present the problem and solution
35. Some insects are very destructive to plants. The locust is a destructive
insect. A swarm of locusts descending on a rice field is considered bad
luck. It is because these insects can clear a rice field in an hour and eat
all the grains of palay which are ready for harvest. When this happens,
there will be a failure of rice crop, and shortage of food or hunger for the
people. What does the paragraph show?
A. The problem about insects.
B. The cause and effect bought by locust.
C. A persuasion about destructive insects.
D. A comparison between insects and locust.
36. Which of the following topics can be distinguished as a compare-andcontrast text?
A. Causes of Dengue
B. The excessive use of the internet
C. The effects of No Homework Policy
D. Outdoor Activities and Online gaming
37. Sea water which contains much minerals is hard water, while rain
water is quite soft. What type of text is this?
A. To persuade
B. Cause and Effect
C. Problem and Solution
D. Compare and Contrast
38. Which of the following signal words will distinguish compare and
contrast type of text?
A. If, so, that is why
B. Because, so that, as a result
C. Both, while, on the other hand
D. As a problem, therefore, though
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Complete the following sentences by filling the blanks with the correct word or
words. Choose from the given choices.
39. Judy works as an assistant clerk ______ the office.
A. in
B. at
C. on
D. to
40. There is a vacant lot ______ the school and the store.
A. behind
B. between
C. beyond
D. beside
41. Let the Christmas tree ______ the main door of your classroom.
A. Beside
B. stand by
C. nearest to
D. above
42. After we watched the movie, we’re going ____Lorna’s garden
A. In
B. to
C. behind
D. between
43. Bicolanos are concerned _________the Dengue outbreak.
A. around
B. among
C. about
D. along
44. Jessie is my friend. We love each other ______________ the years.
A. since the years
B. through the years
C. over many years
D. within the years
45. Ms. Mary’s room is on the southwest corner with four windows. Which
is the prepositional phrase in the sentence?
A. On
B. southwest corner
C. with four windows
D. on the southwest corner with four windows
46. How will you correct the sentence?
I live in bogñabongtabaco city
A. I live in bogñabongtabaco city.
B. I live in Bogñabongtabaco city
C. I live in Bogñabong Tabaco City
D. I live in Bogñabong Tabaco City.
47. Which sentence has correct punctuation marks?
A. Mother, oops, there’s a big snake?
B. Mother, oops, there’s a big snake!
C. Mother, oops, there’s a big snake.
D. “Mother, oops, there’s a big snake”
48. Which of the following is written correctly?
A. Doctor cruz visited us last week
B. doctor cruz visited us last week.
C. Doctor Cruz visited us last week.
D. Doctor Cruz visited us last week
49. How will you rewrite the following correctly?
Is rushing everyone to the island.
A. To the island is everyone rushing.
B. Everyone is rushing to the island.
C. Is everyone rushing to the island
D. Everyone is rushing to the island?
50. Which set of words is correctly spelled?
A. Skiny, sanitary, misery
B. Illusion, occassion, depression
C. Enthusiastic, fantastic, wholistic
D. Attention, retention, accommodation
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Detailed Lesson Plan in English
Grade: 5____
Quarter: __Third__
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencie
s
Week:
1___
Day:
2___
The learner
Demonstrates understanding of text types in order to
construct feedback
Uses literary and informational texts heard to construct an
appropriate feedback
Distinguishes fact from opinion - EN5LC-IIIa2.10
Provides evidence to support -EN5LC-IIIa2.15
II. Content
Reminds others to stay on topic EN5OL –IIIa-2.7
Distinguishing Fact from Opinion
III. Learning
Resources
A. References
Joy in Learning English, p. 155
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
B. Other
Learning Resources
IV.PROCEDURE:
C. Reviewing
previous
lesson or
presenting
the new
lesson
Joy in Learning English, p. 155
Pictures, MISOSA 5, 6
1. What is the widespread viral infection dreaded by
everyone these days?
2. How does the government deal with it?
Teacher presents the questions for the news report to be
read by the teacher.
1. Who is the secretary of the Department of Health?
2. What program was launched by the department?
3. What does the program aim to control?
DOH launches Sabayang 4-o'clock habit paradeng-get
out! vs. dengue
Health Secretary Francisco Duque III on Tuesday
urged other government agencies, local government units,
schools and communities to conduct the “4-o’clock habit
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Region V/Daily Lesson Plan/2019-2020
paradeng-get out!” vector control program, which aims to
search and destroy mosquito breeding sites.
“Starting today, the Department of Health together
with other government agencies, LGUs, schools, offices, and
communities will conduct the Sabayang 4-o’clock habit
paradeng-get out, focusing on search and destroy of
mosquito breeding sites. This is one of the primary
interventions to prevent and control dengue,” Duque said.
The “4-o’clock habit” is a strategy that seeks to raise
awareness and encourage the community to do its share and
take time to weed out dengue breeding sites at 4 p.m. every
day. It has been known that mosquitos carrying the disease
are most active at dusk around this time and religiously
exercising this intervention is key to reducing the risk of
dengue.
D. Establishing
a purpose
for the
lesson
E. Presenting
examples/ins
tances of the
new lesson
Additional Questions:
4. Why was the program named 4 o’clock habit?
5. In your own way, how would you support this
program?
6. How do we classify the answer to numbers 1-3?
(fact) 4-5? (Opinion)
It is important to distinguish an item of information as to
whether it is a fact or an opinion. The example in the box
below will help you understand better the difference
between a fact and an opinion.
FACT
OPINION
1. Ernest lost the envelope
containing important
papers.
2. Hanna left before the
program was over.
3. Mr. Orilla has never been
late to office.
Ernest is careless.
Hanna was bored.
Mr. Orilla is
hardworking
Teacher asks for the meaning of fact and opinion.
F. Discussing
new
concepts
and
practicing
new skills
#1.
Teacher defines fact and opinion
Fact refers to a statement that can be proven real for all people
and places, can be observed, historical and 100% true.
Opinion refers to one’s feeling, thought, belief or judgement that
is not 100% true and cannot be proven.
.
When you state a fact or an opinion, one needs to support such
claim with evidence. This may include observations, experiences
or conclusion based on experiments or studies.
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G. Discussing
new
concepts
and
practicing
new skills
#2.
Evaluate whether each item expresses a FACT or
OPINION.
1. Our country is very rich in natural resources. We
have wide and fertile lands. We have rivers and seas
rich in marine life. We have forests and mines.
2. Filipino families are known for strong family ties.
3. Jose Rizal could have been a great President of the
country if he had lived longer.
Teacher asks pupils to justify their answers .(EN5LCIIIa2.15,EN5OL –IIIa-2.7)
H. Developing
mastery
(leads to
formative
assessment )
Group Activity. Teacher presents scoring rubric
Advance
Average
Group 1 – Verify It
Group 1
Put a check (√) if the
sentence is a fact and
cross (x) if it is an opinion.
Write F if the sentence tells
a fact and O if it expresses
an opinion.
1.Sea horses and sea
1.
Philippines
archipelago. ___
anemone grow in the
ocean. _____
2. I think a mermaid would
have a fish tail for
legs._____
is
an
2. Most Filipinos like the
idea of No Homework
Policy Bill. ____
3. Manila is the capital city
of the Philippines. ______
4. Men are stronger than
women. ____
3. The Pacific Ocean is
larger than the Atlantic
5. Fruits and vegetables
are glow foods._____
Ocean. ____
4.The North Pole region is
always covered with
snow and ice.____
5. Earth is supposed to be
at least four billion years
old._____
Group 2 - Prove It
Group 2
Give facts and opinions that
can be drawn from the
paragraph.
Computers affect our
lives more and more every
day. When we watch news
on television, we see charts
and diagrams on screen.
These
are
computer
graphics.
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Region V/Daily Lesson Plan/2019-2020
If it is factual, pupil/s will
provide support to it and if it
is an opinion will give the
fact that guides it.
1. It’s more fun in the
Philippines.
2. Philippines is an
archipelago.
There are modern cars that
have computers to control
the amount of fuel they use
or check if these cars are
safe to drive. Computers
help people with disabilities
to speak and move around.
At
home,
washing
machines are programmed
to wash clothes. In offices,
computers make office work
light, easy, and from hasslefree.
Group 3
3. Philippines is the only
Southeast Asian country
Give 3 facts and 3 opinions
about…
the sun/school
that observes Holy Week.
Group 3 – State It
Write an editorial on the
given topic.
My Teacher: My Hero
I.
Finding Practical
application of
concepts and
skills in daily
living
J. Making
generalizations
and abstractions
about the lesson
K. Evaluate
learning
The ability to distinguished fact from opinion will help one in
evaluating ideas in making judgment. It also strengthens
our skill in critical thinking.
How do you distinguish fact from opinion?
Listen to your teacher as he/she reads to you the paragraph
twice.
Early Olympics
Nowadays we have
the Olympic Games to give
the world’s best athletes a
chance to compete with
one another. In the early
days of Australia, the
Aborigines, used to hold a
Dolphins are among
the
most
intelligent
animals on earth. They are
playful as well as smart
and are easily trained for
zoo and aquarium shows.
They jump through hoops
and fetch and grab objects
14
Region V/Daily Lesson Plan/2019-2020
kind of ‘Olympics’ where
tribes met to compete.
These competitions
were held for several
reasons. People wanted to
see the talented members
of their tribes play against
other tribes.
Often, tribes would
meet for enjoyment and an
opportunity to see others in
a happy atmosphere. Each
tribe would be represented
by a team. All activities
began at sunrise and
finished at sunset.
Fill up the table with the
needed data. Write only the
number of the sentence
Fact/s Opinion/s
Teacher presents these
sentences after reading the
paragraph.
from the trainer’s hands.
Dolphins
communicate
with each other in a variety
of ways using clicking,
whistling, and slopping
sounds.
(These will be presented
after reading the
paragraph)
Write F if the given
sentence is a fact and O
if it’s an opinion.
_____1. Dolphins jump
through hoops.
_____2. Dolphins can grab
objects from
the trainer’s hand.
_____3. Dolphins are
lovable.
_____4. Dolphins can
communicate with
each other.
_____5. Dolphins are nice
pets.
1. Olympic Games give the
world’s best athlete a
chance to compete with
one another.
2. Australia used to hold a
kind of ‘Olympics’ where
tribes met to compete.
3. People wanted to see
the talented members of
their tribes play against
other tribes.
4. Each tribe would be
represented by a team. All
activities began at sunrise
and finished at sunset.
15
Region V/Daily Lesson Plan/2019-2020
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
learner’s 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
material/s did I
use/discover
which I wish to
share with
other?
16
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English
Grade: __5___
Quarter: __Third__
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
Week:
1__
Day:
3__
The learner
Demonstrates understanding of writing styles to
comprehend the author’s message
Uses knowledge of text types to correctly distinguish literary
from informational texts
Distinguishes text-types according to purpose
-to persuade EN5RC – IIIa-3.2.4
Reads grade level text with accuracy EN5F – IIIa-1.3
Distinguishing Text –Type According to Purpose
- to persuade
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials Pages
3. Textbook
Pages
B. Other
Learning Resources
IV.PROCEDURE:
A. Reviewing
previous lesson
or presenting
the new lesson
B. Establishing
a purpose for
the lesson
Joy in English 5, p. 5
Building English Skills 6 (Reading)
http: visitpinas.com
What was the lesson yesterday?
Teacher let the group, dyads, individual read the article with
accuracy. (EN5F – IIIa-1.3)
Have you imagined not drinking water or any other
liquid within the next eight hours? This is what you basically
do while you sleep. Your body become slowly dehydrated
or water-deprived because it needs fluid for the body
organs to function or do their job while you are sleeping. If
you drink a large glass of water upon waking up, it would
fire up your energy for 90 minutes. Water helps your body
flush out toxins, especially through your kidneys. Since your
brain tissue is 75% water, it needs to be hydrated enough
to operate well. You can feel drained, exhausted or
experience tiredness and mood swings if you lack water.
So, would you now start drinking a big glass of water first
thing in the morning or drop the idea? The choice is yours.
17
Region V/Daily Lesson Plan/2019-2020
C. Presenting
examples/instan
ces of the new
lesson
Teacher shows pictures of promotional slogans
What do the different promotional slogans want to convey?
If you were a foreigner would you visit the Philippines? Why
Yes? Why No?
If Yes, what helped you decide?
Just like the ad, there are articles that persuade the reader
to act or do what is suggested.
Ex: 1.Water from this river will overflow if there are no trees
to stop it. And if this will happen. Our plants and animals will
die and people will be very much affected.
Let’s do tree-planting activities. Let us all unite our
efforts so that we will all survive in this world.
How is the given article different from the other purposes of
why writers write?
Were you convinced to act or do something in relation to
the topic?
How else will you do it?
D. Discussing
new concepts
and practicing
new skills #1.
Choose the letter of the paragraphs that persuade. Tell
why. (uses knowledge of text types to correctly distinguish
literary from informational texts)
A. The peso gained by a strong 38 centavos to settle at
52.35 to yesterday as weak dollar demand combined with
strong inflows supported the local currency.
B. Zap, an all-purpose cleaner, clean all dirt and stains in
just one minute. Buy one and get a free hand towel! Hurry!
Offer is good for this month only.
C. The year is 2020. Global warfare is raging. Not one
country against another. This is all-out war-human against
computers. Back in 2018 – what seems ages ago – the
Athan Computer Group perfected a revolutionary new chip
that enabled computers to learn. And learn they did – at a
rate incomprehensible to humans.
18
Region V/Daily Lesson Plan/2019-2020
D. Bad land management practices, such as ploughing
and clearing steel slopes, using too much irrigation help to
remove vegetation and leave the soil open to the effects of
wind and rain. At present we remove 12 million hectares
of forest every year. At this rate, we will lose 18 percent of
the farmable land on earth on a yearly basis. Isn’t it about
time we do something to prevent this?
Authors Purpose to persuade convinces readers to
adopt a particular viewpoint or take a certain action.
It usually offers, promotes and supports an opinion.
(https://www.duplichecker.com)
E. Discussing
new concepts
and practicing
new skills #2.
Distinguish the text type that persuades. Tell what kind is the
other.
Have you been to Baguio? I
with my family visited Baguio
last summer. We saw Igorots
in their colorful costumes.
They
did
several
performances.
These
performances were dances
revealing the historical and
cultural heritages of Igorot
culture in Baguio. Truly,
culture
presentation
is
evident in Baguio. Not all
places like cities have this
kind of festival where
tradition is highlighted. Why
be a stranger in your own
place. Visit Baguio.
F. Developing
mastery (leads
to formative
assessment )
Solar power is produced by
the sun. The sun’s heat and
light enable life to continue
on earth. Without the sun, all
plants, animals, and human
life will not exist. Plants
could not manufacture the
food they need without the
sun’s light. They could not
produce the oxygen all
animals and human beings
need.
For Average
Persuade the reader to act on the issue. Add concluding
statements.
At no time in history have humans produced so much
waste. Ours is a throw-away society. No matter which area
is examined, it is found that for health, safety, advertising, or
other reasons, we produce more waste.
_______________________________________________
_______________________________________________
______________________________
For Advance
Write an editorial persuading people to be responsible of
their garbage.
19
Region V/Daily Lesson Plan/2019-2020
G. Finding
Practical
application of
concepts and
skills in daily
living
Teacher lets the class read the paragraph with accuracy.
H. Making
generalizations
and abstractions
about the lesson
I. Evaluate
learning
How can you distinguish text types that persuade?
Do you sometimes wonder why you need to learn
English when you can communicate with others in Filipino?
This is because you are a growing individual and you live in
a fast-changing world. As you grow in this kind of world your
communication also needs to grow. That is why it is better to
invest now by learning the universal language. English
through reading, speaking, listening and writing.
For Average
If the paragraph persuades, write Yes and if it doesn’t, write
No.
______1. Water causes some of the changes in the earth’s
surface. When it rains, raindrops strike the surface of the
earth. The force of the raindrops loosens the soil particles.
As the water flows over the ground, it carries along the soil
particles.
______2. Don’t throw away those bits of soap remaining in
your soap dish especially if you are living on a shoestring
budget. Boil them and pour the hot liquid into a small
container and you;ve got a new bar of soap.
______3. Laser is an acronym for “light amplification by
stimulated emission of radiation.”
Laser light is so
concentrated and pure that it is so intense, but not because
of the energy input. While a pulse from a ruby rod laser can
produce a hole through a thick steel plate, that same pulse
cannot boil an egg. It does not have enough energy.
_______4. Some pupils throw pieces of paper and candy
wrappers on the school yard. Are you one of these pupils?
Let’s have pride in our school and keep the yard clean. It
only takes a little effort
For Advance
Write the letter of the paragraph that persuades. Tell why?
A.
Water causes some of the changes in the earth’s
surface. When it rains, raindrops strike the surface of the
earth. The force of the raindrops loosens the soil particles.
As the water flows over the ground, it carries along the soil
particles.
20
Region V/Daily Lesson Plan/2019-2020
B. After the Dona Paz-Vector diasater, the worst sea
tragedy in many years, bus firms and airlines have been
under much pressure. Some employees of these transport
companies have demanded as much as P300 from
passengers desperate for a booking. The amount is nearly
half the cost of a ticket. It really appears as though we are
hopelessly corrupt people, doesn’t it?
C. Animals need clean air, clean land and clean water to
live. This is as true of people as it is of the tamaraw, the
monkey eating eagle, and other animals in nature. Animals
can do nothing about their changing environment. But
people can. We can stop the use of harmful animal spray.
We can find ways to end pollution. Perhaps in saving
wildlife, we will help save ourselves.
D. How to make pork curry: heat oil and sauté pork with
garlic, onion, pork broth cube and curry. Add eggplant and
red pepper. Pour evaporated milk and season chili sauce.
J. Additional
activities for
application or
remediation
V. Remarks
Persuade the reader to eat a native delicacy in your place.
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 learner’s
who continue to
require
remediation
21
Region V/Daily Lesson Plan/2019-2020
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
material/s did I
use/discover
which I wish to
share with other?
22
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English
Grade: __5___
Quarter: __Third__
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous lesson
or presenting the
new lesson
B. Establishing
purpose for the
Lesson
Week:
1__
Day:
4__
Demonstrates a command of the conventions of standard English
grammar and usage when writing or speaking
Speaks and writes using good command of the conventions of
standard English
Compose clear and coherent sentences using appropriate
grammatical structures: -Prepositions EN5G-IIIa7.3.1
PREPOSITIONS
Activity Sheet in English 6 by Michelle B. Balatbat, pp. 1-2
(Quarter 2 – Week 7 – Day 1)
Advanced Learners
Average Learners
Say: Today, we are going to learn how to compose clear and
coherent sentences using PREPOSITIONS.
23
Region V/Daily Lesson Plan/2019-2020
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1.
Ask:
1.What do the underlined
words show?
2. What do we call them?
3. What other prepositions
show location?
(possible answers: in, at, about,
among, around, over, behind, by,
along, inside, outside, near, and
others)
Ask:
1. What are the underlined
words in the text you have
read?
2. What are they?
3. Can you give some more
examples of prepositions?
(possible answers: in, at, about,
among, around, over, behind, by,
along, inside, outside, near, and
others)
E. Discussing new
concepts and
practicing new
skills #2
Study the following sentences and identify the preposition used.
F. Developing
mastery (leads to
formative
assessment 3)
WHOLE CLASS ACTIVITY: “Pass the Ball”
The teacher prepares folded pieces of paper with a preposition
written on it. A ball will be passed along each pupil while a song is
being played. Once the music stops, the pupil holding the ball will
have to pick one folded paper and compose a simple sentence
using the preposition written on it.
1. My notebook is in the bag.
2. The dog is sleeping under the tree.
3. The pupils are preparing their project inside the library.
4. Peter is hiding behind the book shelves.
5. Many people are gathered around the stage to watch the show.
(for average learners, the teacher may opt to do the activity by pair)
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
Ask:
Why do we have to learn how to compose clear and coherent
sentences when using prepositions?
What may happen if we fail to use them in a sentence properly?
Ask:
What are prepositions?
 Prepositions are words that show the location of persons,
animals, or things. Common examples of prepositions are:
in, at, around, over, behind, by, along, inside, outside, and
near
 Some prepositions also show time relationships. Example:
before, after, to, from, during, through, and until
24
Region V/Daily Lesson Plan/2019-2020
I.
Evaluate learning
Write a short dialogue using
at least 8 prepositions.
Compose a simple sentence using
each of the following prepositions:
1.
2.
3.
4.
5.
in
on
under
beside
behind
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 learner’s
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
material/s did I
use/discover
which I wish to
share with other?
25
Region V/Daily Lesson Plan/2019-2020
Appendix A.
Source: LRMDS - Activity Sheet in English 6 by Michelle B. Balatbat, p. 1
(Quarter 2 – Week 7 – Day 1)
26
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English
Grade: __5___
Quarter: __Third__
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
B. Establishing
purpose for
the Lesson
Week:
1__
Day:
5__
Demonstrates an understanding that words are composed of
different parts and their meaning changes depending on context
Uses strategies to decode the meaning of words
EN5V-IIIa20.3Infer the meaning of unfamiliar words (compound,
affixed) based on EN5V-IIIa20.4given context clues (Synonyms
Antonyms word parts) and EN5V-IIIa20.5other strategies (Health)
Inferring the Meaning of Unfamiliar Words
Joy in Learning English 5, p.206
Advanced Learners
Average Learners
Read and study the following pairs of words in column A and B.
A
happy
pretty
big
hot
start
-
joyful
beautiful
large
warm
begin
B
happy
pretty
big
hot
start
-
sad
ugly
small
cold
end
Ask:
1. What can you say about the pairs of words in column A?
what do we call them? (synonyms)
2. How about the words in column B? What are they called?
(antonyms)
Say:
Today, you are going to learn about inferring meaning of words in
Health based on the given synonym or antonym and other context
clues.
27
Region V/Daily Lesson Plan/2019-2020
C. Presenting
examples/inst
ances of the
new lesson
The teacher reads the paragraph below. The pupils may follow
afterwards.
D. Discussing
new concepts
and practicing
new skills #1.
Ask:
1. According to the text, what happens to our bodies when we
sleep?
2. What is the meaning of the word “dehydrated”? What word
synonymous with dehydrated was used in the text to help us
understand this unfamiliar word?
Have you imagined not drinking water or any other
liquid within the next eight hours? This is what you basically
do while you sleep. Your body becomes slowly dehydrated or
water-deprived because it needs fluid for the body organs to
function or do their job while you are sleeping. If you drink a
large glass of water upon waking up, it would fire up your
energy for 90 minutes. Water helps your body flush out
toxins or poisonous substances, especially through your
kidneys. Since your brain tissue is 75% water, it needs to be
hydrated enough to operate well. You can feel exhausted or
tired if you lack water. So would you now start drinking a big
glass of water first thing in the morning? The choice is yours.
( answer: water-deprived)
3. Can you identify some more unfamiliar words from the text?
(possible answers: toxins, hydrated, exhausted)
4. Can you infer the meaning of these words based on the given
context clues?
(*the teacher guides the pupils in identifying the context clues)



Toxins- poisonous substances
Hydrated – (antonym of dehydrated) with enough water/fluid
Exhausted - tired
4. What lesson can we learn from the text we have just read?
(possible answer: water is very important for a healthy body.)
E. Discussing
new concepts
and practicing
new skills #2
F. Developing
mastery
(leads to
formative
assessment
3)
THINK-PAIR-SHARE: Look for that Clue!
Remember that context clues are very important in inferring the
meaning of a word. Context clues can be a definition, example,
synonym or antonym, or the general sense of the sentence.
For each sentence below, use the context to help you determine
the meaning of the underlined word.
1. Mr. Reyes is already having difficulty to see objects clearly so
he went to an ophthalmologist for a check-up.
A. a doctor who treats eye problems
B. a doctor who treats heart problems
28
Region V/Daily Lesson Plan/2019-2020
2. Taking a bath everyday and brushing your teeth regularly are
examples of good hygiene.
A. ways to be successful
B. ways to maintain a clean body
3. We need to strengthen our biceps so we can have stronger
arms that can carry heavier objects.
A. the large flexor muscle of the upper arm
B. the large flexor muscle of the face
4.The dentist gave me vitamins for stronger gums because she
said I have gingivitis.
A. a disease in which teeth become soft and broken
B. a disease in which gums become red and swollen
5. Our teacher told us to eat foods rich in calcium so we can
have strong bones.
A. a substance that is found in most plants important to develop
strong bones.
B. a kind of fruit that is good for our body.
6.Marco does several exercises like push-ups and curl-ups to
strengthen his abdominal muscles.
A. muscles in the upper arms
B. muscles in the abdomen
7. Some of the habits that will improve our mental health are to
stay away from stress, sleep adequately, read books, and
meditate to relax the mind.
A. condition of the mind
B. condition of the whole body
8. Our Science teacher told us that cardiac muscles help in
pumping blood from the heart throughout the body.
A. muscle in the stomach
B. muscles surrounding the heart
G. Finding
practical
applications
of concepts
and skills in
daily living
H. Making
generalization
s and
abstractions
about the
lesson
In our everyday life, we sometimes encounter unfamiliar words
when reading or speaking with other people. What may happen if
we are able to infer the meaning of an unfamiliar word correctly?
What if we did not?
I.
SHORT QUIZ: Match the meaning of the underlined words in
column A with the corresponding meaning in column B. Write the
letter of the correct answer.
Evaluate
learning
Ask: How can we infer the meaning of an unfamiliar word?
 We can infer the meaning of an unfamiliar word by looking
for context clues or by analyzing the general sense of the
sentence. Context clues can be a definition, example,
synonym or antonym.
29
Region V/Daily Lesson Plan/2019-2020
A
1. Eating too much fatty foods
may clog our blood vessels
which leads to poor blood
circulation.
2. Dr. Santos is a good cardiologist.
He cures patients with heart diseases.
3. Martha is suffering from myopia
or near-sightedness. She can hardly
See things that are far away.
4. We should not stay too long
under the sun to prevent damage to
our integument or covering of the body.
5. Toni jogs 5 kilometers everyday
To develop his endurance.
B
A. Doctor who treats
heart diseases
B. Small tube that
carries blood
throughout the
body
C. Skin
D. A condition of
being nearsighted
E. Ability to do
something difficult
for a long time
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
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
30
Region V/Daily Lesson Plan/2019-2020
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G.
What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
31
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
2_
Day:
1__
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
The learner listens critically to different text types; expresses
ideas logically in oral and written forms; and demonstrates
interest in reading to meet various needs.
The learner expresses thoughts and ideas while staying on
the topic of their interest.
C. Learning
Competencies/
Objectives
(Write the LC
code for each)
EN5LC-IIIb-2.15 Provide evidence to support understanding
II.
Providing Evidence to support Understanding
CONTENT
EN5OL-IIIb-2.7Remind others to stay on topic
EN5F-IIIb-2.9 Self-correct when reading
Reminding others to stay on topic
III. LEARNING
RESOURCES
References
1. Teacher’s
Guide Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
the LR Portal
5. Other Learning
Resources
Joy in Learning English 5 (pp. 202-206)
Joy in Learning English 5 (pp. 202-206)
https://youtu.be/XPZXpuolndo
http://www.shortkidstories.com/story/aesopsfables/#THE_BUNDLE_OF_STICKS
Essential English 5th Edition
IV.
PROCEDURE
ADVANCED LEARNERS
AVERAGE LEARNERS
A. Reviewing the
The teacher asks the following motivating questions.
previous lesson or
1. Do you like being a student/learner?
presenting the new
2. What makes you excited to go to school?
lesson
3. Do you enjoy working on your lesson activities? Or
your homework? Why?
Note: Answers may vary
32
Region V/Daily Lesson Plan/2019-2020
B. Establishing a
purpose for the
lesson
Let the teacher process the answers of the pupils from
the motivation and explain to them that the focus of the lesson
is on fictional story and its supporting details. The topic is also
about being goal-oriented, focusing on work attitudes towards
today’s challenging life. They will also self-correctwhen
reading texts.
C. Presenting
examples/instance
s of the new
lesson
. Invite the class to listen to one
of Aesop’s most popular fables,
“The Grasshopper and the
Ants.”
Link:https://youtu.be/XPZXpuol
ndo
(Note: Play the AUDIO, read the
story or play the recorded story.
Tell also the class to take down
important details of the story while
listening.)
Afterwards, process the activity
through the following questions:
D. Discussing new
concepts and
practicing new
skills #1
Invite the class to listen to
one of Aesop’s most
popular
fables,
“The
Grasshopper and the
Ants.”
Link:https://youtu.be/XPZ
Xpuolndo
(Note: Play the AUDIO,
read the story or play the
recorded story. Tell also
the class to take down
important details of the
story while listening.
1. Why were the ants Afterwards, process the
activity
through
the
working hard?
2. Why
did
the following questions:
grasshopper choose to
1. What is the story
sing than to work?
all about?
3. Why
did
the
2.
Who are the
grasshopper go up the
characters in the
anthill
when
winter
story?
came?
3.
When and where
4. How did the ants treat
did the story
the grasshopper who
happen?
begged for food?
4.
Why were the ants
5. What is the storyteller’s
working so hard?
purpose in writing the
5.
Why did the
story? Cite situations in
grasshopper
the story that support
choose to sing
your answer.
than to work?
6. What is the moral of the
6.
What is the moral
story?
of the story?
7.
1. Teacher gives 1 copy of a short fable to 2 pupils. They
should read and self-correct when reading. The title of the
story is The Bundle of Sticks.
See Appendix A for the copy of the text.
2. (Note: Give a question about a significant detail in the
story.)
3. What is your stand or idea about it? Support your answer.
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Region V/Daily Lesson Plan/2019-2020
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (Leads to
Formative
Assessment 3)
G. Finding
practical
application of
concepts and skills
in daily living
As a student/ learner, how do you manage your studies?
How do you keep your positivity towards your school
work and assignments?
Discussion: Children tend to lose their attitude
immediately. Attitude is one of the most important topics
a kid needs to understand-that is if you want to succeed
in life. Now, here are 3 things every kid needs to know
about attitude.
1. Your attitude is the one thing you can always control.
2. Good attitudes are habit.
3. The attitude you develop as a kid will follow you
through life. (Source: Kid Forward)
Form a group of 5. Share your thoughts and feelings on the
positive attitudes of the ants in the story, “The Grasshopper
and the Ants,” and to remind you to stay on the topic, focus
on the following:
1. Start with the statement, “ I am eager/ enthusiastic to
share my ideas about the story,”
2. Then, say, “I will strive to do my task (how to do the
task, as in efficiently, promptly, excellently, and so
on).”
3. End your sharing with a positive note like “ From this
task, I will learn (what),”
Just like the grasshopper, how do you treat your friends
whenever they ask favor from you? Do you offer help to other
people?
H. Making
generalizations of
concepts and skills
in daily living
1. Whenever you state an idea or opinion,
support it?
I. Evaluating
learning
Give a short text appropriate to their level then ask them to
give their idea and support to the idea
how do you
2. How do positive attitude help you become successful in
life?
Let them also read the short text.
Suggested Text:
Don’t You Think So, Too?
Everybody has to learn how to sew even simple
stitches. Out clothes get ripped at some time, anyway. That’s
when we need to know darning. Sewing is not difficult to learn.
So, boys should also learn sewing in their TLE class,
shouldn’t they? Sewing is fun, anyway. All of us can learn
cross stitching, hem stitching, and even attaching buttons!
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Region V/Daily Lesson Plan/2019-2020
Sewing is not only for girls. Firstly, we all experience
having our clothes ripped. What will boys do if their shirts get
torn and there is nobody around to mend it for them? Should
they wait for their mothers or sisters to do it? What if they don’t
come on time? Secondly, boys must not be ashamed to be
seen sewing. So what if others see them sewing? The action
does not make them less of being boys. Thirdly, some boys
would like to sew. Sometimes, they are better than girls. In
fact, there are so many good sewers who are men. There are
famous fashion designers who are men, and they know how
to sew! Boys’ and girls’ hands are the same. Definitely, both
can hold a needle and thread it.
Even boys should learn how to sew. We will all need
to sew our own torn clothes at some time. Don’t you think so?
J. Additional
activities for
application or
remediation
V.
REMARKS
VI.
REFLECTION
List down all the good and bad attitudes of the grasshopper.
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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
this work?
35
Region V/Daily Lesson Plan/2019-2020
F. What difficulties did I
encounter which my
supervisor/principal/de
partment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?.
Appendix A:
THE BUNDLE OF STICKS
A certain Father had a family of Sons, who were forever quarreling among
themselves. No words he could say did the least good, so he cast about in his
mind for some very striking example that should make them see that discord
would lead them to misfortune.
One day when the quarreling had been much more violent than usual and each
of the Sons was moping in a surly manner, he asked one of them to bring him
a bundle of sticks. Then handing the bundle to each of his Sons in turn he told
them to try to break it. But although each one tried his best, none was able to
do so.
The Father then untied the bundle and gave the sticks to his Sons to break one
by one. This they did very easily.
“My Sons,” said the Father, “do you not see how certain it is that if you agree
with each other and help each other, it will be impossible for your enemies to
injure you? But if you are divided among yourselves, you will be no stronger
than a single stick in that bundle.”
In unity is strength.
Source:
http://www.shortkidstories.com/story/aesopsfables/#THE_BUNDLE_OF_STICKS
36
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
2_
Day:
2__
I.OBJECTIVES
A. Content
Standards
The learner listens critically to different text types;
expresses ideas logically in oral and written forms; and
demonstrates interest in reading to meet various needs.
B. Performance
Standards
The learner distinguishes the meaning of the unfamiliar
words through context clues (synonyms and antonyms)
C. Learning
Competencies/
Objectives
Infer the meaning of unfamiliar words(compound,
affixed) based on given context clues(Synonyms
Antonyms word parts) and other strategies(Health)
EN5V-IIIb-20.5
Show tactfulness when communicating with others
EN5A-IIIb-17
II.CONTENT
Inferring Unfamiliar Words (Context Clues)
Synonyms and Antonyms
III.LEARNING
RESOURCES
1. Teacher’s Guide
Pages
2.Learner’s Materials
Pages
3.Textbook Pages
4.Additional Materials
from the LR Portal
5.Other Learning
Resources
IV.PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Joy in Learning English 5 (pp. 203-206)
Joy in Learning English 5 (pp. 203-206)
Elements of Language by Holt, Rinehart and Winston
Physical Education and Health Learners’ Material in
Grade 10
ADVANCED LEARNER
AVERAGE LEARNER
Read the passage and note the italicized words. Study
and analyze the given passage.
Do you agree that laughter is the best
medicine? Many say that laughter contributes to
one’s wellness, not illness. But when someone
laughs excessively, and gets exhausted or tired, it is
going to be a different story.
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Region V/Daily Lesson Plan/2019-2020
Processing Questions:
B. Establishing a
purpose for the
lesson
1. Do you have an idea of these italicized words?
Are you familiar with it? (Answers may vary)
2. Where do you usually encounter all these
words? (Suggested answer: These words are
connected in Science and Health and we can
find it in Sciences books).
3. Do you know the meanings of these words?
(Answers may vary)
What does the word wellness mean? How did you know?
Is the word illness the opposite of wellness? What word
helps understand the meaning of the word exhausted?

C. Discussing new
concepts and
practicing new skills
#1
Inferring the meaning of the unfamiliar words
from a given passage, sentence or stories is one
of the most important aspects in English. One
way to figure out the meaning of an unfamiliar
word in the sentence is by looking for synonyms
or antonyms.
Synonyms are words that have almost the same
meaning, while antonyms are words that have opposite
meaning.
Examples of Synonyms:
Examples of Antonyms
angry=mad
above=below
answer=reply
absent=present
broad=wide
admit=deny
beautiful=pretty
alive=dead
begin=start
advantage=disadvantage
Note: The teacher may use the link below to interactively
discuss synonyms and antonyms.
YouTube Link: Synonyms for Kids/ Classroom Edition
Antonyms for Kids/ Classroom Edition
Remember: Synonyms and Antonyms can serve as
clues to the meaning of unfamiliar words in a passage.
D. Discussing new
concepts and
practicing new skills
#2
On your paper, write S if the word pairs are synonyms,
and A if antonyms.
1.
2.
3.
4.
5.
6.
contagious-communicable
supplement-addition
well-ill
growth-development
organic-inorganic
obese-overweight
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Region V/Daily Lesson Plan/2019-2020
E. Developing
mastery (Leads to
Formative
Assessment 3)
7. hydrate-dehydrate
8. exhausted-rested
9. skinny-lean
10. sanitary-dirty
Study the following sentences and give the synonymous
meaning of the italicized word. Choose the answer from
the given options. Write the letter only.
1. We went inside to escape the frigid
temperature.
a. Cold b. boiling c. hot d. warm
2. Maria loves to eat fruits and vegetables, it is her
lifestyle.
a. Everyday routine
b. Interest
c. Like
d. Enjoyment
3. Nutrition therapy approaches treatment of a
medical condition by providing a tailored diet for
the patient.
a. The kind and amount of food prescribed
b. Wasted food
c. Excessive waste
d. Staple food
4. Street and hip-hop dancers are good recreational
activities that can sustain fitness and wellness.
a. Rightness
b. Improperness
c. Wrongness
5. Aerobic exercises like jogging, brisk walking,
aerobic dancing and recreational activities are
advised for those who want to lose more weight.
a. Physical activity
b. Social activity
c. Spiritual activity
d. Mental activity
F. Finding practical
application of
concepts and skills
in daily living
What is the importance of studying science words and
terms?
G. Making
generalizations of
concepts and skills
in daily living
When you read, you may encounter words that have
more than one meaning. So, what is the importance of
knowing the meaning of a word in a sentence? How do
you get the meaning of words even if you do not have a
dictionary?
H. Evaluating
learning
Read the passage, and then answer the questions
below it. Write the letter of the correct answer.
How can your knowledge in Science and Health help you
in your daily living?
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Region V/Daily Lesson Plan/2019-2020
Being physically active can help you achieve a healthy
weight and prevent excessive weight gain. However,
physical activity is also important to all other aspects of
your health. Benefits include sleeping better at night,
decreasing your chances of becoming depressed, and
helping you look good. When you are not physically
active, you are more likely to have health problems,
including heart disease, type 2 diabetes, and high blood
pressure.
The amount of physical activity needed to manage
body weight depends on calorie intake and varies a lot
from person to person. Some adults will need to do more
physical activity than others to manage body weight.
Health
Source: Grade 10 Physical Education and
Learners’ Material pages 64-65
1. In this passage, the word excessivemeans
a.
b.
c.
d.
2.
a.
b.
c.
d.
3.
a.
b.
c.
d.
4.
a.
b.
c.
d.
5.
a.
b.
c.
d.
I. Additional
activities for
application or
remediation
temperate
overmuch
modest
moderate
In this passage, the word depressed means
saddened
glad
joyful
sunny
In this passage, the word disease means
fitness
health
wellness
ailment
In this passage, the word calorie means
food
an amount of food
height
temperature
In this passage, the word manage means
supervise
oppose
contradict
again
Read a text in your science book. List down some
difficult terms and look for clues in the sentences to
help you arrive at the meaning of the terms.
40
Region V/Daily Lesson Plan/2019-2020
V. REMARKS
VI.REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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 this
work?
F. What difficulties did I
encounter which my
supervisor/principal/d
epartment head help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?.
41
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
2_
Day:
3__
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
(Write the LC
code for each)
The learner listens critically to different text types; expresses
ideas logically in oral and written forms; and demonstrates
interest in reading to meet various needs.
Compose clear and coherent sentences
using appropriate grammatical structures: -Prepositional
phrasesEN5G-IIIa-7.3.2
Observe politeness at all timesEN5A-IIIb-16
II.CONTENT
Prepositional Phrases
III.LEARNING
RESOURCES
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
the LR Portal
5.Other Learning
Resources
IV.PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Joy in Learning English 5 (pp. 208-210)
Joy in Learning English 5 (pp. 208-210)
Elements of Language by Holt, Rinehart and Winston
Pages 360-362, 375
ADVANCED LEARNERS
AVERAGE LEARNERS
Ask students about their previous knowledge on
prepositions and its types.
Suggested answer: Preposition is a word placed before a noun or pronoun
to show the relation between the noun or pronoun and something else in
the sentence.
Types of Prepositions





Place/ Position
Direction/ Movement
Time
Means/Manner
Reason/ Purpose
What is preposition? What are prepositional phrases?
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Region V/Daily Lesson Plan/2019-2020
B. Establishing a
purpose for the
lesson
The teacher explains the following concept.
A prepositional phrase is made up of a preposition and a noun
or pronoun which is called the object of the preposition.
For
preposition
weeks
(noun)
(pronoun)
object of the
preposition
beside
him
More often, a preposition is not immediately followed by its
object. A determiner, such as the, a, and, an, comes before the
noun, as well as adjectives that describe the noun.
in the dark closet
during warm summer
in one whole week
as a tedious week
Therefore, a prepositional phrase has two basic parts; a
preposition and a noun or a pronoun. Its object may be
accompanied by a determiner and an adjective or adjectives.
C. Presenting
examples/instance
s of the new
lesson
A prepositional phrase called an adjectival can function as an
adjective used to describe a noun or a pronoun in a sentence.
The grandfather clock with the long pendulum is
about fifty years old.
Prepositional phrases can also function as adverbials used to
describe or modify a verb, an adjective, or another adverb.
A grandfather clock face sits above the pendulum.
Verb
Prepositional
Phrase
You are late for an hour.
Adjective
D. Discussing new
concepts and
Prepositional
Phrase
Prepositional phrase includes a preposition, the object of the
preposition, and any modifiers of that object. Prepositions show
the relationship of a noun or pronoun to another word in in the
sentence. The noun or pronoun that follows a preposition is
43
Region V/Daily Lesson Plan/2019-2020
practicing new
skills #1
called the object of the preposition. A preposition, its object, and
any modifiers of the object are all part of prepositional phrase.
Example:
1. The man from Singapore was giving a speech.
(The preposition from shows the relationship between the object
Singapore and the noun man.)
2. The tree in front of the window blocks our view.
(The compound preposition in front of shows the relationship
between the object window and the noun tree. The modifies
window.)
3. Please hand me the book on the long, green table.
(The preposition on shows the relationship between the object
table and the noun book. The adjectives the, long, and green
modify table.)
E. Discussing new
concepts and
practicing new
skills #2
ADJECTIVE PHRASES

A prepositional phrase that modifies a noun or pronoun
is called an adjective phrase.
ADJECTIVE: Icy chunks fell from the skyscraper.
ADJECTIVE PHRASE: Chunks of ice fell from the skyscraper.
Adjective phrases answer the same questions that single
adjectives answer.
What kind?
Which one?
How many?
How much?
Examples:
1. Mr. Dela Cruz ordered a dinner of boiled crawfish.
(The adjective phrase modifies the noun dinner. The phrase
answers the question What kind?)
2. There was enough room for only three people.
(The adjective phrase modifies the noun room. The phrase
answers the question How much? )
ADVERB PHRASES

A Prepositional phrase that is used to modify a verb, an
adjective, or an adverb is called an adverb phrase.
ADVERB: We walk there every Saturday.
ADVERB PHRASE: We walk along the lake every Saturday.
44
Region V/Daily Lesson Plan/2019-2020
Adverb phrases answer the same questions that single-word
adverbs answer.
When?
Where?
Why?
How?
How often?
How long?
Examples:
1. The statue stands next to a large oak tree.(The adverb
phrase modifies the verb stands and answers the
question Where? )
2. Are these jeans long enough for you? (The adverb
phrase modifies the adverb enough and answers the
question How?
F. Developing
mastery (Leads to
Formative
Assessment 3)
G. Finding
practical
application of
concepts and skills
in daily living
H. Making
generalizations of
concepts and skills in
daily living
I. Evaluating
learning
Guided Practice: LET’S DO IT TOGETHER!
Find a partner and work on the task given. Make sure to study
the sentences and pick out the prepositional phrases and write
them on your paper.
1. Put up a TECHNO grandfather clock in your home
today!
2. Let it stand by the main door of your spacious room.
3. This clock with amazing features wakes you up on the
dot.
4. You and I, with our grandfathers and grandmothers,
better rush to the appliance store nearest to your home.
5. Don’t miss it. This clock sale will last only within a week.
In school and in your everyday routine, how can you apply
prepositions and prepositional phrases?
What are prepositions and prepositional phrases? When are
they used?
Using Prepositional
Phrases in Sentences
Use each of the following
prepositional phrases in a
sentence. Then, underline the
word or word group that the
prepositional phrase modifies.
Independent Practice
Complete each two-line
sentence below with the
appropriate prepositional
phrases. Choose your
answers form the box. Write
your answers on your paper.
Example: across the street
They live across the street.
1. toward him
2. along the wall
3. through the door
45
Region V/Daily Lesson Plan/2019-2020
4. for your sister
5. under the table
in the park
of mountain peaks
with water tripper
across lakes and rivers
with a cry
across the sky
for you and me
after dark
Example:
with hoes and picks
Airplanes up in the sky,
round the tree
through clouds, they fly.
1. Dogs ___________,
bark ___________.
2. Climbers
___________,
scale rails ___________.
3. Boats ___________,
sail ___________.
4. Flowers ___________,
grow ___________.
5. Lighting ___________,
thunder roars ___________.
J. Additional
activities for
application or
remediation
DO: Describe the picture using prepositions. See Appendix A
for the copies of pictures.
V.REMARKS
VI.REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
46
Region V/Daily Lesson Plan/2019-2020
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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 this work?
F. What difficulties did I
encounter which my
supervisor/principal/
department head
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?.
47
Region V/Daily Lesson Plan/2019-2020
Appendix A:
Picture No. 1
Picture No. 2
48
Region V/Daily Lesson Plan/2019-2020
Picture No. 3
Picture No.4
49
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
2_
Day:
4__
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
(Write the LC
code for each)
II.CONTENT
The learner listens critically to different text types; expresses ideas
logically in oral and written forms; and demonstrates interest in
reading to meet various needs.
Distinguish text-types according to features (structural and
language) -Problem and solutionEN5RC-IIIb-3.2.5
Organize information from primary sources in preparation for writing,
reporting and similar academic tasks in collaboration with others
EN5SS-IIIb-3
Text Type According to structure and language (Problem and
Solution)
Organizing information from primary sources
III.LEARNING
RESOURCES
1.Teacher’s Guide
Pages
2.Learner’s Materials
Pages
3.Textbook Pages
4.Additional Materials
from the LR Portal
5.Other Learning
Resources
IV.PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Joy in Learning English 5 (pp. 208-210)
Joy in Learning English 5 (pp. 208-210)
https://kingessays.com/problem-solution-essay.php
https://www.ereadingworksheets.com/text-structure/patterns-oforganization/problem-and-solution/
ADVANCED LEARNERS
AVERAGE LEARNERS
Study the passage and write your observation on your notebook.
Be guided of the following questions.
What is the sentence all about? What was the problem
encountered? How about the solution?
“Mark loves to go to school every day. He likes to recite and join
different competitions. However, one day he was bullied by one
of his classmates. From that day on, he doesn’t want to go to
school anymore. He would lock his room all day and would forget
to eat his food. His mom, Lorna, advised Mark to live his life
50
Region V/Daily Lesson Plan/2019-2020
again and go to school. Lorna told Mark that she would find out
what happened.
Bullying is never an answer to stop and quit school. Parental
solutions and school actions must be done to solve this case.”
SOURCE: Writer’s own written text/passage
B. Establishing a
purpose for the
lesson
What are the problems of young kids today?
C. Presenting
examples/instance
s of the new
lesson
The teacher will explain to the class that the sample passage given
was an example of problem-solution text type.
(Possible answer: school problem, family, peer, financial problem
and more)
What is Problem-Solution type of text?
In composition, using a problem-solution format is a method for
analyzing and writing about a topic by identifying a problem and
proposing one or more solutions. A problem-solution essay is a type
of argument. "This sort of essay involves argumentation in that the
writer seeks to convince the reader to take a particular course of
action. In explaining the problem, it may also need to persuade the
reader concerning specific causes" (Dave Kemper et al., "Fusion:
Integrated Reading and Writing," 2016).
Problem-Solution type of text can also be distinguished through the
use of signal words such as;
•
The problem is...
•
The dilemma is...
•
if/then
•
because
•
so that
•
should
•
question/answer
•
I propose...
Problem Solution Essay Outline
Like every other essay, problems and solution essays also have an
introduction, the main body, and conclusion. The introduction
reflects a general perception of the chosen problem and then you
add more specific details about the problem. Basically, you mention
your problem in the introduction. In the main body, you state
solutions to the problem. Don’t forget to insert examples related to
the topic. To end your essay, you come up with a nice conclusion
that sums up the problem and the solutions along with the
aftereffects of either solving it or not.
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Region V/Daily Lesson Plan/2019-2020
The following list shows the basic outline of a problem solving essay:
Introduction.
Problem
Solution
Conclusion.
The number of paragraphs depends upon the problem and solution.
Source:https://kingessays.com/problem-solution-essay.php
D. Discussing new
concepts and
practicing new
skills #1
Example: It seems like there has been a surge in teen pregnancies
these days. Teen pregnancies make it very difficult for young
mothers to pursue their dreams and meet the demands of an infant.
Fortunately, most teen pregnancies can be easily prevented by
using birth control; however, even birth control is not 100% effective.
The most effective way to prevent teen pregnancies is abstinence,
which is 100% effective.
Source:https://www.ereadingworksheets.com/text-structure/patterns-oforganization/problem-and-solution/
What is the problem in the sample given?
What were the solutions?
Sample answer using graphic organizer
G. Finding
practical
application of
concepts and skills
in daily living
Do we recognize problems in our lives? What are their possible
solutions?
H. Making
generalizations of
concepts and skills
in daily living
What is problem-solution type of text? How can this help one’s
ability in writing?
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Region V/Daily Lesson Plan/2019-2020
I. Evaluating
learning
Given the result of an interview about the reasons for pupils’ failing
marks, develop an essay stating the problem and solution.
(Teacher provides a copy of an interview.)
Suggested rubric:
Content (Problem-Solution)- 10 points
Mechanics (Spelling, Punctuation Marks, etc.) – 10 points
Total – 20 points
V.REMARKS
VI.REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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 this work?
F. What difficulties did I
encounter which my
supervisor/principal/
department head
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?.
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Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous lesson
or presenting the
new lesson
Week:
2_
Day:
5__
Demonstrates an understanding of library skills to research on a
variety of topics
Uses library skills to gather appropriate and relevant information
Organize information from primary sources in preparation for
writing, reporting and similar academic tasks in collaboration with
others EN5SS-IIIa-3
Organizing Information from Primary Sources
Joy in Learning English 5, pp. 194-195
Advanced Learners
Average Learners
Task 1: Word Scramble!
Arrange the jumbled letters to find the hidden word.
Use the given clues to help you out.
1. To get information from a person - n i t r e v w i e (interview)
2. A book where you write down
Personal experiences and thoughts
- l o j r u n a (journal)
3. A picture made by a camera - t o p o h r p h a g (photograph)
4. A bill or placard for posting often
In a public place
s o p r t e (poster)
What can we get from interviews, journals, photographs, and
posters? What kind of information do they give?
B. Establishing
purpose for the
Lesson
Say: Today, you are going to learn about organizing information
from Primary sources in preparation for writing, reporting, and
similar academic tasks.
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Region V/Daily Lesson Plan/2019-2020
C. Presenting
examples/instanc
es of the new
lesson
diaries
letters
journals
public records
photographs
posters
songs
government records
interviews
drawings
news film footages
newspaper clippings
The list above contains what are called primary sources. They
give firsthand information or original data on a topic. You can use
them to prepare written work, research, and other academic
tasks.
D. Discussing new
concepts and
practicing new
skills #1.
To organize information you get from these sources, you can do
the following:
1. Prepare a paper or any form of writing sheets.
2. Have a card or sheet for a certain topic.
3. Number each card topic.
4. In each card, you must write:
a. The topic or title
b. The source and page where you found the data
c. The paraphrased or summarized data/ information
Example:
a. Topic: Telecommunications
b. Source: Interview
c. People use many devices to communicate such as
telephones, fax machines, television, and computers.
Many computers and other machines are linked in
networks, enabling people to share large amounts of
information.
5. Organize your cards in piles – one topic, one pile.
6. Make an outline of the order you want to present these topics.
7. Write the draft of your paper.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads to
formative
assessment 3)
Guided Practice: (THINK-PAIR-SHARE)
Following the given steps in organizing information, prepare for
writing a report or any of the suggested topics and primary
sources. Prepare 3 sample note cards from different primary
sources.
 The Advantages and Disadvantages of Cell phones
(interviews, posters, newspaper clippings)

Tourist Spots in Bicol
(interviews, brochures, posters, photographs)
* The teacher may have the pupils bring primary sources beforehand if
possible. If not, the teacher may provide the pupils copy of the needed
sources.
G. Finding practical
applications of
In our everyday life, we are bombarded with so much information
from different media such as television, radio, newspaper, and
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Region V/Daily Lesson Plan/2019-2020
concepts and
skills in daily
living
people. Today, you have learned how to organize information
from primary sources. What is the importance of learning how to
organize information?
How can we apply this in our everyday life?
H. Making
generalizations
and abstractions
about the lesson
I.
Evaluate learning
What are the steps in organizing information we get from primary
sources?
How will this help us in preparing for writing, reporting, and similar
academic tasks?
RUBRIC FOR THE THINK-PAIR-SHARE ACTIVITY:
CRITERIA
Content
Organization
of Data
Sources of
Information
5
With more
adequate
information
Wellorganized
used 3 or
more primary
sources
3
With
adequate
information
Less
organized
used 2
primary
sources
2
With less
information
Not organized
used 1
primary
source
Total Points: 15 points
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.
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Region V/Daily Lesson Plan/2019-2020
D. No. of learner’s
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
material/s did I
use/discover
which I wish to
share with other?
57
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A.Content
Standards
Week:


B.Performance
Standards


C.Learning
Competencies
-
3_
Day:
1__
Demonstrates understanding of text types in order to
construct feedback ( LC)
Demonstrates understanding of the oral standards of
English in order to participate in various oral
communication demands (situation, purpose and
audience) (OL)
Uses linguistic cues to effectively construct meaning from
a variety of texts for a variety of purposes (LC)
Prepares for and participates effectively in a range of
conversations and collaboration with diverse partners,
building on others’ ideas and expressing their own clearly
and persuasively (OL)
Provide evidence to support understanding ( EN5LC-IIIc2.15 )
Link comments to the remarks of others (EN5OL –IIIc2.8)
Show tactfulness when communicating with others(EN5A
–IIIc -17 )
II. Content
Providing Evidence to Support Understanding
Linking Comments to the Remarks of Others
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
Joy in Learning English 5, pages 127-133
Joy in Learning English 5, pages 214 -217
Essential English 5, page 199
“ Help ! I’ve Been Bitten by a Dog “
Source : Anacay , M. first Aid : Animal Bites
Enrich Magazine , Vol .7 Issue 68 March 2014
Reference : English Essential 5
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IV.PROCEDURE:
A.Establishing
purpose for the
Lesson
B.Presenting
examples/
instances of the
new lesson
Advanced Learners
Average Learners
Motivation:
Show pictures of spaceships, aliens, robots and other pictures
that connote science fiction to the class.
 What do these pictures / posters have in common?
 Do these pictures exist in real life?
 Have you seen a real robot?
 How do they help people?
Let pupils listen to the story read by the teacher “Minnie and
Marvel” by Carla Boretti.
 What are the standards to be followed while listening
to a story?
For slow pupils, teacher may use a picture of a robot while
telling the story.
C.Discussing new
concepts and
practicing new
skills #1.
E.Discussing new
concepts and
practicing new
skills #2
Comprehension Check:
1. Who is Marvel?
2. What was Minnie’s problem?
3. Why did Minnie think that Marvel was the answer to her
problem about homework? Give proofs to support your answer.
4. Was Marvel really the answer to Minnie’s problem?
Why? / Why not? Support your answer
5. What could Minnie have done to avoid the problem that Marvel
gave her?
6. If you were Minnie what would you do to avoid the problem?

Have an oral discussion about the problem and
solution made by Minnie.
 Let pupils give their own comments to the questions
ask.
Do you agree with the solutions made by Minnie’s
problem? Why do you say so?
Do you believe that robots can replace the work of
human being?
Are robots helpful or harmful to us?
Give your comments about this?


F. Developing
mastery (leads to
formative
assessment )
Introduce the expressions “As for me,” “In addition
to that “, “But I think”, “I believe that” to link their
own comments with others.
When giving comments/remarks to others, how will
you say it?
Group Activity:
Groups 1 and 2 - Listen very carefully to the story read by
your leader. See Attachment A
Then tell which part of the selection provide evidence that
support the following:
Group 1 –1. Rabies is common in the country
59
Region V/Daily Lesson Plan/2019-2020
2. The disease will infect the brain of the bitten.
Group 2 –1. Cats can also be infected with virus.
2. Animals will bite when they are teased.
Group 3 and 4 –Discuss the topic with your group mates.
Let each member of the group give comments on the given
topic using the linking expression.
Group 3 –
Group 4 -
Summer is not really the best time of the
year for me. What about you ?
The use of gadgets is harmful to children .
Do you agree with this ?
G.Finding practical
applications of
concepts and
skills in daily living
H.Making
generalizations
and abstractions
about the lesson
I.Evaluate learning
Suppose you want another classmate to give a comment,
how will you say it?
How should you give remarks or comments to others?
How do you support your claim, understanding or idea about a
selection read or heard?
What expressions can you use?
Game: Toss It
The teacher will give the topic. He / She will toss the ball to
another who will give his or her own remarks about the topic
using a linking expression. The person gives the next and passes
the ball to another who will turn to give his / her own remarks.
Topic: The Effects of Social Media to Children
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?
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Region V/Daily Lesson Plan/2019-2020
No. of learners
who have caught
up with the
lesson.
D.No. of learner’s
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
material/s did I
use/discover
which I wish to
share with
other?
61
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Attachment
Groups 1 and 2 - Listen very carefully to the story read by your leader .
Help! I’ve Been Bitten by a Dog
Rabies is defined by The American Heritage Concise Dictionary as an
infectious , often fatal viral disease of most mammals, which attacks the central
nervous system and is transmitted by the bite of infected animals. Stray dogs
and cats are possible carriers of the virus . In 2011 , more than 300, 000
Filipinos were bitten by animals. In the same year , 202 were reported to have
died because of rabies.
Children are the most likely victims of animal bites since they like to touch and
play with them. Pulling the ears or tails of the animals will provoke them into
biting . they also would not want to be disturbed when they are eating. What do
you do when you are bitten ? You have to tell your parents or anyone in the
house immediately.
Rabies virus develops or incubates depending on where one gets bitten. That is
why medical help should be sought within 24 hours of being bitten . If no one is
around, press the area around the wound for it to bleed. Wash the wound
thoroughly with soap and running water several times. Clean it with antiseptic
solution then cover the wound with a Band –Aid or gauze pad to prevent
infection. Remind your parents to bring you to a Bite Center . The number of
shots one can get depends on the part bitten , the seriousness of the bite , and
whether the animal had been given immunization against rabies.
Animal owners have the responsibility to have their pets immunized against the
virus. They should also keep the animals inside their compounds so that they
don’t get bitten by other animals which may be rabid. If it is their pet that has
bitten a person , it should be kept in a leash for observation . It is everyone’s duty
to stop rabies from infecting people and preventing deaths for it is fatal . You
can help !
Source : Essential English page 199
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B.Performance
Standards
Week:
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV.PROCEDURE:
A.Reviewing
previous lesson
or presenting the
new lesson
B.Establishing
purpose for the
Lesson
Day:
2__

Demonstrate understanding that words are composed
of different parts to know that their meaning changes
depending in context (Vocabulary)

Uses strategies to decode correctly the meaning of
words in isolation and in context ( Vocabulary )
C.Learning
Competencies
II. Content
3_


Infer the meaning of unfamiliar words based on
given context clues (synonyms , antonym , word
parts ) and other strategies (Science) ( EN5V-IIIc20.4 ) (EN5V-IIIc-20.5)
Inferring the Meaning of Unfamiliar Words
Joy in Learning English 5, pages 127-133
Joy in Learning English 5, pp. 214-222
English for All Times Reading, pp. 148, 157 , 165, 118
Essential English 5, pages 198, 217
Reading for Meaning 6, pages 38, 61,
Advanced Learners
Average Learners
Say: In this learning session you should be able to:
1. Infer the meaning of unfamiliar words based on given
context clues
- Synonyms
- Antonyms
- Word parts
A. Pre –Reading
1. Unlocking of Words
 sensor - As Robie entered the bookstore, his
sensor noticed an attractive sign by the
shelves of greeting cards
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Region V/Daily Lesson Plan/2019-2020
What is the synonym of the word sensor?
A. detector
B. observer
C. screen
 antennae is a pair of long, thin sensory
appendages on the head of insects.
What insects have antennae? How do they use
their antennae?
 flashed – The labels Father, Mother, Brother,
Sister flashed against Robie’s sensor.
What is the antonym of flashed?
A. flared
B. sparkled
C. hid
2. Motivation:
How do you imagine a future with robots?
What will you do if you are faced with a robot who
thinks, talks and feels like you?
Do robots really cry?
Let’s find out in our story “Robot’s Cry, Too”.
B. During Reading
Let pupil read the story in the book Joy in Learning
English LM page 215-216 entitled, “Robots Cry, Too”.
C. Post Reading
 How do you know that Robie is a robot?
 What questions did Robie think when his
sensor noticed a sign and labels at the greeting
card shelves.
 What did Robie request the pretty girl to do with
the greeting cards he bought?
 What strong and happy feeling did Robie
express to the pretty girl?
 Would you wish you were Robie? Why? Why
not?
 How do you compare yourselves with Robie ?
C.Presenting
examples/instanc
es of the new
lesson
Let pupils read the sentences:
1. Robie entered the bookstore and his sensor
noticed a sign.
2. Robie pleaded the family to please accept the
greeting card .



What is the meaning of the word, sensor in Sentence
1? What word gives you clues to the meaning?
Before we read the story we unlocked the word sensor
, how did we give the meaning of it ?
What could be the meaning of the word pleaded in
Sentence 2 ?
What helped you give the meaning of these words ?
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Region V/Daily Lesson Plan/2019-2020

D.Discussing
new concepts
and practicing
new skills #1
There are other ways of inferring the meaning of words
; through giving antonyms or synonyms or context
clues
and word parts .
A. Let pupils read the following sentences with Science
words. Underline the words, (synonyms or antonyms) that give
their meaning in the sentences.
1. When reading labels, check to see if preservatives or
chemicals are added to avoid spoilage.
2. After the doctor’s diagnosis or examination, he found out
that he wasn’t sick at all.
3.Soap helps keep the epidermis or the outer layer of the skin
clean.
4. The elderly should be careful of the salinity or salt content
of their food.
5. Visiting with our cousins was enjoyable and fun for all of us.
B. Read the sentences, note the underline words and answer
the questions.
My schools offers robotics , and I am enrolled in it.
My interest in robotics began when I was five years
old and I was able to fix my broken toy dump truck
and made it work again.
1. What is the root word of robotics?
2. What is a robot?
3. If robots are machines designed to resemble a person and
perform human tasks, what does robotics refer to?


E.Developing
mastery (leads to
formative
assessment )
How did you come up with the meaning of the words
in A ? B?
We can infer the meaning of words through giving the
synonyms , antonyms , context clues and word parts.
Present the group task to the pupils.
Group 1- Complete the word puzzle. The first one is done for
you
See Attachment A.
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Group 2- Underline the Antonym Pairs in each of the following
sentences.
See Attachment B.
Group 3 – Which expression gives the clue meaning of the
italicized word. Encircle the letter.
See Attachment C.
Group 4 - Read the following Science words. Answer the
questions below.
See attachment D.
F.Making
generalizations
and abstractions
about the lesson
G.Evaluate
learning
What helped you infer the meaning of unfamiliar words?
How do these strategies in getting the meaning of unfamiliar
words help you as a learner in reading?
Infer the meaning of unfamiliar words . Encircle the letter of the
correct answer.
1. We heard several people shriek soon after the mouse got
loose. What is the synonym of shriek ?
A. complain
B. call
C. scream
D. laugh
2. He was so impudent to his mother that I would have
punished him if he talked to me that way. What is the
antonym of impudent ?
A. disrespectful
B. immodest
C. dumb
D. polite
Underline the clues in the sentence that give the meaning
of the underlined word.
3. Everybody admired the woman for her kind manners. The
etiquette she showed made her a favorite.
4. The doctor tried to resuscitate or bring back to
consciousness the victim of the accident
5. People are warned not to drink water from open sources
as they may contain amoeba harmful to the body . What can
amoeba be ?
________________________________________
V. REMARKS
VI. REFLECTION
A.No. of learners
who earned 80%
on the formative
assessment.
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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 learner’s
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?
H.What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
67
Region V/Daily Lesson Plan/2019-2020
Attachment A – Complete the crossword puzzle of synonyms. The first one is
done for you.
1
L
2
O
U
D
E
S
5
3
4
T
R
6
7
8
ACROSS
DOWN
Synonyms for :
Synonyms for :
1 – noisiest
1 - depart
5 - everyone , everything
2- vote
6 – destroys
3- late
8 - bed
4 - hurry
7 – look
Attachment B - Underline the Antonym Pairs in each of the following sentences.
1. The walk to the seashore was easy but to climb up the mountain was ardous.
2. The pleasant afternoon was interrupted by a violent earthquake.
3. We wondered whether her act was inspired by kindness or by malice.
4. To a quiet person like me , the visitor seemed to be a garrulous man.
5. I found out he was friendly , not belligerent as he was rumored to be.
6. The Ten Commandments were given to establish order from chaos.
7. Her sad expression turned jubilant when she heard the glad news.
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Attachment C – Which expression gives the clue of the italicized word? Encircle the
letter of the correct answer.
1. A stray bullet grazed the arm of an innocent bystander.
A. scratched lightly
B. wounded seriously
C. hit strongly
2. Blood oozed from the wound in his forehead.
A. flowed
B. disappeared
C. gathered
3. Strong steps thudded on the floor.
A. walked softly
B. fell heavily
C. ran briskly
4. People who look thin and wan probably have poor eating habits.
A. tall
B. dark
C. pale
5. The vagabond stepped into the restaurant and asked for a free meal.
A. rich person
B. thoughtful person
C. worthless person
6. The villagers made a pyre for the funeral ceremony.
A. pile of wood to be sold
C. pile of wood to be stored
B. pile of wood to be burned
7. The sharp instrument nicked his arm.
A. cut into
B. hung from
C. was hidden
Attachment D - Read the following Science words. Answer the questions about
these words.
1. An aquarium is for keeping fish and other sea creatures and a planetarium is
where you can see the projected images of stars, planets and constellations. What
can you see in a terrarium?
___________________________________________________________________
2. Crows are said to be predators of chicks and so are snakes to mice. What does
predator mean?
__________________________________________________________________
3. We say that dinosaurs are already extinct. What could the word extinct mean?
_________________________________________________________________
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
B. Establishing
purpose for
the Lesson
C. Presenting
examples/
instances of
the new
lesson
Week:
3_
Day:
3__
Demonstrates understanding of text elements to comprehend
various texts (Reading Comprehension)
Uses knowledge of text types to correctly distinguish literary from
informational texts (Reading Comprehension)
Distinguish text-types according to features (structural and
language) (EN5RC-IIIc-3.2.5)
-problem and solution
Distinguishing text-types according to features (structural and
language)
- problem and solution
Joy in Learning English 5, pages 127- 135
Joy in Learning English 5, pages 219
Essential English 5, page 219
Advanced Learners
Average Learners
Instruct the pupils to recall the story they listened “Minnie and
Marvel.” Then ask the following questions:
 What is Minnie’s problem?
 How did she solve her problem?
 If you were Minnie, how would you solve the problem?

Tell the pupils that the lesson for the day is about
distinguishing text-types according to problem –solution
Let the pupils read the text on LM letter A, page 219.
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D. Discussing
new concepts
and practicing
new skills #1.
Ask the following questions:






What information was presented in the text?
What problem was presented in the text?
What solutions to the problems were presented?
What signal words provide hints that helped you identify
the solutions?
How was the text structure of the information organized?
What signal words were used to identify the problem and
solution structure?
Teacher may discuss some information on text structure:
 Text structure refers to how the information in a text is
organized.
 One way that it can be organized is using a
problem/solution structure so that the problem is
stated and one or more possible solutions are
explained.
 Some signal words use in identifying the problem and
solution in a text :
- The problem , the issue , the dilemma is , the
solution, to solve this, to address this …
Using the graphic organizer, fill in the problem and solution of
the text we just read.
Solutions
Problem
E. Discussing
new concepts
and practicing
new skills #2
A. Which of these paragraphs is a problem and solution text?
Then give your reasons.
1.
Cars of the future will feature many dramatic
changes. Many will have air- colored engines made
by aluminum or other metals . The engine will often
be mounted in the back of the car . Instead of one
motor, some cars may have four separate electric
motors placed at each of the four wheels . In addition
, cars of the future will probably contain special
instruments , such as an automatic pilot , for fast , safe
travel along superhighways .
Source: Joy in Learning English 5 LM page 224 letter B #6
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2. The monstrous traffic problem in the city has been
haunting motorists for several decades. The city
government is trying its best to come up with ways to
at least ease the traffic fever. First, number coding is
enforced, based on the plate numbers of vehicles.
Another help being tried is the truck ban for certain
hours . Other solutions suggested is to drop the
window driving in the coding scheme, to totally ban
trucks at daytime , and to regulate the sale of cars and
other vehicles.
Source: Joy in Learning English 5 LM page 224 letter B #7
F. Developing
mastery
(leads to
formative
assessment )
G. Finding
practical
applications
of concepts
and skills in
daily living
H. Making
generalization
s and
abstractions
about the
lesson
I. Evaluate
learning
Group Activity:
1- Read the text. Encircle the problem. Underline the
solutions given. See Attachment A.
2- Read the text. Use the graphic organizer and fill out the
needed information. See Attachment B.
3- Use a graphic organizer on writing solutions of the given
problem. Poor attendance of students. See Attachment C
4- Use a graphic organizer on writing solutions of the given
problem. No Homework Policy. See Attachment D
One of the problems teachers note about students nowadays
is lack of study habit of the pupils.
As a learner, how will you give solutions to it?
How is the information organized in a problem-solution text?
What are the signal words use in this text-type?
1- ADVANCED
Read the text. Answer the questions below.
1.
Many times, Ella brings home tons of homework from school
almost every day. Her problem is how to finish them before she
gets tired and sleepy in the evening. What she does after some
time has amazingly given her a good edge over her classmates’
performance in class. First , Ella seeks her mother’s advice –that
is , to categorize the homework either from easy to complex or
from ones she loves the best to the ones she likes least. Another
step she does is to adjust her routine of activities as soon as she
gets home. Ella takes a good rest or plays with snacks for about
an hour before going to her study table. Then , she works out her
mother’s advice. After that , she joins her family for dinner and
TV. Before going to bed, she asks her mother to check her
homework and make the corrections as needed.
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1. What was the problem presented?
___________________________________________
2. What were the solutions given?
___________________________________________
Source: Joy in Learning English 5, page 133
II-AVERAGE
Read the text. Answer the questions below.
Once, a very thirsty crow flew down on the ground to look
for water. He saw some water in a pitcher so he tried to
knock it down, but failed. He tried to reach the water with
his beak but could not. So he picked a pebble with his
beak and dropped it in the pitcher . By dropping a pebble
again and again, one by one the water soon rose to a level
his beak can reach.
1. What was the problem of the crow?
____________________________________________
2. What were the first things the crow tried to do?
3. When he didn’t succeed, what did he do next?
4. How did the crow solve his problem?
____________________________________________________
Source: Essential English 5, page 219
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.
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C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learner’s
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
material/s did I
use/discover
which I wish to
share with other?
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Attachment A
It was already five days away from Mother’s Day and Angelie had not
decided on what to offer her dear mother on this day. She did not have
enough savings to buy a gift. So, to solve her problem , she planned out
things. First she tried to save more from her allowance . Second, she
exerted more effort to help her mother in the household chores every
day. She saw to it that her mother’s vase had any kind of fresh flowers
every morning. Then she started to scribble sweet notes on scrap
colored paper and fasten them on her mother’s cabinet door . Seeing
these , her mother could only smile. When the important day came,
Angelie , instead of surprising her mother with a fine hairbrush , got one
big surprise from her early in the morning. It was a big thank you note
that said , “You are the greatest daughter I’ve ever had ! I love you so
much….”
Source: Joy in Learning English 5 LM, letter B page 218
Attachment B
The quails had a problem. They lived in a great fear of a quail-catcher
who would throw a net over them , then stuff into a basket .
One day , the wisest of the quails said , “ Listen , Brothers , I have a great
plan . When the quail –catcher throws his net over us, let us put our heads
through the mesh in the net. Then , let’s lift up the net together and fly away with
it . When we have flown some distance away, let’s drop the net on a thorn bush
and escape from under it .”
All agreed and so when the quail catcher came the next day , the quails
did as the wise quail had told them to do. The quail –catcher had a hard time
taking the net from the thorn bush .
Source: Joy In Learning English LM, page 219
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Attachment C-Using the graphic organizer, write the solutions to the given
problem.
Poor attendance of Students
.
Attachment D-Using the graphic organizer, write the possible solutions to the
given problem.
No Homework Policy
.
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
Week:
3_
Day:
4__
Demonstrates command of the conventions of standard English
grammar and usage when writing or speaking
Uses the correct function of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in various discourse
(oral and written)
Use a particular kind of sentence for a specific purpose and
audience
-asking permission
-making requests
EN5G-IIIa-1.8.1, EN5G-IIIa-1.8.3
Using a Particular Kind of Sentence for a Specific Purpose and
Audience
-Asking Permission
-Making Request
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials
Pages
3.Textbook Pages Joy in Learning English Grade 5, pp. 211-222
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
ADVANCE
AVERAGE
Instruction:
A. Reviewing
previous
 Divide the class into two groups: Group A and Group B.
lesson or
 Let the pupils play “Pass that Cabbage, please” to review
presenting the
the different kinds of sentences.
new lesson
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 Play a popular upbeat
song and have Group A
pass the “cabbage”
along.
B. Establishing
purpose for the
Lesson
C. Presenting
examples/instances
of the new lesson
 Group B will guess the
kind of sentence read by
holding up a meta card
with the printed answer.
 When the music stops,
the pupil holding the
cabbage must peel off a
layer and read the
sentence printed on it.
Group the sentences on the board. Then, give emphasis on the
imperative sentences.
Ask:
 Which of these sentences give commands? make
requests?
 Which sentences sound more polite than the others? Why
do you think so?
 What kind of imperative sentences use polite
expressions?
Sample sentences for the cabbage:
a. Life is a roller coaster.
b. Cellular technology has made people get in touch more
closely.
c. What a beautiful view!
d. Get me glass of water from the fridge.
e. What kind of flowers were blooming there?
f. How is communication made easier by technology?
g. I traveled for hours in a train.
h. Kindly return these books to the library.
i. Can I pick you up this afternoon?
j. What a big mess!
k. What have you been thinking over this past week?
l. Oh, the child is falling!
Inform the pupils that at the end of the lesson they will learn to use
a particular kind of sentence for a specific purpose and audience
(e.g. asking permission, making request)
Ask the pupils to study the following sentences:
A. May I use the computer, Miss Valdez?
Can I leave the room now?
I need to leave the room now.
Please allow me to read the passages.
Let me read the passage to the class.
B. Could/Can you please speak louder?
Kindly check the spelling errors.
Check the spelling errors, please.
D. Discussing new
concepts and
practicing new skills
#1.
Discuss the presentation by asking the following:
 Which set of sentences are used to ask permission? What
expressions are used?
 Which are used to make requests? What expressions are
used?
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E. Discussing new
concepts and
practicing new skills
#2
F. Developing
mastery (leads to
formative
assessment 3)
 Which set of sentences sound more polite than the
others? Why do you say so?
 What two forms of sentences are used to ask for
permission and make requests? (statements/question
forms)
Write a request/ ask permission Complete the request for each
for the following situation:
situation.
1. You want your mother to
1. You want a classmate to
permit you to watch a
give you a ride home after
movie.
class.
Could you ____________?
2. You want to use a friend’s
cellphone.
2. You want to borrow a
friend’s book for the
weekend.
Would it be alright_______?
Tell the pupils that they are going to perform group activities.
Remind the pupils of the things to remember when performing an
activity.
Prepare a rubric to be used in rating the performance of each
group.
RUBRICS FOR GROUP ACTIVITIES
Excellent
Very
(5)
Good (4)
Good
(3)
SCORE
1. Stayed on task
2. Shared ideas
3. Followed classroom rules
4. Completed the task on time
5. Took the group’s tasks seriously
TOTAL
Construct the indicated
sentences to ask permission
and make requests in the
situations below.
Example:
 You cannot find your
laptop charger. You
need
some
help.
(question).
Rewrite these sentences. Find
another way to say each sentence
using the words given. Number 1 is
done for you.
1. Can I use your cell phone?
Would it be OK if I use your cell
phone?
(OK)
2. Please ask Luisa to stop by and
talk to me.
Answer: Could you please help _____________________(would)
me find my laptop charger?
3. Could I borrow your guitar?
 You need to call your _____________________(wonder)
mother immediately. You 4. Would you ask Rey what time
ask permission from the he’s coming over?
teacher to leave the _________________(could / when)
room. (statement)
5. Lend me your hairbrush.
Answer: I need to leave the ___________________(mind)
room, please.
1. The internet in your
computer is disabled.
You need some help.
(question)
2. You are in the library.
You need the librarian’s
help in your research on
robotics. (statement)
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3. You need to go online for
the meaning of terms in
Science. (statement)
4. You ask permission from
your parents to join the
trip to the National
Museum. (question)
5. Make a request to use
the computer laboratory
for
a
power
point
presentation on simple
machines. (statement)
G. Finding practical
applications of
Is politeness important? Why?
concepts and skills in How can you be polite?
daily living
H. Making
 What forms of sentences are used to ask for permission and
generalizations and
make requests? (imperatives, statements or questions can
abstractions about
be used in asking permission and making requests)
the lesson
 What expressions can you use to begin a sentence?
(Can, Could, Would, May and the polite words such as please
and kindly can be used to begin a sentence)
I. Evaluate learning
Construct the indicated sentences to ask permission and make
requests in the situations below
1. It’s very hot in the room and you would like to open the window.
__________________________________________(question)
2. You need to borrow some money from a friend because you
have lost your padyak fare.
_________________________________________(statement)
3. You didn’t understand the address someone gave you and you
would like them to spell it for you.
_________________________________________(question)
4. The person behind you is talking all the time during the lesson.
________________________________________(statement)
5. You are watching the TV but you can’t hear because the
volume is very low. Your brother has the remote control.
_________________________________________(question)
V. REMARKS
VI. REFLECTION
A.
No. of
learners who
earned 80% on
the formative
assessment.
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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
learner’s 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
material/s did I
use/discover
which I wish to
share with other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
Week:
3_
Day:
5__
Demonstrates an understanding that word meaning changes
based on context
Uses strategies to decode the meaning of words in context
Infer the meaning of unfamiliar words based on given context
clues (synonyms, antonyms)
Inferring the Meaning of Unfamiliar Words Based on Given
Context Clues (Synonyms, Antonyms)
Performance Task No. 1 - Games
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
Essential English 5, pp. 3-5, 14-15
4.Additional
K to 12 Curriculum Guide - ENGLISH 5
Materials from
May, 2016
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
ADVANCE
AVERAGE
A. Reviewing
 Study the following sentences. Which is the synonym/antonym
previous
of the underlined word in the sentence?
lesson or
1. I love that black bag. Its dark color compliments my
presenting the
dress.
new lesson
2. That beautiful lady is too tall for the short gentleman.
3. The tiny hands of the minute wristwatch were difficult to
see in the dark.
4. It was impossible for the large ship to pass through the
narrow channel.
How were you able to identify the synonym/antonym of the
underlined word?
B. Establishing
Inform the pupils that they are going to showcase their skill of
purpose for
inferring meaning of unfamiliar words on given context clues
the Lesson
through a game.
C. Making
generalization How can you infer the meaning of unfamiliar words based on
s and
given context clues (synonyms, antonyms)?
abstractions
about the
lesson
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D. Evaluate
learning
The Performance Task for 15 points will follow the GRASPS.
The teacher gives the instructions:
Goal: This activity will assess how well you can infer the meaning
of unfamiliar words based on given context clues in a
sentence.
Role: You are a contestant in a popular game show “Language
Masters, Kids’ Edition”
Audience: Your audience will be the Grade 5 English teachers
and other pupils who are going to watch the contest.
Situation: The occasion is your School’s Annual School Festival
of Talents.
Performance: You should be able to answer the questions to be
presented by the Contest Administrator (teacher) with
the help of your team mates.
Standard/ Rubric: Let us also agree on how you will be graded
through this rubric.
RANKING
First
Second
Third
Fourth
(See attachment A)
SCORE
15 pts.
13 pts.
11 pts.
9 pts.
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.
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D. No. of learner’s
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
material/s did I
use/discover
which I wish to
share with other?
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Attachment A
Contest Mechanics:
1. Divide the class into four competing groups.
2. Each group will bring a small board and a pentel pen.
1. The teacher will give the following instructions:
 A sentence will be flashed on the board.
 Infer the meaning of the unfamiliar word in the sentence based on the
synonyms/antonyms used in the sentence.
 The contestants will be given 2 minutes to write the answer
 At the sound of the bell, the contestants will raise their board.
 The assigned scorer will record the scores of each group.
 The winners will be classified according to the rubric presented.
Sample Sentences:
1. The flashback in the movie is usually in black and white.
2. The policeman used a handcuff or a piece of metal to tie the hands of the
prisoner.
3. Put the blue headlight of your car’s headlamp to low.
4. The heavy downpour caused flooding in the streets.
5. My teacher used paper cutouts of insects as border for the bulletin board.
6. Mr. Romulo is a very kind landlord. Although he owns this huge land, he
remains a good and generous man.
7. The hikers were warned to look out for quicksand or else they may sink into
the deep wet sand.
8. The campground of the Girl Scouts is that farm over there.
9. Instead of tailgating us, why don’t you leave?
10. The teacher asked us to fold the paper lengthwise, not crosswise.
11. Would you rather walk in the starlight than in the clear sunlight?
12. Some houses in Baguio have fireplaces rather than air conditioners.
13. Hush! Walk on tiptoe. Grandma is sleeping.
14. When war was going on in Vietnam, many refugees fled to our country.
15. Install an anti-theft device on your phone so it can be traced when lost.
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
Week:
4_
Day:
1__
Demonstrates understanding of various linguistic nodes to
comprehend various texts
B. Performance
Standards
Demonstrates understanding that English language is stress
timed to support comprehension
Uses linguistic cues to effectively construct meaning from a
variety of texts for a variety of purposes
C. Learning
Competenci
es
Reads with sufficient accuracy and fluency to support
comprehension
1. Infer the speaker’s tone, mood and purpose EN5LC-IIId2.8.1/2.8.2/2.8.3
2. Self-correct when reading EN5F-IIId-2.9
II. Content
III. Learning
Resources
A. References
1.Teacher’s
Guide Pages
2.Learner’s
Materials
Pages
3.Textbook
Pages
4.Additional
Materials from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
1. Inferring the speaker’s tone, mood and purpose
Essential English 5, pp. 226-229
Joy in Learning English
Advanced Learners
B. Establishing
purpose for
the Lesson
Average Learners
Say: We all have talents and
skills. All we have to do is
discover them. Let us help each
other find our strengths and help
overcome our weaknesses.
Who among you here loves
dancing, acting or singing? Let
pupils express their reasons why
they love to dance, act, or sing.
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This morning, class, we will listen
to a beautiful song and we will
learn to:


C. Presenting
examples/inst
ances of the
new lesson
infer the speaker’s tone,
mood, and purpose;
also
we will learn that it is
okay to correct oneself
while reading.
Teacher will play the song, “A
Whole New World” written by
Alan Irwin Menken and Timothy
Miles Rice for Disney’s 1992
animated feature film Aladdin.
Pupils will listen to the song and
they may also sing as the music
plays “A Whole New World”.
D. Discussing
new concepts
and practicing
new skills #1.
After listening to the song,
teacher will ask these questions.
1. What is the song about?
2. What does Aladdin wish to
show the princess about “A
Whole New World”?
3. Do you like the song? Why?
4. What emotion is drawn from
the song?
Say: The emotions or attitudes
that the speaker or writer gives to
a subject and to the readers are
called the tone.
5. What do you feel while
listening to the music? Why?
I have here other examples of
feelings.
1. angry
2. sad
3. happy
4. afraid, frightened, scared
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Say: The general feeling or
atmosphere created by the piece
of writing is called the mood.
6. Why do you think
composer wrote this song?
the
Say: The purpose of a text/song
may be to entertain, to inform, to
instruct, or to persuade.
E. Discussing
new concepts
and practicing
new skills #2
Read the selection carefully and
identify the purpose of the
author.
Archimedes was a
famous Greek scientist
who lived in Sicily,
Greece. Among many
other
things,
he
experimented
and
discovered
the
Archimedes’
Principle.
This basic law tells us that
if we weigh an object in
the air and then weigh it
again submerged in a
liquid, it will lose weight
equal to the weight of the
liquid
it
displaces.
Archimedes is supposed
to have discovered this
when he stepped into a
bathtub full of water to the
brim, and water into the
floor.
What do you think is the
purpose of the writer?
a. to persuade
b. to entertain
c. to inform
This time you will look for a
partner to read aloud to each
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F. Developing
mastery
(leads to
formative
assessment 3)
Group Activity-Advanced
Learners
Infer the tone, mood and
purpose of the writer of
the poem below.
other the text about Archimedes.
Tell your partner that is all right to
correct him or her while reading.
Read the short passage below
then do the activity given to your
group.
No matter what problems life
may bring us, we must stand
strong. God will not give us
any problem that we cannot
handle. Let us see these
problems as steps towards
pursuing our dreams.
Our destiny in the
midst of change will
rest
on
the
unchanged character
of our people and on
their faith.
Group Activity-Average Learners
In a land of great
wealth, families must
not live in hopeless
poverty.
What emotion can you feel about
the passage? Make a simple
poster to show the tone of the
passage.
In a land rich in
harvest, children must
not be hungry.
In a land of healing
miracles, neighbors
must not suffer and
die unattended.
In a great land of
learning and scholars,
young people must be
taught to read and
write.
from “The President’s
Inaugural Address” by
Lyndon B. Johnson
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making
generalization
s and
abstractions
In our daily conversation with
different people, is it important to
know the mood, tone, and
purpose of someone’s statement
or even in the text that we have
read? Why?
How do you infer the tone, mood
and purpose of the writer of
speaker?
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about the
lesson
I.
Evaluate
learning
Remember that you may have to
infer the tone, mood and purpose
of the author based on simple
words and details used in the
statement of the speaker or of
the author of the text to better
understand the message the
message.
Infer the speaker’s tone, mood
and purpose.
1. Mother: “You can’t join the
camping trip this summer”.
Daughter: “That is what I am
expecting you to say.”
What is the tone of the son in the
following examples?
a. excited
c. sarcastic
b. anxious
d. happy
2. “Beside the lake, beneath the
trees, fluttering and dancing in
the breeze”.
a. noise
c. peaceful
b. disappointed
d. sad
3. President: “Can someone tell
me what the hell is going on
here?
a. nervous
c. angry
b. frustrated
c. serious
4. Google glass is a type of
wearable technology with an
optical head-mounted display
(OHMD)
which
displays
information in a smartphone-likehands-free format.
The purpose of this passage is
to_____________________.
a. persuade
b. entertain
c. convince
d. inform
5. Cavity is causing molars to
ache so, I encourage people to
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use “Cool Paste” in brushing
their teeth to
make it cavity free. It is a trusted
brand with high quality.
What do you think is the purpose
of the author?
a. persuade
b. entertain
c. inform
d. advise
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
learner’s who
continue to
require
remediation
E.
Which of
my teaching
strategies
worked well?
Why did these
work?
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F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G.
What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
Week:
4_
Day:
2__
Demonstrates an understanding that word meaning changes
based on context
Uses strategies to decode the meaning of words in isolation and
in context
Infer the meaning of unfamiliar words (compound, affixed) based
on given context clues (Synonyms Antonyms word parts) and
other strategies (Health)
Inferring the meaning of unfamiliar words (compound) based on
given context clues (Synonyms Antonyms word parts) and other
strategies (Health)EN5V-IIId20.3/EN5V-IIId20.4/EN5V-IIId20.5
Joy in Learning English 5, Curriculum Guide
pp. 206, 220
Advanced Learners
Average Learners
The teacher shows a picture of a girl eating sweets.
Let the learners infer what will likely happen to the girl.
(The teacher writes on the board the answers.)
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B. Establishing
purpose for
the Lesson
Today, you will learn how to infer meaning of unfamiliar words
using the context clues synonyms and antonyms.
Synonyms and Antonyms can serve as context clues to the
meaning of unfamiliar words in a passage. It is important,
therefore, that you should be knowledgeable on these kinds of
words.
C. Presenting
examples/inst
ances of the
new lesson
D. Discussing
new concepts
and practicing
new skills #1.
E. Discussing
new concepts
and practicing
new skills #2
Do you agree that laughter is the best medicine? Many say
that laughter contributes to one’s wellness, not illness. But
when someone laughs excessively and gets exhausted or
tired, it is going to be a different story.
The teacher asks the following questions:
1. Do you have any idea of these underlined words? Are you
familiar with them? (Answers may vary)
2. Where are these words related? (Suggested answer: These
words are connected to Health.)
3. What is the relationship between wellness and
illness?exhausted and tired?
As in the example given, the word illness is the opposite of
wellness and tired is the synonym of exhausted.
Group yourselves into four.
The whole class will be divided
Each group will be given meta
into two teams. Both teams will
cards with set of words written
answer or guess the sets of
on them. Write S if the word
words as synonyms or
pairs are synonyms, and A if
antonyms. The team with the
antonyms. Post the meta cards highest number of correct
in a manila paper. Then write
answers will be the winner.
down your answer.
Each team will be given 30
seconds to guess the correct
contagious-communicable
word.
supplement-addition
well-ill
clean-dirty
growth-development
waste-conserve
organic-inorganic
infected-disinfected
obese-overweight
beautiful-attractive
hydrate-dehydrate
malnourish-wellexhausted-rested
nourished
skinny-lean
sanitary-dirty.
Rubrics: Correct answers: 5
points Participation of group
members: 5 points
Total: 10 points
F. Developing
mastery
(leads to
formative
assessment
3)
Read the following sentences. Infer the meaning of the underlined
word in each sentence.
1. Lisa was not able to go to school because she suffered
from chicken pox, a contagious disease.
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2. Can my child get all the vitamins as supplement to a
healthy diet?
3. A woman who is considered obese may have her doctor
recommend she gain only 10 pounds.
4. Drink water before, during and after workout to stay
hydrated.
5. She was exhausted but sleep seemed unlikely.
G. Finding
practical
applications
of concepts
and skills in
daily living
H. Making
generalization
s and
abstractions
about the
lesson
How can watching television programs affect your health?
studies? and social life?
I.
Read the sentences. Infer the meaning of the underlined word.
1. The doctor gave us a brief orientation on dengue. The
information was a short tip to prevent the disease.
2-3. The nurse disinfected the patient’s wound and sanitized it
further with gentle or soothing words.
4-5. I don’t have enough money to buy the medicines, but can
spend for organic or natural food in an expensive restaurant.
Evaluate
learning
What is one way to find the meaning of a word?
Synonyms and Antonyms can serve as context clues to the
meaning of unfamiliar words in a passage. It is important,
therefore, that you should be knowledgeable on these kinds of
words.
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.
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D. No. of learner’s
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
material/s did I
use/discover
which I wish to
share with other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
Week:
4_
Day:
3__
Demonstrates an understanding that word meaning changes
based on context
Uses strategies to decode the meaning of words in isolation and
in context
Distinguish text types according to features (structural and
language)—problem and solutionEN5RC-IIId3.2.4
Distinguishing text types according to features (structural and
language)—problem and solution
Joy in Learning English 5, Curriculum Guide
pp. 219, 233
Advanced Learners
Average Learners
1. What image can you see?
2. What can you say about the image?
3. Have you encountered common problems in school? How
did you solve them?
problem
solution
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B. Establishing
purpose for
the Lesson
Present the text:
C. Presenting
examples/inst
ances of the
new lesson
D. Discussing
new concepts
and practicing
new skills #1.
What problem is presented in the text? What solutions are
likewise presented to solve the character’s problem? What signal
words provide hints that help you identify the solutions?
Jermel was going to watch for the first time a
musical play Beauty and the Beast at the Ibalong Centrum
for Recreation at Legazpi City. The problem was that
Jermel didn’t know much about the presentation. So, to
solve his dilemma, he took some action. First, he went to
the library and read about musical plays. Then, he
borrowed a book in which he could read about “The Beauty
and the Beast”. Little did he know that his best friend’s aunt
was a stage performer. So, he met her to personally ask
about the play. After accomplishing all of these, he
confidently watched the play with his friends and was very
appreciative of the opportunity.
Write down the problem and solution.
Problem
Solution
E. Discussing
new concepts
and practicing
new skills #2
Solution
Solution
Problem and solution texts may be fiction (imaginary) or nonfiction (factual). Read the text below. What is the problem
presented? What solution or solutions were given?
The quails had a problem. They lived in great fear
of a quail-catcher who would throw a net over them, then
stuff them into a basket.
One day, the wisest of the quails said, “Listen,
Brothers, I have a plan. When the quail-catcher throws his
net over us, let us put our heads through the mesh in the
net. Then, let’s lift up the net together and fly away with it.
When we have flown some distance away, let’s drop the
net on a thorn bush and escape from under it.”
All agreed and so when the quail-catcher came the
next day, the quails did as the wise quail had told them to
do. The quail-catcher had a hard time taking the net from
the thorn bush.
F. Developing
mastery
(leads to
formative
Group Activity. Divide the class into 4 and let them distinguish the
paragraph into problem and solution. Let each group write the
problem and solutions in a graphic organizer.
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assessment
3)
What is the problem presented? What are the solutions given?
Write your answers in a graphic organizer.
Note: The teacher may provide a brief review of graphic
organizers.
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making
generalization
s and
abstractions
about the
lesson
Write a three-sentence paragraph about your childhood life.
Present a problem encountered and solutions made to solve your
problem.
I.
Distinguish the texts below into problem and solution type of text.
Write √ if a problem and solution type of textand X if not.
Evaluate
learning
How could you distinguish a problem and solution type of texts?
Some informational text types are organized by problem and
solution. This texts begin with the presentation of a problem
between individuals, among groups, or an issue going on in
the world. This is followed by one or more possible solutions
that are explained.
1.Noah didn’t know what medicine to take. He was not feeling well.
So, he got a medicine and read the label. He looked for its dosage
and expiration date. He looked for its uses.
2. Eunice knew she had to get to school on time, but her father was
not around to drive for her. Eunice decided not to take a ride and
walk instead.
3. Mrs. Chin bakes a cake for her daughter. First, she prepares the
ingredients. She measures the ingredients well. Next, she mixes all
the flour with baking powder and baking soda. She beats the eggs.
Then, she preheats the oven.
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4. Louisa and Lisa are twins. They both love each other. Louisa
loves to dance while Lisa loves to sing.
5.Mang Roman found out that Roy had more absences in school
than before. To solve this problem, he talked to Roy of his
performance in school. They both talked to the teacher and
promised to limit his absences in the class. Roy became active
again in school.
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 learner’s
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
material/s did I
use/discover
which I wish to
share with other?
100
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
Week:
4_
Day:
4__
Demonstrates command of the conventions of standard English
grammar and usage when writing or speaking. (Grammar)
B. Performance
Standards
Uses the correct function of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in various discourse
(oral and written)
C. Learning
Competencies
3. Use a particular kind of sentence for a specific purpose and
audience -responding to questions; asking and giving
directions
N5G-IIId-1.8.2
II. Content
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
4. Observe politeness at all times
EN5A-III-d-16
Asking permission and responding to questions
Joy in Learning English, pp. 234-235
Advanced Learners
Average Learners
Let the pupils sing, “Good Morning”.
Good morning, good morning, good
morning it’s now another day! The sun
is up and shining. Let’s learn laugh and
play.
Let the pupils ask the following
questions and let pupils answer them.
1. How are you?
2. Did you eat your breakfast?
3. How did you prepare yourself before
coming to school?
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B. Establishing
purpose for
the Lesson
This morning class, we will be learning
how to use a particular kind of sentence
for asking permission and responding
to questions.
Are you ready to learn a new lesson?
If yes give me a Military Clap.
Note: The teacher may ask the students
to give other kinds of clap as long as it
is in English.
C. Presenting
examples/inst
ances of the
new lesson
Remember the story entitled “Eureka”
an adaptation of Evelyn Angeles?
If yes, there is this conversation of four
pupils about the story Eureka.
Jerome: Where did Archimedes live?
Jenny: He lived in Greece.
Jerome: Who was this King who
wanted Archimedes to solve a
problem?
Jermel: Well, it was King Hieron of
Syracuse.
Janna: What was the King’s problem?
Jermel: He wanted Archimedes to find
out whether his new crown was really
made of pure gold.
Jerome: Oh, I see. Why did he have to
do that?
Janna: I think he did not trust his
goldsmith.
Jerome: And how did Archimedes do
ito?
D. Discussing
new concepts
and practicing
new skills #1.
Jermel: Come on, Jerome. It’s a long
story.
After reading the conversation, ask
these questions to the pupils:
1. What questions did Jerome and
Janna ask their classmates?
2. Who answered their questions?
How did they respond to these
questions?
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3. What kind of sentences did they use?
To respond to questions, statements
that specifically answer who, what,
when, where, why and how, called
declarative sentences, may be given.
E. Discussing
new concepts
and practicing
new skills #2
Say: Read these sentences. When are
these sentences used?
A
1.
Can
you
please tell me
how to get to the
Discovery
Museum?
B
1. Walk straight
ahead up to the
end of this hall.
On your left is the
Discover
Museum.
2. How do I get to 2. Walk up the
the nearest train third floor. Turn
station?
right and the
library is just a
few steps away.
3. May I know the
directions
in
going to Hope
School from the
bus station?
3. Walk straight
ahead on this
street. Turn right
to the next street.
The third house
on your left from
the street corner
is our house.
Ask:
1. What are the sets of sentences
about?
2. Which set is used to ask for
directions?
3. Can you give other ways or
sentences for asking directions?
4. What polite expressions are used for
asking directions? Why is it important
to use polite words in asking questions
or giving directions?
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5. What key words or phrases are
used in sentences that give directions?
Can you give more of these
expressions?
Say: There are particular expressions
or sentences that are used for asking
and giving directions clearly or
accurately.
F. Developing
mastery
(leads to
formative
assessment
3)
Guided Practice
Answer these questions correctly. Note
the word to begin each question.
1. Who waved the Philippine Flag in
Kawit, Cavite in 1898?
2. Where did Ferdinand Magellan and
his troops arrive in the Philippines?
3. Where was the first Catholic Mass
held in the Philippines?
4. How does the Earth rotate?
5. Why is the sea salty?
G. Finding
practical
applications
of concepts
and skills in
daily living
Find a partner. Ask him
or her questions about a
story you have already
read in this unit. You may
list down your questions
on a piece of paper and
jot down your partner’s
answers or responses.
H. Making
generalization
s and
abstractions
about the
lesson
Find a partner. Give him or her simplest
route or way from your house to the
house of a friend or relative. Name the
destination and use street names and
exact distances. You may draw a map
as help.
Remember:
To respond to questions, statements
that specifically answer who, what,
when, where, why and how, called
declarative sentences, may be given.
In responding to questions and in
asking and giving directions statements
must be clear and accurate.
I.
Evaluate
learning
Use polite words in responding to
questions and in asking and giving
directions.
Find a partner. First, you ask directions
for the suggested situations below and
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your partner gives the directions. Then,
exchange notes.
1. How to get to the town plaza
2. How to reach the Barangay Health
Center
3. How to be at the gasoline station
from the bus terminal
4. How to reach your school from your
barangay
5. How to get to the market from your
home
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 learner’s
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?
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G.
What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
Week:
4_
Day:
5__
Demonstrates understanding of different formats to write for a
variety of audiences and purposes.
Draft texts using appropriate text types for a variety of audience
and purposes.
Plan a two to three- paragraph composition using an outline/other
graphic organizer.
Planning a two to three- paragraph composition using an
outline/other graphic organizer EN5WC-IIId-1.1.6.1
Joy in Learning English 5, pp. 237
Advanced Learners
Average Learners
Let us have a short review.
Let me ask you: How do you prepare
yourself before going to school?
Solicit answers from the pupils.
Then ask this question:
How do you respond to questions?
Possible answer:
I respond to questions
declarative statements.
Ask the child to give some
examples.
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with
B. Establishing
purpose for
the Lesson
This day class, we will learn how to
plan a two to three- paragraph
composition using an outline/other
graphic organizer.
C. Presenting
examples/inst
ances of the
new lesson
For effective writing of a feature
article or story, it would be better to
make a plan using an outline. The
purpose of the outline is to organize
the flow of ideas into paragraphs.
D. Discussing
new concepts
and practicing
new skills #1.
Teacher will discuss what a topic
outline is.
An outline is a sketch or framework
of a text showing the important
ideas and details which support
those ideas in an organized form.
You can use an outline to plan a
composition. It may be a topic or
sentence outline.
In writing a three-paragraph
composition it has three parts:
1. Introduction- it is a strong
interesting statement.
2. Body- it is the details or facts
about the person including his or
achievements.
3.Conclusionstatement.
E. Discussing
new concepts
and practicing
new skills #2
it
is
a
powerful
Suppose you are going to write a
three-paragraph composition about
a person whom you consider special
because he or she has or had done
something
extraordinary.
How
would you do it?
Base from the situation given, you
may use this outline organizer
below.
I. Personal Details
A. Complete name,
birthday, birthplace
B. Parents, other members
in the family
C. Where he or she grew up
and is presently living
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II. How this person is
A. Character traits
B. How he or she built his or
her skills or talents
C. Achievements
III. Conclusion or personal insights
or comment about this person
What is the first big topic in the
outline? What are the details that
you need to include under Personal
Details?
What is the second topic and details
that you need to put in your second
paragraph?
What is the content of your third
paragraph?
Can you say that an outline is a big
help in planning a composition or
feature article? Why?
Possible answer: Yes because it
serves as a guide on how we can
organize the flow of our ideas in the
article that we are about to do.
It also gives us clues on what
details and information that can be
included in the introduction, body
and conclusion of our article.
F. Developing
mastery
(leads to
formative
assessment
3)
Individual activity.
Have you been to beautiful places?
What is the most memorable place
that you have visited? Make a topic
outline for a feature article about the
most memorable place you have
visited.
I.
A.
B.
C.
II.
A.
B.
C.
III.
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G. Finding
practical
applications
of concepts
and skills in
daily living
H. Making
generalization
s and
abstractions
about the
lesson
I. Evaluate
learning
Is it important to know how to plan
three paragraph compositions?
Possible Answer: Yes, because it
can be used in expressing your
ideas or opinion into writing.
What helps you plan a three
paragraph composition?
What are the things that you should
remember in planning a three
paragraph composition?
On a piece of paper, write
down the details about the
person you have in mind
using the outline. Think of a
specific feature that you
want to discover about him
or her, for example, his
journey to being a famous
scientist or artist.
Take turns in interviewing to a
particular person you look up to. It
can be your classmate, teacher or a
fiend. Prepare a topic outline of the
information you have gathered.
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 learner’s
who continue to
require
remediation
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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
material/s did I
use/discover
which I wish to
share with
other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
Week:
5_
Day:
1__
OBJECTIVES
A. Content
Standards
Demonstrates understanding of text types in order to
construct feedback
Demonstrates understanding of the oral standards of
English in order to participate in various oral
communication demands (situation, purpose and
audience)
B. Performance
Standards
C. Learning
Competencies
Uses literary and informational texts heard to
construct an appropriate feedback
Prepares for and participates effectively in a range
of conversations and collaboration with diverse
partners, building on others’ ideas and expressing
their own clearly and persuasively
Infer the speaker’s tone, mood and purpose
EN5LC-III-e2.8.1 / 2.8.2 / 2.8.3
Use appropriate strategies to keep the discussion
going EN5OL-IIIe-3.7
II. Content
1. Inferring the speaker’s tone, mood and
purpose
2. Using appropriate strategies to keep the
discussion going
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
Teacher’s Guide p.37
Joy in Learning English 5, pp.240-241,
4. Additional
Materials
from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
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IV.PROCEDURE:
A. Reviewing
Rearrange the following jumbled letters to form the
previous lesson correct word.
or presenting the
M
A
D
E
R
new lesson
Answer: DREAM
Ask: what word did you form? What comes to your
mind when you hear the word dream? What is your
dream in life? How will you achieve your dream?
B. Establishing
Say: Class our lesson for today is about inferring the
purpose for the speaker’s tone, mood and purpose of a selection
Lesson
read. When we infer the speaker’s tone, mood and
purpose, take note of the following concepts:



Tone refers to the attitudes that a writer or
speaker puts into a subject and gives to the
readers.
Mood is the general feeling or atmosphere
that the poem creates.
The purpose of a text maybe to entertain, to
inform, to instruct, or to persuade
Say: listen to a poem entitled “Dreams” by James
Langston Hughes.
Dreams
Hold fast to dreams
For if dreams die
Life is a broken – winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
C. Presenting
Talk about these:
examples/instan
1. Is it good to “dream”? Why?
ces of the new
2. What is life without dreams?
lesson
3. What if dreams go unfulfilled?
4. Describe the speaker’s tone and the mood of
the poem.
5. What do you think is the author’s purpose in
writing the poem?
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D. Discussing new Oral Language Practice
concepts
and
practicing new Say: Dreams may mean two things – the dictionary
skills #1.
meaning and its connotative meaning. First, dreams
are trains of thoughts or images passing through the
mind in sleep. Second, dreams symbolize one’s goals
or aspirations in life.
Group Activity
Form a group and do the following:
1. Choose a leader to lead the discussions and
keep the discussions going.
2. Choose a secretary to take down notes on
each member’s sharing.
3. Think and share about:
a) A recent dream in your sleep which you
clearly remember,
b) What will you become ten to twelve
years from now?
E. Discussing new Individual Activity
concepts
practicing
skills #2
and
new Infer the speaker’s tone, mood and purpose of the
F. Developing
mastery (leads
to formative
assessment 3)
following situations that I will read to you.
1. Tina saw the thin ragged beggar and gave his
last peso.
2. Clara groped in the dark. She touched
something slim and hairy. She shrieked and
could not move.
3. Ana felt like walking on air and that everybody
loved her as she went up the stage to receive
her trophy from the judges.
When we infer the speaker’s tone, mood and purpose
we are giving our idea on what maybe the
feeling/intention of the speaker in the poem.



G. Finding practical
applications of
concepts and
skills in daily
living
Tone refers to the attitudes that a writer or
speaker puts into a subject and gives to the
readers.
Mood is the general feeling or atmosphere
that the poem creates.
The purpose of a text maybe to certain, to
inform, to instruct, or to persuade
Why should the speaker/author use mood and tone
effectively?
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H. Making
generalizations
and abstractions
about the lesson
What do you mean by the tone, mood and purpose of
the speaker/author?
When should you use appropriate strategies to keep
the discussion going?
I.
Evaluate
learning
Say: Listen to the song, “Earth Song” by Michael
Jackson. Infer the tone, mood and purpose of the
speaker/authors
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 learner’s 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
material/s did I
use/discover which I
wish to share with
other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
Week:
5_
Day:
2__
OBJECTIVES
A. Content Standards
Demonstrates understanding of writing styles to
comprehend the author’s message
Demonstrates understanding that a change in stress entails
a change of meaning to evaluate the speaker’s/ author’s
purpose and meaning
B. Performance
Standards
Uses knowledge of text types to correctly distinguish
literary from informational texts
Uses knowledge of stress and intonation of speech to
appropriately evaluate the speaker’s intention, purpose and
meaning
C. Learning
Competencies
II. Content
1. Distinguish text-types according (structural and
language) cause and effect(EN5RC-IIIe-3.2.6)
2. Read grade level text with accuracy, appropriate
rate and proper expressions (EN5F-IIIe1.3, EN5FIIIe1.6,EN5F-IIIe1.7)
Distinguishing text-types according to feature (structural and
language) cause and effect
Reading grade level text with accuracy, appropriate rate and
proper expressions
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
Joy in Learning English 5, pp.133-134,139, 243-244
4. Additional
Materials from
Learning
Resources (LR)
Portal
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B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous lesson
or presenting the
new lesson
Complete the statement.
Ten years from now, I will have been
____________________________________.
Say: Many of us have dreams about our future, sometimes
though, fear stops us from reaching our dreams.
What can be the effects if we fail in reaching our dreams?
B. Establishing
purpose for the
Lesson
Say: Class our lesson for today is about distinguishing
cause and effect text type.
C. Presenting
examples/instan
ces of the new
lesson
Talk about these:
D. Discussing new
concepts and
practicing new
skills #1.
Pair Work
Pupils read the text and they find out how it was developed
using cause-effect structure.(Joy in Learning English 5
p.243)
1. What is the text about?
2. How many causes were mentioned in the text?
How many effects were given?
(This problem-and-solution text is organized
according to the pattern one cause
multiple
effects.
1. Let pupils read the text: entire class, by rows and by
partners. (When they read by pair, they should stand up so
teachers will be able to note their gestures.)
2. They should read correctly the words, observe correct
phrasing and gestures.
3. Using a graphic organizer determine the cause-effect
relationship stated in the text read by pupils.
Joy in Learning English 5, p.244 (Guided Practice)
E. Discussing new
concepts and
practicing new
skills #2
Individual Activity
Distinguish text-types according to feature: cause and effect.
Use the graphic organizer for the cause and effect.
Cause
Effect
Effect
Effect
Joy in Learning English 5 p.133-134 #1 (Storm Surge)
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F. Finding practical
applications of
concepts and
skills in daily
living
Is it important for you to know and understand what cause
and effect situations are? Why?
G. Making
generalizations
and abstractions
about the lesson
The pattern one cause
multiple effects in a problemand-solution text explains a single cause or reason which
has two or more effects or results.
H. Evaluate
learning
Distinguish the cause and effect stated in the text entitled
“Environment”. Write your answer in graphic organizer.
Joy in Learning English 5, p. 139
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 learner’s 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?
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G.
What innovation
or localized
material/s did I
use/discover which I
wish to share with
other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.InstructionalMat
erials
3.Textbook Pages
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
B. Establishing a
purpose for
the lesson
Week:
5_
Day:
3__
Demonstrates command of the conventions of standard
English grammar and usage when writing or speaking
Demonstrates understanding of different formats to write for
a variety of audiences and purposes
Uses the correct functions of nouns, verbs, pronouns,
adjectives, and adverbs in general and their functions in
various discourse
Edits texts using appropriate text types for a variety of
audiences and purposes.
Use a particular kind of sentence for a specific purpose and
audience- following and giving directions EN5G-IIIe-1.8.4
Write a three-paragraph feature article EN5WC-IIIe-2.2.7
Show tactfulness when communicating with others EN5AIIIe-17
Using a particular kind of sentence for a specific purpose
and audience- following and giving directions EN5G-IIIe1.8.4
Writing a three-paragraph feature article EN5WC-IIIe-2.2.7
Showing tactfulness when communicating with others
EN5A-IIIe-17Organizing information from secondary
sources in preparation for writing, reporting and similar
academic tasks in collaboration with others EN5SS-IIIe-4
Writing a three-paragraph feature article EN5WC-IIIe-2.2.7
Teacher-made article
http://m.busyteacher.org/6568-following-and-givingdirections-imperative.html
Review directional words such as right, left, turn, go straight
and turn around
Outdoor Game: Giving and following directions
Get a pair.
One will be blindfolded. This person will be the mover.
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The other person in the pair will be the direction giver.
Once blindfolded, the teacher places an object on the other
end of the play area.
The direction giver must then shout directions to the mover.
All the pairs give directions so the mover must focus on his
partner’s voice.
The first mover to reach the object wins.
C. Presenting
examples/inst
ances of the
new lesson
1. Processing after the game:
To the direction givers: What directions did you give to your
partners?
To the movers: Were you able to follow the directions your
partner has given? Why?
2. Present sentences used for giving directions (used in the
game)
Go straight.
Turn left.
Take three steps forward.
Bend and reach for the ball in front of you.
3. Ask, what kind of sentences are these?
D. Discussing
new concepts
and practicing
new skills #1.
1. Introduce imperative sentences.
Say, Imperative is the command form of a sentence. It is
most often used when giving directions or instructions
Example 1:
Do your homework.
Example 2: Negative sentences
Do not sleep in class.
Example 3: To soften the feeling of an imperative sentence,
use “please”
Please pass the papers.
Example 4: Rules
Raise your hand before you speak.
Example 5: Politely offering something
Have a glass of orange juice.
Example 5: Universally true
Never put your finger in an electrical socket.
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Always bring your passport when you travel to other
countries.
2. let learners give examples for each.
E. Discussing
new concepts
and practicing
new skills #2.
Say, when writing how-to feature articles, imperative
sentences are used.
Read the sample article and identify the imperative
sentences used.
Also, note that the article has three parts: the introduction,
the body, and the conclusion.
Better Work Hard than Be Sorry
Have you ever experienced taking a test which you
have so well-prepared for but when you saw your test, your
brain just suddenly stops working? Well, I did. From then
on, I always keep in mind these tips on preparing for a test.
The first thing that you must do is to make a study
schedule. Do not leave anything for the last minute. Lastminute studying is not the best approach for exam
preparation. Next, make sure you have enough study
space. Then, don’t forget your visual aids. Make flow charts
for easy recall. Also, take regular breaks to help your brain
regain its focus. Eat healthy and drink plenty of water.
Finally, Check all the rules and requirements for the test.
Passing a test is no easy job. You have to work hard
for it. So keep these in mind or you’ll be sorry.
Processing:
What is the article about?
What is the first paragraph about? the second? the last?
What imperative sentences are used in the paragraph?
F. Developing
mastery
(leads to
formative
assessment )
Group Activity:
AVERAGE
ADVANCED
Present a skit showcasing
the use of imperative
sentences in giving and
following directions.
Choose from the given
situations:
Fill-in the Dialogue with the
appropriate imperative
sentences.
Present the skit in class.
Narrator: Christmas is
drawing near. Everyone’s
house in the village have
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1. Mother teaches her
daughter, Ana, how to
wash the dishes.
2. Liezel teaches Ambo
how to make a parol.
3. Jadine explains the class
rules to her classmates.
hung their beautiful parol,
except Ambo’s.
Ambo: I wonder how we
can have a parol like yours
Liezl. Mother says, she has
no money to spend for it.
Liezl: You don’t have to
spend much, Ambo. You
can make one.
Ambo: Really? But how?
Liezl: I’ll tell you how. But
first, here’s the list of
materials you need. Come
back, once you have them
all.
A few hours later.
Ambo: Liezl, I have the
materials now. Can you
teach me then?
Liezl: Sure. First, with the
bamboo sticks that you
have you can now
__________
______________________
______________________
______________________
______________________
___________________.
Ambo: Wow, this is cool.
Thanks Liezl.
Possible answers:
Build a star frame.
Assemble the parol frame.
Skin the parol.
Create and attach the Tail
Hang your parol.
RUBRIC FOR RATING PERFORMANCE
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CRITERIA
KNOWLEDGE
TEAM WORK
TIME
MANAGEME
NT
G. Finding Practical
application of
concepts and
skills in daily living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluate learning
3
All
imperative
sentences
used in
giving and
following
directions
are
appropriate
to the
given/chosen
situation
Consistently
and actively
worked
toward
group goals
Accomplishe
d the
required task
before the
given time
2
Almost all
imperative
sentences
used in
giving and
following
directions
are
appropriate
to the
given/chosen
situation
Worked
toward
group goals
without
occasional
prompting
Accomplishe
d the
required task
on the given
time
1
Some
imperative
sentences
used in
giving and
following
directions
are
appropriate
to the
given/chosen
situation
Worked
toward
group goals
with
occasional
prompting
Needed
more time to
finish the
task
Give situations where you can use imperative sentences.
What kinds of sentences are used for giving and following
directions?
Write a three- paragraph how-to-feature article using
imperative sentences.
Suggested topics:
How to Conserve Electricity
How to Conserve Water
How to Make a Compost
Note: For average learners, teacher may provide
guide questions.
J. Additional
Activity for
Application/re
mediation
V. REMARKS
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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 learner’s
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
material/s did I
use/discover
which I wish to
share with
other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
Week:
5_
Day:
4__
Demonstrate understanding of the research process to
write a variety of texts
B. Performance
Standards
Uses a variety of research strategies to effectively write a
variety of texts for various audiences and purposes
C. Learning
Competencies
Organize information from secondary sources in
preparation for writing, reporting and similar academic tasks
in collaboration with others EN5SS-IIIe-4
II. Content
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.InstructionalMat
erials
3.Textbook Pages
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
B. Establishing a
purpose for
the lesson
C. Presenting
examples/inst
ances of the
new lesson
Organizing information from secondary sources in
preparation for writing, reporting and similar academic tasks
in collaboration with others EN5SS-IIIe-4
Joy in Learning English 5, pp. 242, 244
Developing Reading Power 5
Oral Fluency Drill
Joy in Learning English 5, p. 242
Give a name of a Philippine president
Say, the teacher asks the class to search for articles
about our country’s great leaders. The next day Jacob
comes to class with these two similar selections: the first
one is about the Father of Philippine Independence and
the second is about the Say, today we shall read a
selection about the Rebuilder of our country first
President of the third Philippine Republic.
Let pupils read silently.
Set standards for silent reading.
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The third Republic started when our country was
`granted Independence on July 4, 1946 and ended upon
imposition of Martial Law by Ferdinand Marcos on
September 21, 1972.
Set standards for silent and oral reading.
Let pupils read silently then orally.
Read the selection about Manuel A. Roxas. This
selection is a secondary source of information.
Manuel Roxas won in the first Philippine election
after World War II. In this election, Roxas ran against
Osmeńa for the presidency.
Roxas came from a wealthy family. After finishing
his early education, he went to college at the University
of Manila. Then he studied Law at the University of the
Philippines. When he took the Bar examinations for
lawyers, he got the highest score among the examinees.
During World War II, Roxas fought the enemies as
a general in the Philippine Army. Captured by the enemy
and taken to a prison camp, he gave courage to most of
the prisoners of war. The Japanese saw how people
respected him. So they made him serve in the
government. While serving in the government, Roxas did
his best to help the people get better treatment from the
Japanese. At the same time, he kept in touch with the
members of the underground, He was a clever soldier
and prisoner.
Not long after, Roxas was glad that the Japanese
forces left the Philippines. The Filipino people were free
again. With the help of the people and several agencies,
Roxas rebuilt he country.
Selection 1:
Manuel L. Quezon
was the first President of
the Philippine
Commonwealth. Before
becoming president, he
was a brilliant lawyer. He
held many positions in our
government, serving as
fiscal and governor of his
home province, resident
commissioner,
ambassador, and senator.
He served well in these
positions.
Quezon was born in
the little town of Baler in
Quezon Province on
August 19, 1878. He was
the son of Lucio Quezon
Selection 2:
Manuel Roxas won
in the first Philippine
election after World War II.
In this election, Roxas ran
against Osmena for the
presidency.
Roxas came from a
wealthy family. After
finishing his early
education, he went to
college at the University of
Manila. Then he studied
Law at the University of the
Philippines. When he took
the Bar examinations for
lawyers, he got the highest
score among the
examinees.
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D. Discussing
new concepts
and practicing
new skills #1.
and Dolores Molina, both
During World War II,
school teachers. Young
Roxas fought the enemies
Quezon first studied at the
as a general in the
convent in his town before
Philippine Army. Captured
he went to the San Juan de by the enemy and taken to
Letran College in Manila
a prison camp, he gave
where he finished as
courage to most of the
valedictorian. He was well- prisoners of war. The
liked by his teachers and
Japanese saw how people
classmates for he was
respected him. So they
hardworking and brilliant.
made him serve in the
He graduated from the
government. While serving
College of Law at the
in the government, Roxas
University of Sto. Tomas.
did his best to help the
As a leader, he
people get better treatment
worked hard for our
from the Japanese. At the
independence from the
same time, he kept in touch
Americans. He held
with the members of the
Independence missions to
underground, He was a
the United States. His
clever soldier and prisoner.
voice was heard in the
Not long after, Roxas
halls of the US Congress
was glad that the Japanese
seeking for Independence. forces left the Philippines.
He helped make good laws The Filipino people were
for our people. He saw to it free again. With the help of
that the poor lived well.
the people and several
When our country agencies, Roxas rebuilt he
became Republic on July
country.
4, 1946, Quezon was not
here to witness it for he
had died on August 1, 1944
in America during the
Second World War. Today,
he is remembered best as
the Father of Philippine
Comprehension Check:
Independence.
What was the selection
Comprehension Check:
about?
What was the selection
Who is Manuel Roxas?
about?
How was he described in
Who is Manuel Quezon?
the selection?
How was he described in
How did he serve his
the selection?
country?
How did he serve his
country?
Small Group Activity: In a group of five members,
identify the main idea of each paragraph in the
selection then summarize.
ADVANCED
AVERAGE
Instructions on Task Card:
Instructions on Task Card:
Task 1. Give the main idea Task 1. Give the main idea
of each of the paragraphs
of each of the paragraphs
in the selection assigned to in the selection assigned to
your group.
your group.
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Task 2. Put together all the
main ideas you have
generated to create a
summary of the selection.
Answer these guide
questions that will lead you
to the main idea.
Selection 1:
Who is Manuel Quezon?
What kind of student is he?
What did he do for our
country?
What is he known for?
Selection 2:
Who is Manuel Roxas?
What kind of student is he?
What kind of soldier and
prisoner is he?
What is he known for?
Task 2. Put together all the
main ideas you have
generated to create a
summary of the selection.
Processing Output:
What steps did you do in order to come up with a summary
of the selection?
Are there other ways of summarizing that you can suggest?
RUBRIC FOR RATING PERFORMANCE
CRITERIA
3
2
1
KNOWLEDGE Presented a
Presented an Presented
comprehensi almost
limited ideas
ve summary
complete
to complete
of the
summary of
summary of
selection
the selection the selection
TEAM WORK Consistently
Worked
Worked
and actively
toward
toward
worked
group goals
group goals
toward
without
with
group goals
occasional
occasional
prompting
prompting
TIME
Accomplishe Accomplishe Needed
MANAGEME d the
d the
more time to
NT
required task required task finish the
before the
on the given task
given time
time
Possible answers for Task 1:
Selection 1:
Par 1 Manuel Quezon was the first President of the
Philippine Commonwealth
Par 2 Manuel Quezon was a brilliant student.
Par 3 Manuel Quezon fought for our country’s
independence.
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Par 4 Manuel Quezon was no longer around to witness
what he worked hard for,
but he will be remembered as the father of
Philippine Independence.
Selection 2:
Par 1 Manuel Roxas was an elected president of the
Republic of the Philippines.
Par 2 Manuel Roxas was a student achiever.
Par 3 Manuel Roxas was a clever soldier and prisoner.
Par 4 Manuel Roxas was a rebuilder of the country.
Possible answers for Task 2:
Selection 1:
Manuel Quezon was the first President of the
Philippine Commonwealth. He was a brilliant student. As a
leader, fought for our country’s independence. Although he
was no longer around to witness what he worked hard for,
but he will be remembered as the father of Philippine
Independence.
Selection 2:
Manuel Roxas was an elected Philippine president.
He was a student and achiever. He was also a clever
soldier and prisoner. And most of all, he was a rebuilder of
the country.
Note to teacher: After the activity, present possible answers
to class so that it may serve as their guide in accomplishing
the succeeding activities
Say, one of the ways of organizing secondary sources of
information is through summarizing.
When summarizing we simply restate the main points of
the text without giving examples.
Summarizing:
(1) helps you determine important ideas and put together
details that support them. (2) enables you to focus on key
words and phrases that are worth noting and remembering.
(3) teaches you how to take a large selection of text and
reduce it to the main points for more concise understanding.
1. Comprehension Check:
What was the selection about?
Who is Manuel Roxas?
How was he described in the selection?
How did he serve his country?
2. Ask pupils to give the main idea in each paragraph.
Possible answers:
*Manuel Roxas was an elected president of the Republic
of the Philippines.
*Manuel Roxas was a student achiever.
*Manuel Roxas was a clever soldier and prisoner.
*Manuel Roxas was a rebuilder of the country.
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E. Discussing
new concepts
and practicing
new skills #2.
. Say, using the generated main ideas in the previous
activity, let us compare the details using a venn
diagram.
3. Say, let us put together all the ideas from the two
selections. Let us start from:
What is common to both:
Manuel Roxas was an elected president of the
Republic of the Philippines.
Manuel Quezon was the first President of the
Philippine Commonwealth Manuel
Manuel Roxas and Manuel Quezon both became
Presidents of the
Philippines.
Manuel Roxas was a student achiever.
Manuel Quezon was a brilliant student.
As a student, they were both brilliant and
successful.
What is different between the two:
Manuel Roxas was a clever soldier and prisoner.
Manuel Quezon fought for our country’s
independence.
Roxas and Quezon served our country in different
ways. Roxas helped our
people while in prison. Quezon fought for our
independence.
Manuel Roxas was a rebuilder of the country.
Manuel Quezon was no longer around to witness
what he worked hard for,
but he will be remembered as the father of
Philippine Independence .
Roxas is known as the rebuilder of our country,
while Quezon is the Father
of Philippine Independence.
3. Say, let us put together all the ideas from the two
selections into a paragraph.
Two Great Presidents
Manuel Roxas and Manuel Quezon both
became Presidents of the Philippines. As students,
they were both brilliant and successful. As leaders,
served our country in different ways. Roxas helped
our people while in prison. Quezon fought for our
independence. Both have done great things. Roxas
is known as the rebuilder of our country, while
Quezon is the Father of Philippine Independence.
Say, what we have now is a summary of the ideas
from the two sources of information.3. Say, one of the
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ways of organizing secondary sources of information
is through summarizing.
When summarizing we simply restate the main points
of the text without giving examples.
Summarizing:
(1) helps you determine important ideas and put
together details that support them. (2) enables you to
focus on key words and phrases that are worth noting
and remembering.
(3) teaches you how to take a large selection of text
and reduce it to the main points for more concise
understanding.
F. Developing
Mastery
4. Using the main ideas we have generated from
each of the paragraphs in the selection, let us try to
summarize the selection in at least 20-30 words.
Possible answer:
Manuel Roxas was an elected Philippine
president. He was a student and achiever. He was
also a clever soldier and prisoner. And most of all, he
was a rebuilder of the country.
Say, let us map our road to organizing the information from
the two selections.
get the main
idea of each
paragraph in
the
selections
G. Finding Practical
application of
concepts and
skills in daily living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluate learning
put together
all similar
and different
ideas
put together
all the ideas
and sum it
up into one
paragraph
In what other situations can you use your skill in
summarizing?
Paired activity:
Organize the information from these secondary sources.
Summarize relevant ideas from the selections in a form of a
paragraph.
What way of organizing information from secondary
sources have you learned from our lesson?
What should you keep in mind when summarizing?
Paired activity:
Read and understand the selection. Write a
summary of the story in 2-3 sentences.
On the night of May 26, 1996,Rhona Mahilum
woke up to see their house on fire. Her parents were
both away at that time.
Though very young and frail, Rhona had
enough courage to save her brothers and sisters.
With her little arms, she began to pull them one by
one out of the hut. Rhona was determined to get
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each of her siblings to safety. She did not mind
getting herself burned.
After the last sibling was rescued, Rhona
collapsed on a grass bed several meters away from
the fire scene. She was exhausted and had severe
burns on her back and neck. Soon, her mother,
Nenita arrived. She carried her on her back and
walked to the hospital which was many kilometres
away from their village. Organize the information
from these secondary sources. Summarize relevant
ideas from the selections in a form of a paragraph.
Selection 1:
Selection 2:
Gregorio Del Pilar
Goyo, as Gregorio
del Pilar was fondly called,
was the fifth child of
Fernando del Pilar and
Felipa Sempio. He was
born on November 14,
1871 in Bulacan, Bulacan.
Andres Bonifacio
Andres Bonifacio’s first
teacher was his aunt, Mrs.
Remigia Castro. She taught
him how to read and write.
When he was a little older,
he studied at the Meisic
Primary School.
He studied caton and
Andres studied very
cartilla under Romualdo
well and was liked by his
Sempio and Pedro Laktaw. teachers. At the age of
He was a bright pupil.
fourteen, he stopped going
to school because both his
When Gregorio was
parents had died. He had to
of school age, he went to
Manila to study. He lived in take care of his brothers
and sisters. He sold cones
the city with his uncle.
Goyo showed his gratitude and fans on the streets to
earn money. Although he
for his opportunity to study
by helping in the household was tired, when he reached
home after selling, he still
chores.
read books which he
Goyo attended
borrowed from his friends.
school at the Ateneo de
One day, a man talked
Manila. In 1890, he started
to
Andres
in Spanish.
working for his Bachelor of
Andres answered him in
Arts degree, which took
good Spanish, too. “Where
him six years to finish.He
was good in arithmetic and did you learn to speak
algebra and also did well in Spanish?’ the surprised
man asked. “I studied by
his other subjects.
myself,” Andres answered.
After six years at the “I read Spanish books and
Ateneo de manila, he
listened to conversations of
wanted to study further. But people.
the year 1896 proved to be
Andres became a good
a restless one. The
writer of Tagalog and
Katipunan was on the
Spanish poems. He is
move. Goyo’s friends had
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Region V/Daily Lesson Plan/2019-2020
joined the Rebels. Being
patriotic, he too, left his
books and joined the
revolution.
J. Additional
Activity for
Application/re
mediation
V. REMARKS
remembered best as the
founder of Katipunan
wherein he was called the
Supremo. His fine
character and good
leadership made him
worthy of the title.
Bring a copy of short selection.
VI. REFLECTIONS
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 learner’s
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
material/s did I
use/discover
which I wish to
share with other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.InstructionalMateri
als
3.Textbook Pages
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous lesson
or presenting the
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instan
ces of the new
lesson
Week:
5_
Day:
5__
Demonstrate understanding of the various forms and
conventions of print, non-print, and digital materials.
Evaluate effectively the message constructed and
conveyed in various viewing texts.
Infer target audience ENVC-IIIe-3.7
Inferring target audience ENVC-IIIe-3.7
video clip
magazine/newspaper clippings
Joy in Learning English 5, p 247
https://www.youtube.com/watch?v=_Nl2sT0rTDc
https://www.rappler.com/sports/specials/seagames/179239-mary-joy-tabal-first-gold
What is one way of organizing information from secondary
sources?
Make a concept map about the word kindness.
Say, when you hear the word kindness, what comes into
your mind?
Watch the short film:” A Simple Act of Kindness”
1.Tell learners that the video was retrieved from
https://www.youtube.com/watch?v=_Nl2sT0rTDc
2.Inform them that as social media users, they must
be responsible in the use of materials from the
internet and that sometimes using them for other
purposes may require necessary permission from its
developer.
3.Ask learners to recall rules set on watching videos
and on using electronic equipment before starting.
D. Discussing new
concepts and
practicing new
skills #1.
1.Comprehension Check:
What simple acts of kindness have you noted in the
film?
The actors in the film are of different nationalities.
Do Filipinos have the same culture as the ones
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Region V/Daily Lesson Plan/2019-2020
shown in the video? What Filipino values are shown
in the film?
(The teacher may refer to them as pagiging
magalang, matulungin, masayahin etc.)
What do you think is the purpose of the film?
To whom does the writer want to send the
message?
Do you think the film is appropriate for a child like
you to watch? Why do you say so?
Does it appeal to you as a child?
What particular lesson has it taught you?
Who else do you think would love to watch the film?
2. Say, the film you have watched appeals to almost
everyone. Specifically, its target audience are
commuters, grandparents, boys, women, mothers
and fathers, and the poor.
3. A target audience is a particular group at which a
product (e.g. film, music, television show) is aimed.
Note that, when writers create materials, they
usually have the kind of audience in mind. The
purpose, the tone, and the words used in the
material that they create depend on their target
audience.
To infer the target audience of a material, one must:
1. find out the writer’s purpose for writing;
2. analyze the tone of the writer;
3. note the words used by the writer.
E. Discussing new
concepts and
practicing new
skills #2.
1. Let learners take a look at some of the covers,
ads, and articles from local
magazines/newspapers.
Ask:
Who is/are the target audience of the
material/product? Give the reason for your answer.
If you want the material to appeal to another type of
audience, what part of it will you change? (i.e. The ad
about sneakers appeals to young girls because it is
featured as stylish and glamorous. If the writer wants
it to appeal to older women, perhaps, the focus would
be its comfort.
Examples of materials that may be used:
Cover of a sports magazine
Cover of a family magazine
An advertisement featuring a sneaker brand
An article featuring an outstanding leader of the
country.
An advertisement of a multivitamins
An article about bullying
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F. Developing
mastery (leads to
formative
assessment )
Advanced.
Small Group Activity
Average
Small Group Activity.
Give the group a pair of
eyeglasses.
Ask them to create an
advertisement that will
appeal to any of the
following target audience:
(1) children
(2) teen agers
(3) adult
Give the group a printedn
advertisement.
Let them infer and portray to
the class the target audience
of the advertisement.
Processing of output:
Ask the group:
What helped you create the
advertisement for the target
audience that you have
chosen?
Processing of output:
Ask other groups:
If you were their target
audience, will their ad
appeal to you?
What can they do to improve
their output, if there is any??
Ask other groups:
Are there any other possible
target audience that the
advertisement may appeal
to?
Ask the Group:
What helped you infer the
target audience of the
advertisement?
RUBRIC FOR RATING PERFORMANCE
CRITERIA
3
2
KNOWLE ADVANCED Presented Presented
DGE
advertise advertise
ment
ment
accurately somewha
suits the
t suits the
target
target
audience. audience.
AVERAGE
Accuratel Portrays
y portrays the target
the target audience.
audience.
TEAM
Consistentl Worked
Worked
WORK
y and
toward
toward
actively
group
group
worked
goals
goals with
toward
without
occasiona
1
Presented
advertiseme
nt does not
suit the
target
audience.
Does not
portray
the target
audience.
138
Region V/Daily Lesson Plan/2019-2020
group
goals
occasiona
l
promptin
g
l
promptin
g
TIME
MANAGEME
NT
Accomplishe Accomplishe Needed
d the
d the
more time to
required task required task finish the
before the
on the given task
given time
time
As children, how do you know if a reading material or film is
appropriate for your age? Who should guide you with the
kinds of films to watch?
G. Finding Practical
application of
concepts and
skills in daily living
H. Making
Who is the target audience of a particular article, film, or
generalizations
advertisement print, non-print and digital materials?
and abstractions
about the lesson
I. Evaluate learning
FIRST GOLD. Mary Joy Tabal gets the gold rush
started for the Philippines at the 2017 SEA Games.
Photo from Kuala Lumpur 2017 Facebook
MANILA, Philippines (SECOND UPDATE) – Mary
Joy Tabal had to fight just to get on the team, but
the Cebuana marathoner delivered the Philippines
its first gold medal at the 2017 Southeast Asian
Games in Kuala Lumpur, Malaysia on the morning
of the SEA Games' official opening day, Saturday,
August 19.
Tabal's official time was 2:48:26, 7 minutes ahead of
Hoang Thi Thanh of Vietnam and just short of 10
minutes ahead of Natthaya Thanaronnawat, the
2015 gold medalist from Thailand who finished
ahead of Tabal in Singapore.
Retrieved from:
https://www.rappler.com/sports/specials/seagames/179239-mary-joy-tabal-first-gold
J. Additional Activity
for
Application/remed
iation
Bring a cover of a magazine and tell who the target
audience is.
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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 learner’s
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
material/s did I
use/discover
which I wish to
share with other?
140
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
Week:
6_
Day:
1__
OBJECTIVES
A. Content
Standards
Demonstrates understanding of various linguistics nodes
to comprehend various texts.
B. Performance
Standards
Analyzes text types to effectively understand information/
message(s).
C. Learning
Competencies/
Objectives
(Write the LC
code for each)
II.
CONTENT
Infer the speaker’s tone, mood and purpose
EN5LC-IIIf-2.8.1/2.8.2/2.8.3
Text Types
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from the
LR Portal
5. Other Learning
Resources
IV.
PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Joy in Learning English 5, page 240
English Expressways, pp. 86, 99
Infer the target audience of the following statements.
1. Answer your assignments.
2. Cultivate your plants to have a good harvest.
3. Follow the prescribed medicine of your doctor.
B. Establishing a
purpose for the
lesson
Show picture of a sea.
What do you feel while looking at the picture?
Our lesson for today is about inferring the speaker’s tone,
mood and purpose.
I am going to read a selection.
What should you do while I am reading the poem?
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C. Presenting
examples/instances
of the new lesson
Mang Ernie called his friends to celebrate his birthday with
them. They met each other at the town plaza. While
waiting for others to come, Mang Ernie, Mang Kiko and
Mang Tomas remembered their
younger years’
experiences.
They shared memories of childhood. They vividly
talked about an experience when they were Grade V
pupils.
Kiko, “Let us drop by Ernie’s house to pick ripe guavas
tamarind and santol.”
Tomas and Ernie raced climbing up the tree while their
high pitch laughter awakened Ernie’s mother from sleep.
Ernie was afraid of height. He just asked his friends to
bring him fruits down. After getting enough fruits they
stepped down the tree. But the two boys teased him and
hide the fruits at their back. They asked him to run after
them before he was given his share. He knew that they
were making fun of him so he made his fastest run and
nailed the two boys down. Then, they divided the number
of fruits equally.
They were happily remembering those moments
when suddenly, all Mang Ernie’s friends arrived. They
stopped at a nearby restaurant. Ernie, the celebrator
asked his friends to order their favorite food. After several
minutes, the crew gave them their orders. When Ernie was
about to pay the bill, he realized his wallet was lost! He
could not pay the restaurant bill.
D. Discussing new
concepts and
practicing new skills
#1
1. Who are Mang Ernie’s friends?
2. Why did Mang Ernie call his friends?
3. Where did they meet?
4. What did they do while waiting for their friends?
5. What do you think is the purpose of the writer?
6. What mood was experienced by the text?
7. When the three classmates were fondly remembering
their childhood days, what mood was experienced by
the author?
8. When Mang Ernie discovered that he lost his wallet,
what mood did the writer convey to the readers?
9. What was the purpose of the writer in his narrative?
E. Discussing new
concepts and
The passage that you’ve listened to denotes tone, mood
and purpose.
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Region V/Daily Lesson Plan/2019-2020
practicing new skills
#2
Tone is the emotion or attitude that a writer puts into a
subject and gives to reader.
Ex. unsure, sincere, entertained
depressed, bitter, depressed
Mood is the general feeling or atmosphere that
piece or writing creates
the
Ex. playful, loving, joyful (positive mood)
Anxious, scary, lonely (negative mood)
Purpose may be to entertain, t inform, to instruct, or to
persuade
F. Developing
mastery (Leads to
Formative
Assessment 3)
Group the pupils into 3


Play the song “ A Whole New World” written by
Allan Irvin Menken and Timothy Miles Rice.
Instruct the pupils to do the task by group.
Group 1.- Infer the tone of the song through an
interpretative dance.
Group 2- Make a sketch showing the mood of the song.
Group 3- Discuss the author’s purpose in writing the
song
Presentation of output.
G. Finding practical
application of
concepts and skills
in daily living
What is the importance of determining the tone, mood
and purpose of a selection?
H. Making
generalizations of
concepts and skills
in daily living
What do you mean by tone, mood and purpose of a
selection?
I. Evaluating
learning

Infer the tone or mood of the following situations.
Choose your answer inside the box.
contentment
optimistic
sentimental
frightening
persuade
1. As long as he can work with his hands, he will always
find ways to be productive.
2. I miss the warmth and care that our Filipinos show to
one another. I remember how easily our people go
143
Region V/Daily Lesson Plan/2019-2020
out of their way to offer assistance to neighbors and
even strangers.
3. Basilio remembered the loud cracks before- there
were two of them. So he gets up in the dark and runs
in terror.
4. It was time of harvest. Hundreds of rice stalks lined
Hamaguchi’s fields. It has been a fine harvest, and
tonight down in the village everyone was having a
good time.
5. Waste materials should be segregated properly to
prevent pollution.
J. Additional
activities for
application or
remediation
V.
 What is the author’s purpose?
Read the selection “Robots Cry, Too”. Then, infer the
tone, mood and purpose.
(Joy in Learning English p. 215)
REMARKS
VI.
REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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 this
work?
F. What difficulties did I
encounter which my
supervisor/principal/de
partment head help
me solve?
144
Region V/Daily Lesson Plan/2019-2020
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?.
145
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
Week:
6_
Day:
2__
OBJECTIVES
A. Content Standards
Demonstrates understanding of various verbal
elements in orally communicating information
B. Performance
Standards
Orally communicates information, opinions, and ideas
effectively to different audiences using a variety of
literary activities
C. Learning
Competencies/
Objectives
(Write the LC code
for each)
1. Use appropriate strategies to keep the discussion
going
EN5OL-IIIf-3.7
2. Observe politeness at all times
EN5A-IIIf-16
3. Show tactfulness when communicating with others
EN5A-IIIf-17
II.
CONTENT
Use appropriate strategies to keep the discussion
going
EN5OL-IIIf-3.7
Observe politeness at all times
EN5A-IIIf-16
Show tactfulness when communicating with others
EN5A-IIIf-17
III.
LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
Writers Inc. School to Work, pp. 389-405
Music and Lyrics of “Sound of Silence” by Simon and
Garfunkel
146
Region V/Daily Lesson Plan/2019-2020
IV.
PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
(Let the pupils listen to the song “Sound of Silence”.)
Ask: Is the rhythm of the song fast or slow? What do
you think is the time signature used? (Answer: 4
4
Ask: What stanza or lines caught your attention?
Why?
B. Establishing a
purpose for the lesson
Today, you will know additional information about
strategies to keep a discussion going.
D. Discussing new
concepts and practicing
new skills #1
A.(Let the pupils read the lyrics of the third stanza of
the song. See attachment A)
1. What do you think is meant by the lines “People
talking without speaking, People hearing without
listening.”?
2. What should we do to achieve an effective
discussion or communication with a person or a
group?
B. Share the following information about speaking and
listening effectively and
explain them to the pupils briefly.
1.Understanding the Process
(Attachment B)
2. Speaking Effectively
(Attachment C)
3. Listening Effectively
(Attachment D)
4. Listening in a Group
(Attachment E)
5. Tips for Responding
(Attachment F)
E. Developing mastery
(Leads to Formative
Assessment 3)
Differentiated Activities: Applying the
different strategies learned from the
discussion, each group will be given
pictures and they should be able to discuss the
message conveyed. In doing group work, observe
politeness and tactfulness. (Attachment G---Pictures)
147
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G. Finding practical
application of concepts
and skills in daily living
What is the importance of knowing the strategies in
keeping conversation?
H. Making
generalizations of
concepts and skills in
daily living
What are the appropriate strategies to keep a
discussion going?
I. Evaluating learning
Evaluating the group performance by using rubrics.
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 activities for
remediation
C. Did the remedial
lesson/s 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 this work? =
F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.
148
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ATTACHMENT A
The Sound of Silence
Hello darkness, my old friend
I've come to talk with you again
Because a vision softly creeping
Left its seeds while I was sleeping
And the vision that was planted in my brain
Still remains
Within the sound of silence
In restless dreams I walked alone
Narrow streets of cobblestone
'Neath the halo of a street lamp
I turned my collar to the cold and damp
When my eyes were stabbed by the flash of a neon light
That split the night
And touched the sound of silence
And in the naked light I saw
Ten thousand people, maybe more
People talking without speaking
People hearing without listening
People writing songs that voices never share
No one dared
Disturb the sound of silence
"Fools" said I, "You do not know
Silence like a cancer grows
Hear my words that I might teach you
Take my arms that I might reach you"
But my words like silent raindrops fell
And echoed in the wells of silence
And the people bowed and prayed
To the neon god they made
And the sign flashed out its warning
In the words that it was forming
And the sign said, "The words of the prophets
Are written on the subway walls
And tenement halls"
And whispered in the sounds of silence
149
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ATTACHMENT B
Ref: Writers Inc School to Work pp.
389-45
150
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ATTACHMENT C
151
Region V/Daily Lesson Plan/2019-2020
Ref: Writers Inc School to Work pp. 389-405
ATTACHMENT D
Ref: Writers Inc School to Work pp. 389-405
152
Region V/Daily Lesson Plan/2019-2020
ATTACHMENT E
Ref: Writers Inc School to Work pp. 389-405
153
Region V/Daily Lesson Plan/2019-2020
ATTACHMENT F
Ref: Writers Inc School to Work pp. 389-405
154
Region V/Daily Lesson Plan/2019-2020
ATTACHMENT G
155
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
II.
Week:
6_
Day:
3__
OBJECTIVES
A. Content Standards
Demonstrate understanding that words are composed
of different parts to know that their meaning changes
depending in context.
B. Performance
Standards
Uses strategies to decode correctly thhe meaning of
words in isolation and in context.
C. Learning
Competencies/
Objectives
(Write the LC code
for each)
Infer the meaning of unfamiliar words (compound,
affixed) based on given context clues (Mathematics)
CONTENT
EN5V-IIIf-20.3
Meaning of unfamiliar words (compound, affixed)
based on given context clues (Mathematics)
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
Joy in Learning English, pp. 229, 239
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV.
PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Who likes to join the encampment? Are you excited
about it?
Why do you want to join the activity?
Do you agree on her statement?
How do you keep the discussion going?
B. Establishing a
purpose for the lesson
Today, you are going to study about inferring the
meaning of unfamiliar words in Mathematics.
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C. Presenting
examples/instances of
the new lesson
Memory Game
Present the set of figures on the board.
.50
Rules in playing the game.
1. Group the pupils into three.
2. Let the pupils look at the figures for a minute. Then,
tell them to cover their eyes with a handkerchief.
3. The teacher will ask questions about the presented
figures.
4. The group having the most number of correct
answer is the winner.
Ask:
1. How many kinds of figures are in the set?
2. What is the third figure?
3. What do you call the third figure?
Reading of the following sentences.
1. Each digit in a numeral tells place value
refers to its position in the numeral.
which
2. Noel was asked to draw an adjacent angle which
are two angles having common sides and a corner
point.
D. Discussing new
concepts and practicing
new skills #1
What are the underlined words in sentence 1?
How about in sentence 2?
These words are unfamiliar words or terms in Math.
You can infer the meaning of unfamiliar word or term
by looking into the word that serves as clue to the
meaning.
What does place value mean? What word tells its
meaning?
What does adjacent angle mean? What is the clue
word that gives its meaning?
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E. Discussing new
concepts and practicing
new skills #2
Group Activity
Group 1- Arrange the jumbled letters to form new
words
A R C D I L A N M U NB R
E
Group 2- Give examples of cardinal numbers.
Group 3- Infer the meaning of the word
Cardinal number is an important number indicating the
number of elements in the set.

F. Developing mastery
(Leads to Formative
Assessment 3)
Reporting of output
Infer the meaning of the underline word using the
clues in the sentence.
1. When two or more numbers are multiplied by
themselves or by each other, the result is the
product, the answer in the multiplication process or
operation.
2. The ratio of pupils to the computer units in our
school is two is to one. Ratio is the relation of size,
degree, or number between two similar things.
3. Our Math teacher gave us an assignment on
percentage, a part considered in its quantitative
relation to the whole expressed in hundredths.
4. How do you find the area of a trapezoid, a
quadrilateral of which two sides are parallel
5. In the number 243, what does the exponent mean?
Remember that the exponent is the number or
symbol placed as a superscript to the right of a
quantity to indicate power or how many times that
quantity is multiplied by itself.
G. Finding practical
application of concepts
and skills in daily living
How do you familiarize with the meaning of the
unfamiliar words in Math?
H. Making
generalizations of
concepts and skills in
daily living
How can you get the meaning of the unfamiliar words
in Math?
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I. Evaluating learning
Infer the meaning of the underlined word in each
sentence. Pick out the phrase or word that serves as
clue to the meaning.
1. The perimeter of a square, the bounding line or
curve of a plane area, can be determined by
multiplying the length of its sides four times.
2. How do you find the circumference of a circle? This
refers to the distance or measurement around
something.
3. Triangles, quadrilaterals, octagons, and hexagons
are examples of polygons, closed plane figures
bounded by straight lines.
4. Formulas are helpful when you solve mathematical
problems. These are rules or combinations
expressed in symbolic form.
5. Ratio, or proportion, may be expressed by a fraction
or indicated quotient, especially one used to
compare sizes of numbers.
J. Additional activities
for application or
remediation
V.
List down at least 5 Mathematics compound words.
Use them in sentences.
REMARKS
VI.
REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the lesson
D. No. of learners who
continue to require
remediation
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E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
6_
Day:
4__
I. OBJECTIVES
A. Content
Standards
Demonstrates understanding of text elements to
comprehend various texts
B. Performance
Standards
Uses linguistic cues to appropriately construct meaning
from a variety of texts for a variety of purposes
C. Learning
Competencies/
Objectives
(Write the LC
code for each)
1. Distinguish text-types according to features (structural
and language)-cause and effect
EN5RC-IIIf-3.2.6
2. Self-correct when reading
EN5F-IIIf-2.9
II.CONTENT
Distinguish text-types according to features (structural and
language)-cause and effect
EN5RC-IIIf-3.2.6
Self-correct when reading
EN5F-IIIf-2.9
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2.Learner’s Materials
Pages
3.Textbook Pages
4.Additional Materials
from the LR Portal
B. Other Learning
Resources
Grade V Curriculum Materials
Philippine Aquatic Wildlife Rescue And Response Manual
Series (Marine Turtles) Published by: Marine Wild Fauna
Watch of the Phils., Inc.
pp. 10-11
IV.PROCEDURE
A. Reviewing the
previous lesson or
You have learned from your lesson last week about
Cause and Effect:
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presenting the new
lesson
B. Establishing a
purpose for the
lesson
D. Discussing new
concepts and
practicing new skills
#1

A cause brings about an event but it can also be a
thing or a person. The cause answers the question
why or what caused it or what the reason was.
 Effect is a result or consequence of an action or
other cause.
Today, you will have again a lesson on distinguishing texttypes according to features (cause and effect).
Let the pupils read-aloud, “Turtle Tale”.
(Attachment A) observing fluency by applying selfcorrection when reading.
Find out after reading the story, how did Paeng guide the
newly hatched sea turtles to the sea?
Comprehension Check up:
a. Who are the characters in the story?
b. Where did Paeng and Delia love to
play?
c. What does their mother want them to
do at sundown?
d. What did Delia see in the sands one
day?
e. Were they able to find out whose
tracks they saw on the sand? Why?
f. What did they see one night that
surprised them?
g. How did Paeng guide the newly
hatched sea turtles to the sea?
(Share with the pupils hand-outs on Marine Turtle
Handling, Tagging, and Release (Attachment B). Let them
know the information therein through skimming.)
E. Discussing new
concepts and
practicing new skills
#2
Differentiated Activities:
Fast Group-Complete the sentence by giving possible
cause or effect.
1. When people do not use
overpass______
2. If people do not follow traffic
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rules______
3. _________so, everybody looks
happy.
4. _________because I’m alone.
5. I felt tired_______
Average Group –Tell if the following is a cause or an
effect.
1. so we switched on the light
2. She is very beautiful
3. William split the apple into two with
an arrow
4. Because it is very warm
5. I did not do my homework
Slow Group-Underline once the cause
and twice the effect.
1.The people are celebrating because
there was a fine harvest.
2.The man committed a crime therefore
he was punished.
3.There was a sudden crashing sound
so everyone ran.
4. Since summer is just around the
corner, the plants are starting to
bloom.
5. There is a solar eclipse when the
moon casts a shadow on the earth.
F. Developing
mastery (Leads to
Formative
Assessment 3)
Here are some sentences taken from our story. Let’s read
them and tell which part of each sentence is the cause
and which part is the effect.
1.They loved to play in the beach so much that they would
often forget the time.
2.The mother turtle must have covered them with sand to
keep the eggs warm.
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3.But house lights shine much brighter than the moon and
the stars so, the turtles followed the house lights.
4.If they do not reach the sea as soon as they hatch, they
could die from loss of water from their body.
G. Finding practical
application of
concepts and skills
in daily living
How will it help us if we know the cause and effect of the
actions we take in our lives?
H. Making
generalizations of
concepts and skills
in daily living
What is the meaning of cause and effect?
I. Evaluating
learning
Distinguish wether the situations shown in the following
pictures show cause or effect. (Attachment C, D, E, F, G)
J. Additional
activities for
application or
remediation
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.
V. REMARKS
VII. REFLECTION
A. No. of Learners who
earned 80% on the
formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
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D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
work?
F. What difficulties did I
encounter which my
supervisor/principal/d
epartment head help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?.
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ATTACHMENT A
Turtle Tale
Paeng and Delia loved to play in the beach so much that they
would often forget the time. When the sun had set, Paeng would
remember that their mother would like them to be home before dark.
One day, Delia saw some prints in the sand that led into the
ocean.
“Paeng! Come look at these. I wonder what animal made these
prints,” she cried
“I know. I saw the same kind of tracks two years ago. They’re
turtle tracks. A turtle came to this beach and laid her eggs. Then I
guess she went right back into the ocean,” Paeng replied. “Let’s follow
the tracks and look for the nest.”
So they followed the tracks until they came upon the turtle’s
nest.
“Where are the eggs?” asked Delia.
“The mother turtle must have covered them with sand to keep
the eggs warm,” replied Paeng.
They would have continued with their investigation but it was
getting dark. Paeng did not want their mother to worry. So Paeng and
Delia raced each other and headed for the light that shone on their
porch.
Several weeks passed. One night after supper, Paeng and
Delia went outside. They were so surprised at the sight that greeted
them in the yard.
“Mama! Mama!” cried Paeng and Delia.
Their mother quickly ran out to the porch to see what was
happening.
Paeng’s light shone on dozens and dozens of tiny crawling sea
turtles.
“Where did these sea turtles come from?” their mother asked.
Delia remembered the turtle nest. “Mama, we saw a turtle nest
several weeks back. Maybe these turtles came from the nest,” she
said.
“But why are they here? After they hatch, the sea turtles head
towards the light. On beaches where people do not live, the brightest
area would be the waves reflecting the light of the moon and the stars.
So the turtles followed the house lights. We can help the turtles find
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their way to the sea if we turn off the lights at night as soon as we
finish our chores.”
“It’s a good thing we saw these sea turtles. If they continued
crawling away from the sea, they would have been eaten by crabs and
other animals.
If they do not reach the sea, they would die from loss of water
in their bodies. Come on, let’s guide the turtle to the sea,” continued
mother.
Paeng got a lamp and to his delight the sea turtles followed the
light of the lamp. When they reached the shore, Paeng waded to the
sea and held the lamp.
Before long, the small sea turtles scrambled into the water.
They raced in the waves to begin their life in the sea.
(Lifted from Science and Mathematics stories,
Vol. 1)
Ref.: GRADE V CURRICULUM MATERIALS
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ATTACHMENT B
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ATTACHMENT C
Situation: dry land
ATTACHMENT D
Situation: scarcity of rice production
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ATTACHMENT E Situation: playing under the rain
ATTACHMENT F
Situation: got sick
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ATTACHMENT G Situation: just playing video games
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
II.
Week:
6_
Day:
5__
OBJECTIVES
A. Content
Standards
Demonstartes understanding of the research process to
write a variety of texts..
B. Performance
Standards
Uses varietty of studies to effectively write a variety of
texts for various audincesandpurposes.
C. Learning
Competencies/
Objectives
(Write the LC
code for each)
Organize information from secondary sources in
preparation for writing, reporting and
CONTENT
similar academic tasks in collaboration with others
EN5SS-IIIf-4
Organizing information from secondary sources in
preparation for writing, reporting and similar academic
tasks in collaboration with others
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from the
LR Portal
5. Other Learning
Resources
IV.
PROCEDURE
Joy in Learning English 5, pp. 190, 231,
Developing Reading Power p. 86
A. Reviewing the
previous lesson or
presenting the new
lesson
Encourage the pupils to read the selection with correct
pronunciation and proper pacing.
B. Establishing a
purpose for the
lesson
Have you experienced doing a research work?
Trees prevent water pollution. They control the sudden
flow of rainfall into the earth below the tree. This prevents
pollutants to be carried to the ocean. Trees act like a
sponge that filters this water naturally and uses it to
recharge groundwater supplies.
What is the topic about
What materials did you use?
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How did you organize information?
Today you will learn about organizing information from
secondary sources in preparation for writing, reporting
and similar academic tasks in collaboration with others
C. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skills
#1
Present an encyclopedia to the class.
Let the pupils identify the material using a complete
sentence.
almanacs annual reports print/online
articles brochures flyers dictionaries
encyclopedia yearbooks manuals
pamphlets newspapers magazines
periodicals
Do you have these materials at home?
These materials are secondary sources.
Much information can be gathered from secondary
sources
What kind of information can you get from these
sources?
Who collects and writes them? How do you get the
information provided by them?
One way of gathering or organizing information from
secondary sources is by paraphrasing.
E. Discussing new
concepts and
practicing new skills
#2
Ask a pupil to read each paragraph.
Television has a good effects as well as harmful ones.
The violent crime- filled pictures shown on television may
contribute to an impression that the world is evil. It may
result in a fearful or negative view of the world. The
television commercials urging us to buy various goods
may create a feeling of dissatisfaction in us if we fail to buy
these goods which the television advertisement tells us
that everybody has.
From Across Borders Through
Reading 6, Second Edition, p 2016
Watching television can bring about bad effects on
viewers. It creates a sense of evil in this world as pictured
in shows and movies with violence and war as themes.
This, too, may promote fear among people. More often
than not advertisement on television use persuasive ways
to make us buy and use products even if we cannot afford
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them. If we cannot do this, we feel disappointed because
a need is created and we cannot satisfy it.
What main idea do the paragraphs have in common?
What common details?
How do these paragraphs differ?
Paragraph B is the version of Paragraph A.
Note that though the original was reworded, the
paraphrased version still contains the same idea and
supporting details.
What is paraphrasing?
V.
F. Developing
mastery (Leads to
Formative
Assessment 3)
Paraphrase the paragraph below using one half sheet of
paper.
G. Finding practical
application of
concepts and skills
in daily living
How will you organize information you gathered from
secondary sources if you are asked to report in class?
H. Making
generalizations of
concepts and skills
in daily living
Paraphrasing is restating or expressing someone’s ideas
in your own words without losing the original meaning.
I. Evaluating
learning
Organize the information below by paraphrasing.
J. Additional
activities for
application or
remediation
List down the information that you can get from
secondary sources.
Life is like a roller coaster. At all times we move up
and sometimes move down. It doesn’t really matter if we
move upward to the future and learn from our mistakes in
the past. How we make our lives meaningful must be our
goal.
Some insects are very destructive for plants. The
locust is a destructive insect. It is an enemy of the farmer.
A swarm of locusts descending on a rice field is
considered bad luck. It is because this insects can clear a
rice field in an hour and eat all the grains of palay which
are ready for harvest. When this happens, there will be a
failure of rice crop, and shortage of food or hunger for the
people.
REMARKS
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VI.
REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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 this
work?
F. What difficulties did I
encounter which my
supervisor/principal/de
partment head help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?.
176
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
Week:
7_
Day:
1__
The learner demonstrates understanding of library skills to
research a variety of topics.
The learner utilizes discrete techniques (general to specific)
and applies appropriately them to all or most fields of study.
A. EN5SS-IIIg-4. Organize information from secondary sources in
preparation for writing, reporting and similar academic tasks in
collaboration with others.
Organizing Information From Secondary Sources
JOY IN LEARNING ENGLISH 5, p. 133
www.teacherspayteachers.com
https://www.slideshare.net>rye07
Advanced Learners
Average
Learners
Tell the class:
When you look for information, you make use of different
sources.
 Brief recall of what primary and secondary sources are
LOCATE ME!
From what secondary sources can we get the following
information:
Atlas
Encyclopedia
Thesaurus
Dictionary
Almanac
Manual
1. Where would you look to find the location of New York City?
2. Where would you look to find the meaning of the word
“PROCRASTINATE”?
3. Where would you look to find another word that means the
same as “HAPPY”?
4. Where would you look to find the meaning of the word
“GOAL”?
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B. Establishing
purpose for the
Lesson
C. Presenting
examples/instan
ces of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1.
5. Where would you look to find facts about lions?
6. Where would you look to find Mexico?
7. You need to know how to program your new smart phone.
What do you use?
8. You want to see what happened in the year 1999. What do
you use?
9. You want to know more about the rising and setting of the
sun and moon in 2001. What do you use?
10. You need to charge the clock in your car but you don’t
know how. What do you use?
Tell the class:
 What were the secondary sources mentioned above?
 Another way of organizing information from secondary
sources is through outlining.
Tell the class:
 What is an outline?
An outline is a general plan of what you are going to
write.
 What are the benefits of outlining?
1. Make your piece of writing organized. A careful plan
will help you stay focused on your ideas.
2. It saves time for writers. Outlining can take time but
you can write quickly with the help of it.
 What are the two kinds of an outline?
1. Topic outline- ideas are organized in single words and
phrases
2. Sentence Outline- ideas are organized through
complete sentences
FORMAT OF AN OUTLINE:
Main Idea: Roman Numerals
( I, II, III, IV, V, etc.)
Sub ideas: Capital letters
( A, B, C, D, E )
Division of sub idea: Arabic numerals ( 1, 2, 3, 4, 5, etc.)
Minor ideas: Lower letters
( a, b, c, d, e, etc. )
Ex.
I. Main Idea
A. Sub idea
B. Sub idea
1. Division of sub idea
2. Division of sub idea
a. minor ideas
b. minor ideas
E. Discussing new
concepts and
practicing new
skills #2
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F. Developing
mastery (leads
to formative
assessment 3)
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluate
learning
Make a topic outline of the texts that follows:( BOYS VS.
GIRLS )
Clouds are collections of millions of water droplets or ice
crystals. They are formed high above the Earth’s surface and
sometimes at ground level. The three main forms of clouds
are cumulus, stratus and cirrus. Their shapes are clues to
predicting weather. Cumulus clouds are puffy, with broad, flat
bases. A few small cumulus clouds signal fair weather. But,
tall, bulky cumulus clouds called cumulonimbus can produce
thunderstorms. Stratus clouds are flat, sheet like clouds. They
normally mean warm or possibly wet weather. Cirrus clouds
are wispy clouds found at great heights. Full of ice crystals,
these clouds often indicate stormy weather. So, the next time
you leave the house, look up the sky, observe the clouds, and
find out whether you will bring an umbrella or pack up a
raincoat.
(THE TEACHER MAY GIVE OR MAY NOT PROVIDE THIS
FORMAT BELOW.)
THREE MAIN FORMS OF CLOUDS
I. Cumulus
A. Characteristics
1. puffy
2. broad
3. flat
B. Forms
1. few and small
a. signal fair weather
2. tall and bulky (cumulonimbus)
a. produce thunderstorm
II. Stratus
A. flat and sheet like
1. warm or wet weather
III. Cirrus
A. wispy
B. full of ice crystals
1. stormy weather
What is the job of an architect?
You can compare making an outline to drawing plans to build
a house. Before one begins to build a house, it is best to draw
plans to make sure that a house is built in the way you want.
The same is true with writing and making an outline.
What is an outline?
What is the format in making an outline?
Using secondary sources such as books, encyclopedia, etc.,
make an outline on this topic:
Solar System
 planets and their descriptions
 satellite found in each planet
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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 learner’s
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
material/s did I
use/discover
which I wish to
share with other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
Week:
7_
Day:
2__
OBJECTIVES
A. Content
Standards
The learner demonstrates understanding of various linguistics
nodes to comprehend various texts.
B. Performance
Standards
The learner uses linguistic cues to appropriately construct
meaning from a variety of texts for a variety of purposes.
C. Learning
Competencies
A. EN5RC-IIIg-3.2.7. Distinguish text- types according to features
( structural and language )- comparison and contrast.
 Identify the words that show comparison and contrast.
Comparison and Contrast (Structural and Language)
II. Content
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting
the new
lesson
Joy in Learning English 5, pp. 252-253, 255,257,262
www.englishgrammar.org
https://resources.jjay.cuny.edu>erc>tutoring > pdfs
https://www.northallegheny.org>PDF
https://www.jonsenglishsite.info > Unit5Contrast
www.teachables.scholastic.com
Advanced Learners
COMPARE AND CONTRAST RIDDLE FUN:
Let’s solve the riddles in the box. Read the clues
below. Then, write the letters in the blanks with the
matching numbers.
WHAT KIND OF FOOD DOES A
RACEHORSE LIKE TO EAT?
___ ___ ____ __ ___ ___ ___ __
11 5
10 3
11 9
9 2
Answer: Fast food
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1. What letter is in LOG, but not in DOG?
( Both words have letters ____.)
2. What letter is in DIME, but not in TIME?
(Both words have letters ____.)
3. What letter is in BITE, but not in BIKE?
(Both words have letters _____.)
4. What letter is in WEST, but not in REST?
(Both words have letters ____.)
5. What letter is in FAN, but not in FUN?
(Both words have letters ___.)
6. What letter is in BOX, but not in FOX?
(Both words have letters ___.)
7. What letter is in CAR, but not in CAN?
(Both words have letters _____.)
8. What letters is in ME, but not in MY?
(Both words have letters ____.)
9. What letter is in SOCK, but not in SACK?
(Both words have letters ____.)
10. What letter is in SEE, but not in BEE?
(Both words have letters ____.)
11. What letter is in FULL, but not in PULL?
(Both words have letters _____.)
WHERE DOES A ROSE SLEEP IN AT NIGHT?
B. Establishing
purpose for
the Lesson
C. Presenting
examples/in
stances of
the new
lesson
D. Discussing
new
concepts
and
practicing
new skills
#1.
___ ___ ___ ____ ____ ____
____ ____ ____
11 1 9
4
8
7
6
8
2
Answer: Flower bed
What do these riddles show?
 Comparison and contrast
What word is used in the riddle to show contrast?
To show comparison?
 but, both
Tell the class:
This time, you’ll be learning the structure and the
words used in comparison and contrast.
COMPARING AND CONTRASTING
Comparing and contrasting ideas entails critical
thinking. Different structures are possible. For
example, we can compare and contrast using the
following comparison and contrast words.
COMPARISON CONTRAST
COORDINATORS
And
But,yet
SUBORDINATOR
S
Although, even
though, though,
While, whereas
TRANSITION
WORDS
However, on
the other hand
Other words used in comparison:
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
as, like, alike, both, have in common, similar,
similarly, too, same
Other words used in contrast:
 contrary to, as opposed, instead, unlike
STRUCTURE:
Coordinators can join sentences and begin
sentences. When they join sentences, place a
comma before the coordinator.
Ex. Kim likes heavy metal, but Tom prefers
classical music.
Kim likes heavy metal. But Tom prefers classical
music.
Subordinators join dependent clauses to sentences.
When the dependent clause comes first, place a
comma after it; if the dependent clause follows the
independent clause, don’t use a comma.
Ex. While Kim likes prime rib, Tom prefers rice
and vegetables.
Kim likes prime rib while Tom prefers rice and
vegetables.
Transition words do not join sentences; you have to
use a semicolon (;) to join sentences or begin a new
sentence with the transition word.
Ex. Kim and Tom have different tastes in music
and food; however, they both like to dance.
Kim and Tom have different tastes in music and
food. However, they both like to dance.
Prepositional phrase normally comes at the
beginning of the sentence if the phrase is an adverb.
Ex. Unlike his brother,Stephen is quite interested
in their family business.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads
to formative
assessment 3)
ACTIVITY 1:
Which topics can be used in a compare-and-contrast
text? Say YES if it can be used and NO if it can’t be
used.
1. A tree and a bush
2. A highway and a trail
3. How to get to the oceanarium
4. The causes of traffic congestion
5. Traffic in the city and in the countryside
6. Hellen Keller and Florence Nightingale
7. Mt. Fujiyama and Mayon Volcano
8. The excessive use of the internet
9. The effects of too much homework
10. School today and school in the future
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ACTIVITY 2: (for advanced learners)
Here are the twins’ physical descriptions, interests,
jobs, and college majors. Construct sentences
showing comparison and contrast. Identify the word
that you used.
GEORGE
Has brown hair and
brown eyes
Is tall and slim
Likes to read science
fiction
Runs three miles daily
Works as a
cartographer’s assistant
15 hours per week
Is an engineering major
PAUL
Has brown hair and
brown eyes
Is tall and slim
Likes to read poetry
Hates to exercise
Works 20 hours per
week as an usher in a
theater
Still hasn’t found a major
For Average Learners:
Here are the twin descriptions:
HOLLY
Is in the 5th grade
Look alike
Likes to play softball and
soccer
Likes to wear her hair
braided when she goes
out to play
Recess is her favorite
part of school
Wants to be a coach in
sports someday
POLLY
Is in the 5th grade
Look alike
Likes to read books and
paint pictures
Wears a ribbon in her
hair to match her dress
Her favorite thing about
school is going to the
library
Wants to be a teacher
someday
ACTIVITY 3:
Draw a heart in the column under the correct DAD.
Some sentences may describe both DADS.
SOLDIER DADS
Juan’s dad and Ann’s dad are soldiers. Juan’s dad
is a captain in the Navy. He sails on the ocean in a
large ship. Ann’s dad is a pilot in the Air force. He flies
a jet. Juan and Ann miss their dads when they are
gone for a long time. They write them letters and send
them pictures. It is a happy day when their dads come
home!
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JUAN’S ANN’S
DAD
DAD
BOTH
DADS
1. He is a captain.
2. He works on a
ship.
3. Sometimes, he is
gone for a long time.
4. He is a pilot.
5. His child writes to
him.
6. He is in the Air
force.
7. He is in the Navy.
8. It is a happy time
when he comes
home.
9. He flies a jet.
10. He is a soldier.
 Using the information above, write sentences
showing comparison and contrast. Identify the
words that you used when you made one.
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
I.
Evaluate
learning
When do you usually compare and contrast?
- choosing products to buy
- choosing places to go
By comparing and contrasting you can choose the
best product to use and the best place to visit.
What is comparison and contrast? What do you
discuss when you are comparing? when you are
contrasting?
What are the words that are used in comparison? in
contrast?
Identify the types of text of the ff. passages. Clap
your hands twice if the passage shows
COMPARISON ONLY, stomp your feet if the
passage shows CONTRAST ONLY, and clap your
hands and stomp your feet once if the passage
shows both COMPARISON AND CONTRAST.
1. The schools today and in the past are similar in a
few ways. Both have a learning room, a teacher and
books.
2. Reading books at home is as much fun as going
on a vacation. While on a vacation, you meet new
people from new places. But when you stay home
and read, you meet even more people from places.
3. Basketball is played with 5 players and soccer has
11. Basketball has four quarters but soccer has two
halves.
4. Boracay and Bali are both small islands that have
five beaches, hillside terraces, and cool green hills.
They boast of international cuisines because people
from all over the world visit them.
5. Two drums which are important in bands or
orchestras are the snare drum and the bass drum.
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Both drums are made of wood and calfskin. They are
played with two sticks. However, some of their
differences lie in their shapes and kinds of sticks
used to beat them. The snare drum has a cylindrical
shape and is made of wood or brass covered at each
end with tightly stretched calfskin. The bass drum on
the other hand, is made of wooden shell covered with
calfskin which can be tightened by metal rods.
Fill in the blanks with the appropriate connector to be
used in each sentence. ( For average learners,
choices may be provided.)
6. My dog enjoys being bathed _____ hates getting
his nails trimmed.
- BUT
7. Football and tennis are ____ his two favorite
sports.
- BOTH
8. I am allergic to cats, ____ I have three of them.
- YET
9. _____ exercising is essential for good health, it is
not effective without balanced diet.
- ALTHOUGH
10. ____Martin was acquitted by the jury, Jonathan
was found guilty.
- WHILE
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 learner’s
who continue to
require
remediation
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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
material/s did I
use/discover
which I wish to
share with
other?
187
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous lesson
or presenting the
new lesson
B. Establishing
purpose for the
Lesson
Week:
7_
Day:
3__
The learner demonstrates command of the conventions of
standard English grammar and usage when writing or
speaking.
The learner uses the correct functions of nouns, pronouns,
verbs, adjectives, and adverbs in general and their
functions in various discourse ( oral and written ).
A. EN5G-IIIg-1.8.9. Use a particular kind of sentence for a specific
purpose and audience-making explanation.
Using a Kind of Sentence for Making Explanation
( Complex Sentence )
English Expressways (Language) 5, pp. 36-41
Average Learners
Advanced Learners
Tell the class: Give the missing lyrics of the song,
Flashlight.
PASS THE MIC
 When tomorrow comes, (I’ll be on my own.)
 (And though the road is long), I look up to the sky.
 I got all I need (when I got you and I.)
(The teacher writes the lyrics on the board.)
The teacher asks:
 Look at sentence number 1.
 How many sentences are there?
 Can the first sentence stand alone?
How about the second sentence?
 What kind of sentence is this?
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C. Presenting
examples/instanc
es of the new
lesson


What is a complex sentence?
Let’s have a chart.
(The teacher draws a chart on the board and calls a
pupil to answer his/her questions.)
COMPLEX SENTENCE
1 or more subordinate
1 Independent clause
clause (can’t stand alone) ( can stand alone )
1. When tomorrow comes I’ll be on my own.
2. And though the road is
long
I look up to the sky.
3. When I got you and I
I got all I need.

D. Discussing new
concepts and
practicing new
skills #1.
A subordinate clause- starts with a subordinating
conjunction
Have you ever been absent from your class before? When
was that? Why were you absent? Tell the class when you
were absent and why. Use these patterns:
I was absent from my class last ___________.
I was absent because ________.
 You may add other details of the “little story” of your
absence.
Ex.
I was absent last _(day of the week, _(month day year).
( I was absent last Friday, September 13, 2019.
I was absent because my mother had a fever.
Nobody was at home to take care of her and my little
brother. That was why I had to stay home.
E. Discussing new
concepts and
practicing new
skills #2
The teacher asks:
 Why were you absent? What is the reason?
 What kind of sentence according to structure did
you use in your explanation?
 How is a complex sentence formed?
UNDER CONSTRUCTION
Construct complex sentences that make explanation by
adding an independent clause to the subordinate clause.
1. ______________ when the weather is very warm.
2. _____________ unless you are permitted by your
parents.
3. Although I didn’t review for the test,
___________________.
4. ________________ if you get hurt.
5. ______________ because I didn’t see the warning sign.
F. Developing
mastery (leads to
formative
assessment 3)
LET ME EXPLAIN!
Look at the picture. Tell what is happening by adding a
dependent clause to complete the complex sentence. Use
the given conjunction/s.
Picture 1: (a boy is studying)
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> The boy is studying hard (because)____________.
*(All possible answers must be accepted.
Picture 2: (a girl is crying)
>(After)_____________, she had a toothache.
>(if)_______________, we will have a toothache.
> The girl cried (because)___________.
Picture 3: (a boy trying to pick a guava fruit)
>(Although)_____________,
He might fall.
> The boy will be able to pick the fruit
(if)__________________.
> The boy will not reach the fruit (unless) ______________.
Picture 4: ( the boy broke the vase)
> The boy cried (because)________________.
> (Since)______________, he felt sorry and scared.
Picture 5. (the boy won)
>(Because)____________, he won.
> Because he won, _________.
> (If)___________, you will win.
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluate learning
Understanding is achieved when everything is explained
well.
What is a complex sentence?
How do you use complex sentences in making
explanations?
EXPLAIN IT TO ME!
Look for a partner. Ask him/her some questions. Record
every answer. Write complex sentences out of the given
answers. Use because, although, and when. Underline the
subordinate clauses.
Ex.
1. Why do you love swimming?
2. What do you not love about swimming?
3. When is the best time to go swimming?
Answer:
Julius loves swimming because it is a complete exercise.
Although swimming in the sea is dangerous, many people
still love to go swimming.
It’s nice to go swimming when the weather is fine.
SUGGESTED TOPICS:
 Party/ Parties
Why do you love going to parties?
What do you not like about parties?
When do you go to parties?
 Playing Basketball
 Joining Camping
other topics
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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 learner’s
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
material/s did I
use/discover
which I wish to
share with
other?
191
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous lesson
or presenting
the new lesson
B. Establishing
purpose for the
Lesson
C. Presenting
examples/insta
nces of the
new lesson
D. Discussing new
concepts and
practicing new
skills #1.
Week:
7_
Day:
4__
The learner demonstrates understanding of different formats
to write for a variety of audiences and purposes.
The learner publishes texts using appropriate text types for a
variety of audiences and purposes.
A. EN5WC-IIIg-2.2.7. Write a 3- paragraph feature article.
Feature Writing
Joy in Learning English 5, pp. 237,246,315
member.tokoha-v.ac.ip>feature_art
https://en.m.wikipedia.org
The teacher asks the pupils: Who is your favorite actress?
Who is the actress holding the “Box Office Queen” title
today?
Do you want her to be featured in a magazine?
Tell the class:
You will write a 3-paragraph feature article.
Tell the pupils:
Let’s have a brief recall of our previous lesson on feature
writing.
What are feature articles?
 Feature articles- are human interest stories that speak
of people, places, and situations
 should appeal to the particular audience the article is
targeting
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How do you write a feature article?
1. Introduction- have a strong and interesting statement
2. Body- Give details or facts about the person including
his/her achievements.
3. Conclusion- Finish the article with a powerful statement.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads
to formative
assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and
abstractions
about the
lesson
Tell the class:
Going back to Kathryn Bernardo, what else do you want to
know or discover about her?
 What is her real name?
 When and where was she born?
 Where did she study?
 What is her sibling position?
 How did her movie career start?
( more )
By answering the questions you’ve given, and considering
the guide in writing a feature article, let’s see if this could be
considered as a feature article.
Kathryn Bernardo was once a little girl with a big dream.
This ordinary kid auditioned for roles in TV series and movies
before landing a permanent spot on the hit kiddie show Goin’
Bulilit. From Bulilit, she made a number of hits.
Kathryn Chandria ManuelBernardo, her full name, was
born on March 26, 1996 in Cabanatuan City, Nueva Ecija. She
is the youngest in the brood of four. Before her acting debut in
2003, she studied in O.B. Montessori Center, Inc. Then, she
availed of the Home Study Program. Since Kathryn loves
acting, she underwent workshops and trainings to improve on
her talent. Her breakthrough role was as Mara in the remake
of “Mara Clara”. After that, she continued to do movies and
give her best in every role she portrays. No wonder, her latest
movie, “Hello Love, Goodbye” holds the Highest Grossing
Filipino Film of All Time. On record, she is the first and only
Filipino actress who broke the 800- million mark for each of
her two movies, the first one- “The Hows of Us.”
Kathryn Bernardo, now a household name, is a well-paid
actress, model, recording artist and endorser. She is an
inspiration to many young people like us. Indeed, with hard
work and perseverance, we can be like her- an ordinary little
girl with a big dream, to someone realizing this dream.
Beautiful people, places, and situations must be featured to
inspire readers.
What is a feature article?
How do you write a 3- paragraph feature article?
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Region V/Daily Lesson Plan/2019-2020
I.
Evaluate
learning
Following the format or guidelines, write a 3-paragraph
feature article.
Suggested Topics:
 World Class Filipinos- Lea Salonga, Manny Pacquiao
 Tourist Spots- Boracay, Sumlang Lake
Others- inspiring people you know and beautiful places you
have visited
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
learner’s 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
material/s did I
use/discover
which I wish to
share with other?
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196
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
Week:
7_
Day:
5__
OBJECTIVES
A. Content Standards
Demonstrates understanding of the forms and
conventions of print, non-print, and digital materials to
understand various viewing text
B. Performance
Standards
Applies knowledge of the various forms and conventions
of print, non-print, and digital materials to appropriately
comprehend print, non-print, film and moving texts
C. Learning
Competencies/
Objectives
Infer purpose of the visual media
II.
CONTENT
EN5VC-IIIf-3.8
Infer purpose of the visual media
EN5VC-IIIf-3.8
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from the
LR Portal
B. Other Learning
Resources
Grade V Curriculum Materials
(fourth quarter)
Toyota Poster, Avon Brochure
IV.
PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Show these pictures.
What do the pictures convey?
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Region V/Daily Lesson Plan/2019-2020
B. Establishing a
purpose for the
lesson
Today, you will learn the purpose of visual media.
D. Discussing new
concepts and
practicing new skills
#1
Vocabulary development
visual
media
social media
1. What is the importance of having pictures?
2. What are the different visual media
that we can use ?
(Discuss “The Purpose of the Visual Media” see
attachment A.)
E. Discussing new
concepts and
practicing new skills
#2
1. What feeling or emotion does the picture show?
2. What do you think is the purpose of the advertiser in
putting that graphics?
3. Does the picture attract attention of costumers? In
what aspect?
4. What idea does the poster or advertisement want to
give to people?
F. Developing
mastery (Leads to
Formative
Assessment 3)
(Give your own choice of pictures for the group of pupils
and let them answer the questions previously asked.)
G. Finding practical
application of
concepts and skills
in daily living
What do we need to be aware of when viewing visual
media?
H. Making
generalizations of
concepts and skills
in daily living
What is the purpose of visual media?
I. Evaluating
learning
1. What is the message of the image?
2. To whom is this conveyed?.
3. How is the model depicted in the
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Region V/Daily Lesson Plan/2019-2020
picture?
4. What is the purpose of this visual
media?
V.
REMARKS
VI.
REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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 this
work?
F. What difficulties did I
encounter which my
supervisor/principal/d
epartment head help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?.
199
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
B. Establishing a
purpose for
the lesson
Week:
8_
Day:
1__
Demonstrates understanding of various linguistic nodes to
comprehend various texts
Demonstrates understanding of text types to listen for
different purposes from a variety of texts
Demonstrates understanding that a change in stress entails
a change of meaning to evaluate the speaker’s/ author’s
purpose and meaning
Analyzes text types to effectively understand information
/message(s) distinguish literary from informational texts
Uses linguistic cues to effectively construct meaning from a
variety of texts for a variety of purposes
Uses knowledge of stress and intonation of speech to
appropriately evaluate the speaker’s intention, purpose and
meaning
Identify point of view
(EN5LC-IIIh-3.17)
Observe accuracy, appropriate rate and proper expressions
in choral, echo and shadow reading (EN5F – IIIh-1.3, 1.7)
Identifying point of view
Observing accuracy, appropriate rate and proper
expressions in choral, echo and shadow reading
Joy in Learning English, p. 258
Joy in Learning English, pp. 162-165
Joy in Learning English, p. 258
How would you react in this statement?
“You took all ten and that is not fair. So there will be no
party. When you learn to share, then you will have a party.”
Show pictures of treasures of material wealth, the beauty of
nature, peace, wisdom and happiness.
Ask some pupils to pick 1 picture and let them share their
views.
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C. Presenting
examples/inst
ances of the
new lesson
Question:
Which situation would you choose, stay in a palace as the
most powerful person in the world or be a traveler? Why?
What pronoun did you use in giving your point of view?
Find out the point of view used by the author in the
selection you will listen to.
Unlock the following words.
Nightingale
Emperor
Chamberlain
Travelers
Splendid
A. a small European thrush with drab
brownish plumage
B. impressive
C. passenger/tourist
D. king/sovereign
E. an officer who manages the household of
a monarch or noble
Present the text.
Reference: Joy in Learning English 5 page 258.
(Read aloud to the pupils an excerpt from the fairy tale “The
Emperor’s Nightingale”) by Hans Christian Andersen p. 164
Teacher’s Guide Joy in Learning English
D. Discussing
new concepts
and practicing
new skills #1.
E. Discussing
new concepts
and practicing
new skills #2.
Answer the following questions:
1. What is the tale about?
2. Will the chamberlain find the nightingale? If he does,
what do you think will happen to it?
3. Who is narrating the family tale?
Introduce to the pupils the different types of point of view
used in making stories or narratives.
Point of view is the “eye” or narrative voice through which
you tell a story. When you write a story, you must decide
who is telling the story, and to whom they are telling it.
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There are three primary types of point of view:
F. Developing
mastery
(leads to
formative
assessment )
G. Finding
Practical
application of
concepts and
skills in daily
living
A. First person point of view. In first person point of
view, one of the characters is narrating the story.
This is generally revealed by the “I” or “We”
sentence construction and relies on first person
pronouns. (“I/We went to work.”)
B. Second person point of view. Second person
point of view is structured around the “you” pronoun,
and is less common in novel-length work. (“You
thought you could do it.”) Second person can allow
you to draw your reader into the story and make
them feel like they’re part of the action because the
narrator is speaking directly to them.
C. Third person point of view. The author is narrating
a story about the characters and refers to them with
the third person pronouns “he/she/They.”
(“He/She/They was/were hungry.”) This point of view
is subdivided into third person omniscient and third
person limited.
Let the pupils identify point of view used in the paragraph.
Write if it is written from first, second or third person point of
view.
The Red and the Driver Ants
(1)I know that there are friendly ants. There are also
fierce ones. Examples are the powerful red ants found in
Europe. (2) You must be very careful when you see these
kind of ants. (3) They take black ants smaller in size as their
slaves. They attack the black ants’ nests and carry off their
eggs. These eggs when hatched become red ants. (4) From
their birth they are taught to obey. They are made to do all
the work and even carry about their masters on their backs.
(5) I hope there are not much of them. Those are the bad
ants.
(6) Hey friends, in addition to that, I have research that
there are even worse kinds of ants. These are the driver ants
of Africa. (7) They have no fixed homes and are always on
the move. Completely blind, they march like a big army. (8)
You can be one of the victim if you are not careful to avoid
them. (9) They eat up any living tigers, pythons and
elephants, are afraid of these ants. (10) Thank God, we have
no such ants in our country.
Oral Reading Fluency.
With your teacher, do an echo reading by following these
steps:
1. Receive a copy of the reading text from your teacher
2. Listen and read along silently while your teacher
reads a sentence or phrase in the text.
3. Echo back or imitate the same sentence or phrase
while following along the text.
4. Continue taking turns in reading and rereading the
same line.
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H. Making
generalization
s and
abstractions
about the
lesson
I. Evaluate
learning
Note: Use the story “The Emperor’s Nightingale.”
Let the pupil identify what point of view is used in the fairy
tale read?
What are the different types of point of view?
How do we identify different types of point of
view?
Read and understand the following statements. Identify its
point of view.
1. When the boy was caught telling a lie, he quivered
with a shame. His trembling body stopped only
when his parents came.
2. “Hey! Stop having a freakish dream. Be realistic!”
3. I was tickled by the thought that I’ll wear a quilt robe
which quickly changed Fashion today.
4. They smile when they want to scream.
5. You should tell me the truth, you are my friend.
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 learner’s
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
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F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
204
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Attachment A:
205
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206
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Attachment B.
The Emperor’s Nightingale
(An Excerpt)
By: Hans Christian Andersen
In China, you must know the Emperor is a Chinaman, and all whom he
has about him are Chinamen, too. It happened a good many years ago, but
that’s just why it’s worthwhile to hear the story, before it is forgotten. The
Emperor’s palace was the most splendid in the world; it was made entirely of
porcelain, very costly, but so delicate and brittle that one had to take care how
one touched it. In the garden were to be seen the most wonderful flowers, and
to the costliest of them silver bells were tied, which sounded, so that nobody
should pass by without noticing the flowers. Yes, everything in the Emperor’s
garden was admirably arranged. And it extended so far, that the gardener
himself did not know where the end was. If the man, went on and on, he came
into a glorious forest with high trees and deep lakes. The wood extended
straight down to the sea, which was blue and deep; great ships could sail to
and fro beneath the branches of the trees; and in the trees lived a nightingale,
which sang so splendidly that even the poor Fisherman, who had many other
things to do, stopped still and listened, when he had gone out at night to throw
out his nets, and heard the Nightingale.
“How beautiful that is!” he said; but he was obliged to attend to his
property, and thus forgot the bird. But when in the next night the bird sang
again, and the Fisherman heard it, he exclaimed again, “How beautiful that is!”
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
OBJECTIVES
A. Content
Standards
Week:
8_
Day:
2__
Demonstrates understanding of various linguistic nodes to
comprehend various texts
Demonstrates understanding of various linguistics nodes to
comprehend various texts
Demonstrates understanding of different formats to write for
a variety of audiences and purposes
B. Performance
Standards
Uses knowledge of text types to correctly distinguish literary
from informational texts
Uses linguistic cues to effectively construct meaning from a
variety of texts for a variety of purposes
Rewrite/revise texts using appropriate text types for variety
of audiences and purposes
C. Learning
Competencies
Distinguish text – types according to features (structural
and language) – comparison and contrast
(EN5RC-IIIh-3.2.7)
Revise writing for clarity – transition/signal words (EN5WC
– IIIh-1.8.2/1.8.1/1.8.3)
II. Content
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
Distinguishing text – types according to features – (structural
and language) – comparison and contrast
Revising writing for clarity – transition/signal words
Joy in Learning English
Joy in Learning English, p. 252
Pictures
The teacher will call two pupils to stay in front and the other
pupils will observe the physical appearance of their
classmates who are in front.
Tell the pupils to describe the two pupils and be able to
statetheir similarities and differences
.
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B. Establishing a
purpose for
the lesson
C. Presenting
examples/inst
ances of the
new lesson
D. Discussing
new concepts
and practicing
new skills #1.
E. Discussing
new concepts
and practicing
new skills #2.
F. Developing
mastery
(leads to
formative
assessment )
Show a pictures of classroom today and in the past.
Questions:
Between the two classrooms which do you want? Why?
Do you want to know more about classrooms/schools today
and in the past?
Present the text.
Reference: Joy in Learning English 5 page 252.
(The teacher reads the selection)
How are the similarities and differences between the two
classrooms/schools pointed out?
Answer the following questions:
4. What two subjects are compared in the paragraph?
5. In the paragraph, which are presented first,
similarities or differences?
(The text is organized using the block method –
similarities are first presented followed by the
differences.)
6. What are their similarities?
7. What are their differences?
8. What transition/signal words are used to show
similarities? differences?
Read the selection about reading books at home and going
on a vacation.
Reference: Joy in Learning English 5, p. 252
Introduce the Venn Diagram.
Ask the following questions. Then, let the pupils write their
answers on the venn diagram presented.
1. What ideas are being compared and contrasted in
the compositions?
2. What are their similarities? differences?
After answering some questions, let the pupils observe the
paragraph presented.
Ask these questions.
1. In the paragraph, how is the text organized?
(The text is organized using the point-by-point
method.)
2. Were you able to see the transition/signal words
on the paragraph?
3. Can we try to revise writing the paragraph for
clarity with the use of transition/signal words?
Group Activity:
Divide the class into three groups.
Each group will be given activity sheets to work on
comparison and contrast.
Group 1: Complete the comparison chart. Find out the
similarities and differences from the text Winnie and
Wanda.
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COMPARISON TABLE
Similarities
Differences
Group 2: Make a Venn Diagram showing the similarities
and differences from the text given.
Group 3: Revise writing the paragraph given using
transition/signal words to emphasize the similarities and
differences.
Winnie and Wanda are witches. Winnie lives in a black
house. Wanda lives in a cave. They have pets. Winnie has
a black cat named Wilbur. Wanda has a black wolf named
Woof. Winnie and Wanda can cast spells. Winnie casts good
spells. Wanda casts evil ones.
G. Finding
Practical
application of
concepts and
skills in daily
living
H. Making
generalization
s and
abstractions
about the
lesson
I.
Evaluate
learning
If you will be given the chance to choose a gift for your
birthday, which would you prefer, a cellphone or a bicycle?
Compare and contrast the two choices then decide.
1. What are the two ways of presenting a comparisonand-contrast composition?
(Point-by-point method and block method)
2. How are we going to compare and contrast?
(Think of the things, persons, places events or
objects that are similar and different.
3. What transition or signal words can be used to
compare and contrast?
A. Go over the paragraph below.
Reference: Joy in Learning English 5 p. 255-256
Distinguish compare-and-contrast text types by
noting its features.
1. What two subjects are compared?
2. What are their similarities and differences?
B. Revise writing the paragraph by using
transition/signal words.
The school types pictured in 2157 and in today’s
system are similar. ______ have a learning room, a
teacher and books. ______ the classroom in the
futuristic school is adjacent to the learner’s bedroom.
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_________ the classroom of today is in a separate
building. The teacher in 2157 is a mechanical
teacher ______ today is a human teacher. Learners
in the future will use telebooks ______ today
schoolers utilize e - books. What matters most in both
systems of school is how effective learning takes
place.
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 learner’s
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
material/s did I
use/discover
which I wish to
share with other?
211
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Attachment A:
Classroom Before
Classroom Today
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Attachment B:
Worksheet for group activity:
Reference: Taken from A Detailed Lesson Plan (A LINKS Lesson on Winnie the
Witch) PRIMALS English 4-6
Winnie and Wanda are witches. Winnie lives in a black house but Wanda lives in a
cave. Both have pets. Winnie has a black cat named Wilbur while Wanda has a black
wolf named Woof. Like Winnie, Wanda can cast spells. However, while Winnie casts
good spells. Wanda casts evil ones.
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES:
A. Content
Standard
Week:
8_
Day:
3__
Demonstrates understanding of the research process to
write a variety of texts
B. Performance
Standard
Uses a variety of research strategies to effectively write a
variety of texts for various audiences and purposes
C. Learning
Competency
Organize information from secondary sources in
preparation for writing, reporting and similar academic
tasks in collaboration with others EN5SS – IIIh – 4
II. CONTENT
Organizing information from secondary sources in
preparation for writing, reporting and similar academic
tasks in collaboration with others
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
Joy in Learning English 5, p. 168
2.Learner’s
Material Pages
Joy in Learning English 5, p. 263
3.Textbook Pages
4.Additional
Learning
Materials from
Learners Potral
B. Other Learning
Resources
IV. PROCEDURE
A. Review previous
lesson/present new
lesson
B. Establish a
purpose for the
lesson
C. Presenting
examples/ instances
of the new lesson
Advanced Learners
Average Learners
Read the text about Bali, Indonesia on page 262 of Joy in
Learning English 5 textbook.
Ask: How are the similarities and differences between the
two places pointed out?
How are they organized?
Ask: What is the source of the essay?
Say: You will learn how to organize ideas based on
secondary sources in preparation for writing, reporting, etc.
Say: You have learned how to take notes for a report from
secondary sources such as encyclopedias, atlases,
almanacs and other reference books.
Here are steps to follow in organizing information
from secondary sources:
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1. Transfer each question about the topic on top of an
index card.
Bali, Indonesia
1. Where is Bali, Indonesia located?
2.Look at your list of secondary sources and decide which
ones you will use. You may number these in the order in
which you plan to use them.
1. Geographical location of Bali in an encyclopedia
2. Land area, population of Bali in an almanac
D. Discuss new
concepts and
practicing new skills
#1
3.Read the encyclopedia and take notes to answer each
question.
4.Write your notes on the index card. Take notes in your
own words. Do not copy from your source unless you plan
to quote a line or passage.
Group Activity:
Group pupils into four. Have each group organize the
ideas in the story of “Albert Einstein”. Follow the steps
given.
Albert Einstein
Albert Einstein (1879 – 1955), was one of the greatest
scientists who ever lived. He was born of Jewish parents
in Germany. As a boy, he did not like school. But he
studied Math and Science at home. He went to college at
Zurich, Switzerland, and studied Physics. In 1905, he
published a new theory on the nature of the universe, the
Theory of relativity. It explains how matter, energy, and
time are related. This Theory of Relativity made Einstein
World famous. In 1921, he received the Nobel Prize for
Physics.
-From “Disney’s My First Encyclopedia
E. Discuss new
skills and practicing
new skills #2
F. Developing
Mastery (leads to
formative
assessment #3)
Discussion of the written output by group.
Read and understand the selection. Organize the ideas by
following the steps learned. You will be graded by using a
rubric.
Thomas Edison
Thomas Alva Edison (1847-1931) was one of the greatest
inventors who ever lived. As a boy,Edison displayed great
curiosity. He did not like school and was educated at home by
his mother. He went to work when he was 12 and soon began
to dream of being an inventor. He got his first patent in 1868.
He opened a laboratory in Menlo Park,New Jersey where he
was able to develop and test his new ideas. Perhaps Edison’s
greatest inventions were the phonograph, the perfection of the
electric light bulb and the motion picture camera. All of these
led to the founding of huge industries. He held more than
1,000 United States patents for his inventions. He perfected
the light bulb and also a system to use electric lighting in
homes and offices.
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G. Finding Practical
Application of
concepts and skills
in daily living
As pupils, what benefits
will secondary sources
give in doing your reports
or compositions?
H. Making
Generalization and
abstraction about
the lesson
I. Evaluating
Learning
J. Additional activity
for application
/remediation
V. REMARKS
How will you organize information from secondary sources?
Rubric on Six Traits Writing on page 224 of Joy in Learning
English 5, TM.
Research on the topic about Coron, Palawan or any place
that interests you. Follow the steps in preparing your notes
for a report.
VI. REFLECTIONS:
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 this 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?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES:
A. Content
Standard
B. Performance
Standard
C. Learning
Competency
II. CONTENT
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Textbook Pages
4. Additional
Learning
Materials from
Learners Potral
B. Other Learning
Resources
IV. PROCEDURE
A. Review previous
lesson/present new
lesson
B. Establish a
purpose for the
lesson
C. Presenting
examples/ instances
of the new lesson
Week:
8_
Day:
4__
Demonstrates command of the conventions of standard
English grammar and usage when writing or speaking
Uses the correct function of nouns, pronouns, verbs,
adjectives and adverbs in general and their functions in
various discourse (oral and written)
Use a particular kind of sentence for a specific purpose and
audience – expressing opinions/emotions EN5G – IIIh –
1.8.10
Using a particular kind of sentence for a specific purpose
and audience – expressing opinions/emotions
Factual texts, IM Hat, flashcards, task card
Joy in Learning English 5, p. 168
Joy in Learning English 5, pp. 263 – 264
https://www.footprintseducation.in/blog/helping-preschoolershandle-strong-emotions/
https://www.istockphoto.com/ca/vector/winning-at-workbusinessman-with-strong-emotions-on-his-face-is-jumping-holdingthe-gm648372384-117746481
https://www.commonsensemedia.org/blog/help-preschoolers-handlestrong-emotions
https://societalproblem.wordpress.com/2016/08/28/dirtysurroundings/
Advanced Learners
Average Learners
Show different pictures to pupils. Have them express their
feelings and opinions about the pictures. (See attachment
A)
Say: Today you will learn how to use a particular kind of
sentence expressing opinion/emotions.
Read these sets of sentences:
A. I guess it’s time to visit Bali, Indonesia.
Maybe it will be good to experience Boracay Island first.
I believe that reading books is still the wisest thing to do.
B. We won the first game!
Don’t leave me, please!
I think I’m lost. Where are the others?
217
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D. Discuss new
concepts and
practicing new skills
#1
E. Discuss new
concepts and
practicing new skills
#2
F. Developing
Mastery (leads to
formative
assessment #3)
G. Finding Practical
Application of
concepts and skills
in daily living
ASK: Which set of sentences expresses opinions?
Why did you say so? What expressions were used? Can
you give other expressions to signal opinions?
Which set of sentences express strong feeling or
emotion? How did you know? What punctuation mark
particularly signal this kind of sentence?
SAY:
 Sentences that express opinions show a person’s
feelings about an idea or a situation. These sentences
can also be judgments or predictions based on given
facts. When you state your opinions, start by saying:
I think that....
Perhaps.....
I guess that....
I would say that....
Maybe...
To my mind....
As far as I’m concerned...
Personally speaking....
I feel that.....
Probably....
 Sentences that are used to express strong feelings or
emotions end with exclamation point (!). When you are
ecstatic, frightened, amazed, hurt, worried, excited, or
surprised, you use these particular sentences.
Group Activity:
Group Activity:
Group pupils into four.
Group pupils into four. Have
Have them choose their
them choose their leader.
leader.
Group 1. Use the
Group 1 and 2. Share
following expressions in
with the members of the
sentences that express
group your opinions on any
opinions:
of these issues.
I guess that...
Remember to begin your
I feel that.....
statements with the
Maybe....
suggested expressions.
As far as I’m concerned...
Group
2. Use the following
 Air pockets shake the
expressions in sentences
airplane you are flying
that express opinions:
in.
I think that......
 Smartphones are now
I believe that.....
a necessity, not
Perhaps.....
anymore a luxury.
Personally speaking....
 It is better to read
Group 3 and 4. Make 5
books about places
sentences that express
than to travel to see
strong feelings or
these places.
emotions.
Group 3 and 4. Write a
sentence that expresses
emotion in each of the
situation below.
1. Your stomach suddenly
aches.
2. You receive a free
ticket to Hongkong
Disneyland.
You got 1st place in the Regional Press Conference.
Give at least 2 sentences that give strong emotion and
opinion.
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H. Making
Generalization and
abstraction about
the lesson
I. Evaluating
Learning
J. Additional activity
for application
/remediation
V. REMARKS
How will you express opinions? How will you start your
sentences?
What are some of the emotions that express feelings?
Write a sentence that expresses opinion in each of these
issue:
1. Campaign against drugs by Pres. Duterte.
2. No segregation of trash, no collection.
3. No read no pass policy should be implemented in
schools.
Write a sentence that expresses emotion in each situation:
4. You received a brand new Samsung J10.
5. A friend treated you badly.
Write three sentences that express opinion about bullying
in your school.
VI. REFLECTIONS:
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 this 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?
219
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ATTACHMENT A
220
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221
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https://beam.land/travel/boracay-island-shut-down-by-filipino-government-for-6-months1284
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.OBJECTIVES:
A. Content
Standard
B. Performance
Standard
C. Learning
Competency
II. CONTENT
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material Pages
3. Textbook
Pages
4. Additional
Learning
Materials from
Learners Potral
B. Other Learning
Resources
IV. PROCEDURE
A. Review
previous
lesson/present
new lesson
Week:
8_
Day:
5__

Demonstrates understanding of various verbal elements
in orally communicating information
 Demonstrates understanding that English language is
stress timed to support comprehension
 Orally communicates information, opinions, and ideas
effectively to different audiences using a variety of
literary activities
 Reads with sufficient accuracy and fluency to support
comprehension
Observe accuracy, appropriate rate and proper expressions
in choral, echo and shadow reading
EN5F – IIIh – 1.3 and 1.7
Performance Task
Joy in Learning English 5, p. 158 and 220
Joy in Learning English 5, pp. 250
Advanced Learners
Average Learners
Say: For the past weeks, you learned some techniques on
how to read with accuracy, appropriate rate and proper
expressions and gestures.
B. Establish a
purpose for the
lesson
Say: Today, you will be tested on how accurate and
appropriate are you in reading with proper expressions and
gestures.
C. Making
Generalization
and abstraction
about the
lesson
D. Evaluating
Learning
What are the things you should remember in Reader’s
Theater?
(Refer to Joy in Learning English 5, textbook on page 250)
Performance Task #3
The performance task for 10 points will follow the GRASPS.
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Goal: This activity will test how good you are in reading
text with accuracy, appropriate rate, proper expressions,
gestures and body movements.
Role: Let us pretend that you will audition in a stage play,
like Lea Salonga of “Miss Saigon”.
Audience: Your audience will be your classmates, and
teacher.
Situation: You will be divided into 4 members each group.
Performance: You and your groupmates should be able to
read the text/script with accuracy, fluency, emotions and
gestures.
Standard/Rubric: You and your groupmate will be graded
with this rubric.
(Please refer to Joy in Learning English 5, TM on page 220
Appendix)
V. REMARKS
VI. REFLECTIONS:
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 this 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?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
9_
Day:
1__
I.OBJECTIVES
A. Content
Standards
The learner demonstrates understanding of various
linguistics modes to comprehend various texts.
B. Performance
Standards
The learner analyzes text types to effectively
understand information/ message(s).
C. Learning
Competencies
Identify point of-view EN5LC-IIIi- 3.17
Observe politeness at all times EN5A-IIIi-16
Show tactfulness when communicating with others
EN5A-IIIi-
II.CONTENT
Identifying point of-view
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource ( LR)
Portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
B. Establishing
purpose for the
lesson
Joy in Learning English 5, pp. 89-91, 95, 248-249
Short narrative “Word Power” by Jean Little
What was the last story did you read?
Did you find it interesting? Why?
Before you start reading, what questions did you want
to find out in the story? What can aid you to
understand the story?
In today’s lesson , ypu will learn to identify the angle
from which the story is told.
C. Presenting
Listen as your teacher reads a short narrative titled
examples/instance “Word Power” by Jean Little.
s of the new
lesson
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D. Discussing new
concepts and
practicing new
skills #1.
Ask:
E. Discussing new
concepts and
practicing new
skills #2
The teacher briefly discusses the following:
F. Developing
mastery (leads to
formative
assessment 3)
Read each passage. On your show-me-board, write
POV1 if it is in the first person point of view, POV2 if
second, and POV3 if third.
1. What is the narrative about?
2. Who is narrating the story?
3. How did the main character overcome her eye
defect?
4. Why do you think is the story titled that way?
Point of view is the angle from which the story is told.
 If the story is written in the first person point of
view, the reader becomes aware of all the
thoughts and feelings of the character.
 In the second person point of view, the reader
feels as though he or she is a character in the
story
 In the third person point of view, the narrator
tells the reader everything about the characters
and events.
1. Let us start with the speed of processing of
the human brain and the computer. The
brain uses chemicals to transmit
information while the computers uses
technology.
2. I used to go there with my nanay and join
the busy crowd with the vendors shouting “
Suki palit na didi! Preskong na presko it ak
tinda” which means in English: “Costumers,
friends, come and buy my fish! Very fresh
they are.
3. Pedro is a friendly pupil in Mrs. Carla’s
class. He always talk to each of his
classmates and always treat them with love
and respect.
4. We are Filipinos! We should be altogether
in making our country a better place and a
more progressive country. Let us help one
another to achieve this dream.
5. I love reading books. It is not just an
ordinary activity for me. It also a time for
me to explore the world and learn new and
wonderful things.
G. Finding practical
applications of
concepts and
skills in daily living
How can learning to identify point of view help us in
understanding what we read?
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H. Making
Generalization
and abstraction
about the lesson
I. Evaluating
Learning
J. Additional activity
for application
/remediation
How do you identify point of view?
Identify the point of view. Write POV1 if it is in the first
person point of view, POV2 if second or POV3 if third.
1. I haven’t been to Bali, Indonesia, but I have
read about it. I have been to Boracay Island,
that’s why I know these two awesome tourist
destinations are similar in many ways.
2. The mother read the letter, and her thoughts
were carried to Jerusalem, to the prisons and
concentration camps, to killing and destruction.
( The Beating of a Young Heart: An
Adaptation, pp. 310-311 of Joy in Learning
English 5)
3. My husband and I are blessed with two
wonderful daughters. They may have gotten
their genes from the same parents, are being
raised in the same home, and given the same
parental support and guidance but they are
turning out to be totally different individuals. (
When Kids gets “ Pasaway”, p. 316 of Joy in
Learning English 5)
4. Drink some water, still, about six to eight
glasses every day. I love water. It makes me
healthy. Take good care of me and I’ll work
hard for you the rest of your life. We can be
good friends for a very long time. ( The
Amazing Cleaning Machine, pp. 321-323 of
Joy in Learning English 5)
5. One afternoon, after classes, his class adviser
gave him an envelope for his parents. He
immediately went home and handed the
envelope to his mother. Hurriedly, his mother
opened and then read the letter informing them
of Emmanuel’s chance to enjoy a scholarship
next school year in one of the prestigious
schools in their town. “At last the fruits of a
long and arduous labor since you were young
are now being harvested. Now you are
recognized and awarded this scholarship,’” his
mother announced with joy.
Read one short narrative or story.
Identify its point of view.
V. REMARKS
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VI.REFLECTIONS:
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 this
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?
228
Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
9_
Day:
2__
I.OBJECTIVES
A. Content
Standards
The learner demonstrates understanding of the oral
standards of English in order to participate in various
oral communication demands (situation, purpose and
audience).
B. Performance
Standards
The learner prepares for and participates effectively in
a range of conversations and collaboration with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
C. Learning
Competencies
Observe accuracy, appropriate rate and proper
expressions in choral, echo and shadow reading.
EN5F-IIIi-1.3
EN5F-IIIi-1.7
II.CONTENT
Choral Reading
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resource ( LR)
Portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
B. Establishing
purpose for the
lesson
Joy in Learning English 5, pp. 205; 250
Copy of “The Ant and the Grasshopper”
Folder
Advanced Learners
Average Learners
The teacher presents a short dialogue.
Volunteer pupils will read the dialogue.
Note: Teacher will provide the short dialogue of
his/her choice.
What was the dialogue about?
Did your classmates read the dialogue properly? Why
or why not?
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In today’s lesson, you will learn the standards of
choral reading.
C. Presenting
examples/instance
s of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1.
The teacher discusses the pointers in conducting
choral reading.
E. Discussing new
concepts and
practicing new
skills #2
The teacher chooses the best two readers in the class
and assigns them as the Narrator 1 and Narrator 2
while the boys will read the parts of the Ant and girls
will read the parts of the Grasshopper.
F. Developing
mastery (leads to
formative
assessment 3)
G. Finding practical
applications of
concepts and
skills in daily living
H. Making
Generalization
and abstraction
about the lesson
I. Evaluating
Learning
The teacher gives the class time to practice and
constantly reminds the class of the pointers in choral
reading.
J. Additional activity
for application
/remediation
V. REMARKS
Present the piece, “The Ant and The Grasshopper” on
pages 205-206.
The class reads the piece orally.
Is it important that you pronounce correctly the words
that you utter? Why?
What are the pointers in a choral reading?
The teacher presents the rubric in choral reading.
The class will perform the choral reading using the
piece, “The Ant and the Grasshopper” observing
accuracy, appropriate rate and proper expressions.
The teacher will give a short literary piece for the
pupils to practice reading at home.
VI.REFLECTIONS:
A. No. of learners who
earned 80% on the
formative assessment
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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 this 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?
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ATTACHMENT A
RUBRICS FOR RATING GROUP PERFORMANCE
Accuracy 5pts. --- The words were pronounced accurately.
Rate 5pts. --- The learners read with proper rate.
Expression 5pts. --- The members displayed the appropriate
expressions in the lines of the roles assigned to them.
Total 15pts.
Legend:
Gold---12 to 15 pts.
Silver---8 to 11 pts.
Bronze---1 to 7 pts.
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
9_
Day:
3__
I.OBJECTIVES
A. Content Standards
The learner demonstrates command of the
conventions of standard English grammar and
usage when writing or speaking
B. Performance
Standards
The learner uses the correct function of nouns,
pronouns, verbs, adjectives, and adverbs in
general and their functions in various discourse
(oral and written)
C. Learning
Competencies
Use a particular kind of sentence for a specific
purpose and audience -expressing opinions/
Emotions EN5G-IIIi- 1.8.10
Observe politeness at all times EN5A-IIIiShow tactfulness when communicating with
others EN5A-IIIi-17
II.CONTENT
Expressing Opinions/Emotions
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource ( LR) Portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
Joy in Learning English 5, pp. 211;263-264
Advanced Learners
Average Learners
The teacher posts this statement:
The policy “No Read, No Pass” will be
implemented in our school this year. ( or the “ No
Homework on Weekends)
Teacher notes for pupils’ reactions/opinions and
process them.
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B. Establishing
purpose for the
lesson
Ask pupils to give their reactions on the following
situation.
1. Your project in Science was chosen for an
exhibit next month. How will you say it to
your parents when you arrive home?
2. Your cousin won in a Math quiz bee in the
division level.
What you have just done is expressing
your emotions about the situation. This is
our lesson for today – Expressing opinions/
emotions.
C. Presenting
The teacher will present the script of the one-act
examples/instance play “What Hard Work Means” on page 211.
s of the new
The teacher divides the class into two groups.
lesson
Each group will have volunteers who will act as
James and Julius.
D. Discussing new
concepts and
practicing new
skills #1.
Present the following lines taken from the script:
A. I’m extremely happy. Know what? My art
portfolio has been chosen for exhibit at the
Philippine Arts and Culture Center next
month.
B. You must be a promising artist.
Your mom and dad surely will be delighted
to hear that.
Ask: What do the sentences in A express? How
about the sentences in B?
E. Discussing new
concepts and
practicing new
skills #2
Read these sets of sentences.
A. I guess it’s time to visit Bali, Indonesia.
Maybe it will be good to experience
Boracay Island first.
I believe that reading books is still the
wisest thing to do.
B. We won the first game!
Don’t leave me, please!
I think I’m lost. Where are the others?
Which set of sentences expresses
opinions? How did you know? What
expressions are used? Can you give
other expressions to signal opinions?
Which set of sentences express strong
feeling or emotion? How did you know?
What punctuation mark particularly
signals this kind of sentences?
Present the concept under Remember
on page 264.
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F. Developing
mastery (leads to
formative
assessment 3)
G. Finding practical
applications of
concepts and
skills in daily living
Give the following situations. Then, the
pupils will give their opinions/ express their
emotions.
1. You came late. Your teacher was very
mad. What would you say?
2. There will be no more recess time in
your school
3. A classmate of yours accidentally broke
your water container. What will you
say?
4. Your barangay implements an
ordinance called “Ayam Mo, Gakudan
Mo”. What is your opinion about this?
5. Your EPP teacher instructed your class
to work by group in planning for a
project in Industrial Arts. You led and
motivated your group hence, your
group was able to come up with a nice
output. Your teacher commended you
for your leadership. What will you say
to your teacher?
Do you have to control your emotions or express
it? Why? Is there a particular body part/system
affected if we control our emotions?
How do you express your opinions toward others?
If you heard negative opinions from others about
you, how will you react from it?
H. Making
Generalization
and abstraction
about the lesson
I. Evaluating
Learning
What expressions are used to give opinions? What
punctuation mark is used to show strong
emotions?
J. Additional activity
for application
/remediation
Listen or watch a news tonight.
Form four groups.
Use sentences that express opinions/emotions for
the situations/issues on page 264 of Joy in
Learning English 5.
Write sentences expressing opinions/emotions
about a certain issue/news.
V. REMARKS
VI.REFLECTIONS:
A. No. of learners who
earned 80% on the
formative assessment
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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 this 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?
236
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
9_
Day:
4__
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II.CONTENT
The learner demonstrates understanding of

different formats to write for a variety of
audiences and purposes
 library skills to research a variety of topics
 drafts texts using appropriate text types for a
variety of audiences and purposes
 utilizes discrete techniques (general or
specific) and applies them appropriately to all
or to most fields of study
Write a 3- paragraph feature article EN5WC-IIIi- 2.2.7
Organize information from secondary sources in
preparation for writing, reporting and similar academic
tasks in collaboration with others EN5SS-IIIi-4
Writing a Feature Article
Organizing Information from Secondary Sources
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resource ( LR)
Portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
Joy in Learning English 5, pp.220; 259-260; 263
Advanced Learners
Average Learners
Clap your hands twice if the statement
expresses opinion and stomp your feet twice if
it expresses emotion.
1. Yehey! We will go to SM City Legaspi.
2. I guess that their team will win in the dance
competition.
3. Probably, her parents will be sad of what
she did.
4. We did it!
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B. Establishing
purpose for the
lesson
5. Maybe it is good for us to take a bath first
before doing the laundry.
Arrange the following jumbled letters to form sources
of information:
PECYENCLODIAS
NESZIGAMA
PANEWSPER
NAALMACS
The teacher says: The words that you formed are
samples of secondary sources of information which
you can use in writing compositions. Today, you are
going to write a feature article.
C. Presenting
The teacher presents the text “Five Days In Bali” on
examples/instance pages 259-260.
s of the new
The pupils will read the text silently.
lesson
D. Discussing new
concepts and
practicing new
skills #1.
E. Discussing new
concepts and
practicing new
skills #2
Ask: 1. Explain the Balinese belief on creation.
2. What does the writer say about the Balinese
people?
3. Why do they believe they are the chosen
people?
4. What factor do the Balinese consider their
dances? What is the reason for this?
5. Which attractions in Bali would interest you?
Why?
6. How is the text developed? What type of article
is it?
Teacher discusses the following:
The basic elements of a feature article are:
1. Title- It must cover the whole idea of
your feature article and must catch the
attention of your target readers.
2. Byline- This shows the author’s name
and sometimes his/her affiliation if
he/she is an in-house writer or a
contributor).
3. Body or Nub Head- This is the
presentation of details. This is the part
where your target readers get what
they want to read in your article.
4. Conclusion- This summarizes your
article. Make sure that you end your
article the way you started and not just
as if you just quickly stopped writing.
Note: The teacher may use the sample
feature article on page 316 in the
discussion of the basic elements of a
feature article.
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F. Developing
mastery (leads to
formative
assessment 3)
The teacher lets the pupils put out the secondary
sources they brought. (Example: magazines,
newspapers, travelogue, brochures and pamphlets).
The secondary sources that the pupils brought should
contain information about the beautiful spots in their
locality.
The pupils, by dyad, draft a feature article of their
chosen local beautiful spot/scenery.
G. Finding practical
applications of
concepts and
skills in daily living
H. Making
Generalization
and abstraction
about the lesson
How can secondary sources of information help pupils
in developing compositions?
What are secondary sources of information?
How do you organize information from secondary
sources in preparation for writing, reporting, etc.?
What are the elements of feature article?
I.
Evaluating
Learning
The teacher presents the rubric in assessing a feature
article.
The pupils will revise, edit and rewrite the threeparagraph feature article they have written about the
chosen local beautiful spot/scenery based from the
rubrics given.
J. Additional activity
for application
/remediation
V. REMARKS
VI.REFLECTIONS:
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.
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D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
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?
Attachment A
Rubric for Feature Article
Content- 5 points
Language-5 points
Organization-5 points
Mechanics- 5 points
Total = 20 points
Note: The teacher may opt to modify the given points in the
rubric.
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
Week:
9_
Day:
5__
OBJECTIVES
A. Content Standards
Demonstrates understanding of different
formats to write for a variety of audiences and
purposes
B. Performance Standards
Rewrite/revise texts using appropriate text
types for a variety of audiences and purposes
C. Learning
Competencies/Objectives
(Write the LC code for
each)
Revise writing for clarity
---correct spelling
---appropriate punctuation marks
----transition/signal words
EN5WC-IIIf-1.8.2/1.8.1/1.8.3
II.
CONTENT
Revise writing for clarity
---correct spelling
---appropriate punctuation marks
----transition/signal words
EN5WC-IIIf-1.8.2/1.8.1/1.8.3
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Joy In Learning English 5, pp. 315-316
4. Additional Materials from
the LR Portal
B. Other Learning Resources
IV.
3-paragraph feature article written in the
previous lesson
PROCEDURE
A. Reviewing the previous
lesson or presenting the new
lesson
Last week, you wrote a 3-paragraph feature
article. You all knew that a feature article is
the main story in the magazine/newspaper
that focuses on a special event, place or
241
Region V/Daily Lesson Plan/2019-2020
person in great detail which brings human
interest.
B. Establishing a purpose for the
lesson
Today, you will revise the paragraphs you
wrote, giving attention to the correct spelling,
appropriate punctuation marks, and the use
of transition/signal words.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations of
concepts and skills in daily
living
What do you need to consider in revising your
written paragraph?
I. Evaluating learning
(Revising the previous paragraphs written by
the pupils using the correct spelling,
appropriate punctuation marks, and the use
of transition/signal words.)
J. Additional activities for
application or remediation
Continue writing paragraphs with your own
selected topic.
V.
REMARKS
VI.
REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to
require remediation
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E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
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Region V/Daily Lesson Plan/2019-2020
Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
Week:
10 _
Day:
1__
The learner demonstrates understanding:
 that English language is stress timed to support
comprehension
 of library skills to research a variety of texts
 of the conventions of standard English grammar and
usage when writing or speaking
The learner:
 uses linguistic cues to effectively construct meaning from a
variety of texts for a variety of purposes
 reads with sufficient accuracy and fluency to support
comprehension
 uses a variety of research strategy to effectively write a
variety of texts for various audiences and purposes
 uses specific kind of sentence for specific purposes.
Observe accuracy, appropriate rate and proper expressions in
choral, echo and shadow reading( EN5F-IIIj-1.7)
Shadow Reading
Joy in Learning English Textbook for Grade 5
Shadow Reading
https://perspectives.files.wordpress.com
Shadow Reading
https://englishonthe.net/improve-spoken-english-through-shadowreading/
Shadow reading
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https://www.hanatichaeltblog.wordpress.com/2015/03/30/shadowreading-experiment
IV.PROCEDURE:
A. Reviewing
previous
lesson or
presenting the
new lesson
B. Establishing
purpose for
the Lesson
C. Presenting
examples/inst
ances of the
new lesson
D. Discussing
new concepts
and practicing
new skills #1.
E. Developing
mastery
(leads to
formative
assessment
3)
F. Finding
practical
applications
of concepts
and skills in
daily living
Advanced Learners
Average Learners
Are all shadows black?
What do you know about shadows?
Do you have an idea about shadow reading?
In today’s lesson, we will have oral activity called shadow reading.
Let’s find out how fast and accurate you are in reading the text
your teacher will give you.
Teacher discusses the concepts of shadow reading.
Sing With Me!
Listen as your teacher plays the song “A whole New World”
written by Alan Irwin Mendes and Timothy Miles Rice for Disney’s
1992 animated feature film Aladdin.
Before the listening activity the teacher gives the following
instructions:
1. Listen to the song and understand the gist of the song.
2. Listen to the song again and take note of the
pronunciation and stress of the words as sung by the
author.
3. This time sing along with the singer, trying as much as
possible to mimic their intonation and pronunciation.
How did you find the activity?
Were you able to do it accurately?
Follow the Leader!
1. Students listen to the recording of the text, following the
transcript silently. (the teacher may prepare an audio
record of a short text).
2. Teacher plays the recording again and asks students to
read along with the speaker. However, they can only
mouth the words silently.
3. Teacher plays the recording for the third time; this time
students are asked to read along with the speaker, quietly.
4. Finally, students read the text along with the speaker at a
normal volume, trying as much as possible to mimic their
intonation, stress and pronunciation. The teacher turns the
volume of the recording up and down at this stage, and at
some point even switch the sound off completely.
Shadow reading is a useful technique for intonation and
pronunciation training
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G. Making
generalization
s and
abstractions
about the
lesson
H. Evaluate
learning
What is shadow reading? What skills are developed in shadow
reading?
Students in pairs do a shadow reading of the Poem “Your World”
found on page 242 of the book Joy in Learning English for Grade
5.
Instructions:
1. Both partners are provided with part 1 of the poem in print
form. They read part 1 silently. When finished, partner A
(reader) keeps the copy of the text and partner B
(shadower) returns the text to the teacher.
2. Partner A reads the lines aloud, chunking as necessary.
3. Partner B shadows three times without looking at the text:
out loud, in low voice, and silently.
4. Roles are reversed for part II( Partner A becomes the
shadower and partner B becomes the reader.)
5. Teacher gives comment as to the accuracy, rate and
expression of the partners.
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 learner’s
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
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F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
Week:
10 _
Day:
2__
The learner demonstrates understanding:
 that English language is stress timed to support
comprehension
 of library skills to research a variety of texts
 of the conventions o f standard English grammar and
usage when writing or speaking
The learner:
 uses linguistic cues to effectively construct meaning from a
variety of texts for a variety of purposes
 reads with sufficient accuracy and fluency to support
comprehension
 uses a variety of research strategy to effectively write a
variety of texts for various audiences and purposes
 uses specific kind of sentence for specific purposes.
1. EN5SS-IIIj-4. Organize information from secondary
sources in preparation for writing, reporting and similar
academic tasks in collaboration with others. ( note-taking)
Note-Taking
Joy in Learning English Textbook for Grade 5
Note-taking.
https://www.uefap.com.>notetake>notetake
IV.PROCEDURE:
A. Reviewing
previous lesson or
presenting the
new lesson
Advanced Learners
Average Learners
Are you familiar with these materials? (The teacher will show
pictures of /or real almanacs, pamphlets, encyclopedias.
What information do you get from these secondary source of
materials?
Who collects and writes them?
When are these useful to you as students?
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B. Establishing
purpose for the
Lesson
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads to
formative
assessment 3)
G. Finding practical
applications of
concepts and
skills in daily living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluate learning
In today’s lesson, your teacher will give you some bits of
information taken from these sources and you will be tasked to
take down notes on important information.
Let’s take some pointers in note-taking. (Teacher discusses the
pointers on note-taking on page 253-254 of the book Joy in
Learning English Textbook for Grade 5)
Teacher presents an interesting text and asks students to read
critically. She then asks students to take down notes following the
pointers on taking.
Suggested texts:
1. Eureka!
2. Segregation is the Solution
Ref. Joy in Learning English pp 165-166; 228
Teacher asks students to compare their notes and process the
activity.
Teacher asks students to watch or listen to a selected You
Tube video.
(if the video is long, pause at 10 minute interval)
After listening/watching, students compare their notes.
Teacher discusses the salient points presented in the video
When you are reading or listening, taking notes help you
concentrate. In order to take notes you must understand the text.
As listening and reading are interactive tasks, taking notes help
one make sense of the text.
Students are asked to form a dyad and are tasked to read
critically the text provided by the teacher. They are tasked to
make notes on important points in the text. Later the partner
exchange notes for peer checking. In checking the notes they
consider the following rubrics:
Accuracy
5
Content
5
Total
10
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
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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 learner’s
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
material/s did I
use/discover
which I wish to
share with other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. Content
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
Week:
10 _
Day:
3__
The learner demonstrates understanding :
 that English language is stress timed to support
comprehension
 of library skills to research a variety of texts
 of the conventions of standard English grammar and
usage when writing or speaking
The learner:
 uses linguistic cues to effectively construct meaning from a
variety of texts for a variety of purposes
 reads with sufficient accuracy and fluency to support
comprehension
 uses a variety of research strategy to effectively write a
variety of texts for various audiences and purposes
 uses specific kind of sentence for specific purposes.
Use a particular kind of sentence for a specific purpose and
audience-expressing opinions/emotions.(EN5G-III-j-1.8.10)
Expressing Opinions and Emotions
Joy in Learning English Textbook for Grade 5
Expressing Opinions
https://www. learningenglish.voanews.com.
https://www.en.islcollective.com.english-eslworksheets.search.expressing+opinion
IV.PROCEDURE:
A. Reviewing
previous lesson
or presenting the
new lesson
Teacher prompts students to read the following dialog:
You are with a group of friends discussing who among your
teachers is the best.
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Student A:I think Mrs. Bueno is the best. She is very generous in
giving grades.
Student B: I disagree! Have you forgotten that she does not
permit us to go out of the room during recess?
Student A: But Mrs. Bueno is only teaching us to be thrifty!
Remember we already have our healthy packed snacks. We don’t
have to go out and buy junk foods.
What is the dialog about?
B. Establishing
purpose for the
Lesson
C. Presenting
examples/instan
ces of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1.
E. Discussing new
concepts and
practicing new
skills #2.
F. Developing
mastery (leads
to formative
assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
In today’s lesson you will learn some expressions that will be
helpful in expressing opinions and emotions.
Lesson proper:
1. In the dialog above, which sentence expresses opinion? How
did you know?
2. What expression is used to show opinion? What other
expressions do you know that signal opinions?
3. Which sentences in the conversation express strong feeling or
emotion? How did you know?
4. What punctuation mark particularly signals this kind of
sentence?
Fill in the blanks with an appropriate expression to complete each
sentence. Then give your reason for each opinion.
1.____ you should move back home with your family.
2.____ the government should do something to help the farmers.
3. _____ we can combat climate change by ____.
4. _____ Kathryn Bernardo is better than Nadine Lustre.
5. _____ Rambutan is the best fruit in the Philippines.
Use the following phrases to express opinion:
I feel that …
I guess that…
Perhaps…
Personally speaking…
Probably…
I see your point but…
I don’t really agree with that idea…
One should not be afraid of sharing or expressing his/her opinion
or emotion. But one should be careful in choosing his/her words
not to sound rude.
Sentences that express opinions show a person’s feelings
about an idea or a situation. When you state your opinions, you
should use appropriate expressions.
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and abstractions
about the lesson
I. Evaluate
learning
Sentences that are used to express strong feelings or emotions
end with exclamation point. When you are frightened, amazed,
hurt, or worried, you use these particular sentences.
Dyad. Find a partner, create a simple dialog about any of the
following statements. Use appropriate expressions stating opinion
or emotion. You will be given 2 minutes to present your output.
1. Cats make the best pets.
2. Dancing is more exciting than playing online games.
3. People are happy when they are young.
4. Staying at home is better than going to malls on
weekends.
5. Walking to school is fun.
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 learner’s
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?
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G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
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Detailed Lesson Plan in English 5
Grade:
5__
Quarter: Third _
Week:
10 _
Day:
4__
I. OBJECTIVES
A. Content Standards
Demonstrates understanding of the forms and
conventions of print, non-print, and digital
materials to understand various viewing text
B. Performance Standards
Applies knowledge of the various forms and
conventions of print, non-print, and digital
materials to appropriately comprehend print,
non-print, film and moving texts
C. Learning
Competencies/Objectives
(Write the LC code for
each)
Infer purpose of the visual media
II.
CONTENT
EN5VC-IIIf-3.8
Infer purpose of the visual media
EN5VC-IIIf-3.8
III.
LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
B. Other Learning Resources
Grade V Curriculum Materials
(fourth quarter)
Toyota Poster, Avon Brochure
IV.
PROCEDURE
A. Reviewing the previous
lesson or presenting the new
lesson
Show these pictures.
What do the pictures convey?
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B. Establishing a purpose for the
lesson
Today, you will learn the purpose of visual
media.
D. Discussing new concepts and
practicing new skills #1
Vocabulary development
visual
media
social media
1. What is the importance of having pictures
that we see?
2. What are the different visual media
that we can use ?
(Discuss “The Purpose of the Visual Media”
see attachment A.)
E. Discussing new concepts and
practicing new skills #2
1. What feeling or emotion does the picture
shows?
2. What do you think is the purpose of the
advertiser in putting that graphic?
3. Does the picture attract attention to
costumer? In what aspect?
4. What idea does the poster or
advertisement want to give to people?
F. Developing mastery (Leads
to Formative Assessment 3)
(Give your own choice of pictures for the
group of pupils and let them answer the
questions previously asked.)
G. Finding practical application
of concepts and skills in daily
living
What do we need to be aware of when
viewing visual media?
H. Making generalizations of
concepts and skills in daily
living
What is the purpose of visual media?
I. Evaluating learning
1. What is the message of the image?
2. To whom is this conveyed?.
3. How is the model depicted in the
picture?
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4. What is the purpose of this visual
media?
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
activities for remediation
C. Did the remedial lesson/s
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 this work?
F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
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Attachment A
The Purpose of the Visual Media
Generally speaking, there are five main functions of the visual arts:
ceremonial, artistic expression, narrative, functional, and persuasive. To these can be
added “beauty,” in effect, the desire of the artist to simply create something beautiful
with little or no thought to any significance beyond that objective.
The ceremonial purpose of the visual arts is to celebrate or acknowledge an
event or era, or to contribute to a ritualistic activity, such as a dance celebrating one of
the season or a people’s flight from captivity or hunger. One of the more common
forms of ceremonial art is quilting, in which the patterns employed have some symbolic
importance, or the use of ceremonial garb by Native Americans participating in a Pow
Wow.
Artistic expression refers to the desire or need on the part of the artist to
express his or her emotions or feelings regarding a particular subject, including his- or
herself. Many abstract artists, for example, Jackson Pollock and Mark Rothko
(although the latter rejected that categorization) are assumed to be expressing
emotions or beliefs through their art, which lends itself to multiple interpretations and
references to the known state of the artist’s being during the period in which the
individual work of art was created. Pablo Picasso’s art was known to be heavily
influenced by his emotional state during specific periods of his life.
The narrative purpose is to tell a story or relate the history of one’s people.
Again, quilting is a classic form of the use of visual arts to communicate a story. The
African American community, in particular, uses patterns and colors in quilting to
convey the history of slavery and emancipation. Film, another form of visual art, is
frequently used to tell a story, such as with Steven Spielberg’s film about the
Holocaust, “Schindler’s List,” in which he used black and white photography to provide
a documentary and more somber “feel” to the film, while incorporating rare color
footage to illuminate a detail and lend significance to the item or individual in question.
David Lean used footage designed to simulate Russian winters in his film “Dr. Zhivago”
that highlighted the enormous expanse of Russian plains covered in deep snow.
Functional visual arts refer to structures or tools that are actually used in day-to-day
activities yet are designed to be aesthetically pleasing in addition to being functional.
Architecture is the most prominent of the visual arts to incorporate functionality in
designs. Major architects like Frank Lloyd Wright, I.M. Pei and Frank Gehry are wellknown historical figures for their success in combining art and function. The buildings
for which architects are commissioned to design obviously have to serve a function,
whether it is as a museum, hospital, house, or theater, yet are expected to be unique
and challenging. Functional art can also be quite small, such as the coffee maker or
fruit peeler designed to look futuristic while also performing their intended functions.
Persuasive art is intended to convey a message. Advertising for television,
billboards, magazine, and other visual media is a form of persuasive art, in that images
are selected and manipulated in order to convey a message or subliminally influence
a consumer’s decision. A common form of persuasive visual art is propaganda posters
and cartoons intended to denigrate a particular category of people, such as a racial or
religious minority, or to foster emotional reactions among viewers for or against a
particular political cause. During the Cold War, the Soviet Union used propaganda to
convince its own people as well as others of the righteousness of its cause and the
moral and political depravity of U.S. policies. Nazi Germany, under the authoritarian
hand of Joseph Goebbels, used propaganda posters and newspaper editorial cartoons
to demonize Jews and facilitate the inculcation of a culture of genocide. Tobacco
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companies use this form of visual art to associate cigarette smoking with masculine
virility and feminine mystique and power.
A final purpose of the visual arts can be considered the conveyance of beauty.
While each of the major practitioners of expressionism had his own “back story,” much
of the art produced by the French Impressionists like Claude Monet and Pierre-August
Renoir simply represent beauty for its own sake. While some expressionist painting,
like that of Georges Suerat and Vincent Van Gogh, is more closely tied to the emotional
states of the artists, much was intended to beautify the surroundings.
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