Lesson Exemplar in English V
Lesson: Diary
I.
Learning Competency
Write about personal experiences in a diary.
II.
Activity
Read an example diary entry to the learners. (You would have prepared this on a large sheet of
paper to display to the class).
22 May 2015
Dear Diary
Today, I went to play at my friend Jesse’s house. Her mother made us sausages and chips
for lunch. We played in the garden all afternoon. Dad came to fetch me after work. I love
spending time at Jesse’s house!
Questions:
1.
2.
3.
4.
5.
What was the diary entry about?
Why is it important to include the date when writing in a diary?
Would you like to keep a diary? Why?
What situation would you want to use in your diary entry?
Why do you think some people write in a diary?
III.
Discussion
A diary is a personal notebook with a space for each day. A diary entry should include
the date, what happened as well as thoughts and feelings about what happened.
Some people use diaries to keep a record of their appointments and meetings. Other
people use their diaries to write their experiences and feelings about what happens to them
each day.
Explain that sometimes people use a diary like a friend - they write about their
problems and feelings, and then feel better because they have ‘shared’ their thoughts.
IV.
Assessment
Write a diary entry about a pet or a pet you would like to own on a sheet of paper.(
Learners can say what their pet is named, why it is a good pet to have, how they care for it,
etc.)
Lesson Exemplar in English V
I.
II.
1.
2.
3.
4.
5.
Learning Competency
 Use contest clues for meanings of compound, affixed, blended, clipped words.
(Synonyms, antonyms, word part, etc.)
Activity
Study the following sentences.
The sky was overcast that’s why I think it’s going to rain later.
It is improper to play inside the church.
My auntie’s wedding cakes is in the shape of pentagon, a fived sided figure.
The ocean is turbulent, not calm.
One kind of microbe causing disease is the virus.
Questions:
1.
2.
3.
4.
5.
III.
What are the unfamiliar words in the sentences?
What did you do to understand the unfamiliar words?
Which words gave you hint at the meaning of the unfamiliar words?
How would an antonym help you define a word?
Is there a way of knowing the meaning of words without using the dictionary? Why?
Discussion
There is a way of knowing the meaning of unfamiliar words without using the dictionary.
One way is to look at the context in which the words are used. Context means the part of a
sentence or paragraph that comes before or after the unfamiliar word.
The sentences we read earlier used different kinds of context clues to arrive at the meaning
of the unfamiliar words.
1. Inference- information is given in the sentence to help you figure out the meaning of the
unfamiliar words.
 The sky was overcast that’s why I think it’s going to rain later.
2. Definition or Restatement- the exact definition of the word is given or restated. The
sentence use key words or punctuation marks to signal the use of definition
-Using key word/s
 It is improper or incorrect to play inside the church.
-Using punctuation mark
 My auntie’s wedding cakes is in the shape of pentagon , a five sided figure.
3. Antonym-the opposite of the unfamiliar id given in the sentence.
 The ocean is turbulent, not calm.
4. Example Clue- An example explains the unfamiliar word.
 One kind of microbe causing disease is the virus.
IV.
Assessment
Read the paragraph below. Select the word or word group with the same meaning of the
underlined word. Encircle the letter of your answers.
Page, 24
Lesson Exemplar in English V
I.
Learning Competency
 Use figurative language.
Activity
II.
Read :
Question:
“O my Luve’s like a red, red rose that’s newly sprung in June
How did Robert Burns describe the beauty of his beloved?
III. A simile is a figure of speech that makes a comparison, showing similarities between two
different things. Unlike a metaphor, a simile draws resemblance with the help of the words “like” or
“as”. Therefore, it is a direct comparison.
Taken from the poem the Daffodils: “I wandered lonely as a cloud that floats on high o’er vales and
hills.”
The Wordsworth envisions himself as a free lone cloud that floats in a blue sky above valleys and the
mountains. By choosing this simile, the poet describes his loneliness.
Remember:




Simile: a comparison that uses like or as
Metaphor: an implied comparison
Hyperbole: an exaggeration for effect
Personification: a description that represents a thing as a person
Lesson Exemplar in English V
I. Learning Competency
Identify alliteration in a poem.
II.
Activity
1. Make handout like the one below. The letter should be centered and large.
Example of Handout:
P
2. Each pupil should be given a different letter if possible.
3. Tell pupils to write four to five lines that start with the letter on the clouds. Each line could be
one word or more words that start with the letter. These words should form a sentence or tell a
simple story. Pupils can add color and pictures if time permits.
4. Teachers can post the best works.
III.
Discussion
Alliteration is the repetition of the same consonant sounds of different vowels at the beginning of words
or in stressed syllables.
Example: Picking pebbles is my perfect pastime.
IV. Write lines that start with the letter A to E that form sentences or tell a simple story.
1. A-_______________________________________________
2. B-_______________________________________________
3. C- _______________________________________________
4. D-_______________________________________________
5. E-_______________________________________________
Lesson Exemplar in English V
I.
II.
III.
IV.
Learning Competency
Connect two independent clauses using conjunctions.
Ref. English for Global Communication 5, pp.219-222
Activity
Discussion
Assessment
Which conjunction will best complete the sentence? Write your answer on the blank before
the number.
_____1. Kurt has a guitar,______ he plays well.
a. so
b. and
c. or
d. for
_____2. Michael Jordan has retired from playing basketball ______ he remains as one of the popular
endorsers of sports products.
a. or
b. for
c. so
d. but
_____3. Gina was not the only singer in the family, ____ are her brothers Jim and Kyle.
a. so
b. or
c. and
d. yet
_____4. Most of the children felt tired after the game, ____ Ana handed them glass of cold water.
a. so
b. for
c. and
d. but
_____5. We are going to attend the party tonight, ____ not if it rains hard.
a. yet
b. but
c. for
d. or
Lesson Exemplar
I. Learning Competency
Identifying Theme
II. Activity: Determine what is the theme for the story.
In his sophomore year of high school, Michael Jordan tried out for the varsity basketball team
at Laney High School in Wilmington, North Carolina. But at five feet and eleven inches tall, the coach
believed that Jordan was too short to play at that level, so Jordan was cut from the team. Jordan didn’t
let this obstacle defeat him. In fact, it pushed him to work even harder. He trained vigorously and grew
another four inches the following summer. When he finally made the varsity squad, Jordan averaged 25
points a game and went on to become one of the greatest basketball players in history.
Questions:
What is the theme of the story?___________________________________________________________
___________________________________________________________________________________
What happens in the story that leads you to believe this? ______________________________________
____________________________________________________________________________________
III.
Discussion: Remember, a theme is a lesson or message in the story.
IV.
Determine the story’s theme and explain your answer.
Molly Nes invited Maddu Mi to her house to work on their Science project, but Molly had no idea
what a visit from Maddu entailed. First of all, it was raining and Maddu neither bothered to take her
boots off nor thoroughly wiped them on the doormat. Then, Maddu ate a bag of hot chips on Molly’s
white bedspread without asking, and Maddu is a sloppy eater, so hot chip powder got all over the
bedspread. Mally tried to be polite and ignore Maddu’s sloppy behavior, but then Maddu threw her chip
wrapper on the floor. Offended, Molly pretended that she was sick and asked Maddu to leave. The next
day Molly asked the teacher if she could work by herself. After explaining her situation, the teacher
allowed Molly to work alone. Maddu would have finished the assignment by herself, but she spilled
grape soda all over her assignment.
What is the theme of the story?___________________________________________________________
___________________________________________________________________________________
What happens in the story that leads you to believe this? ______________________________________
____________________________________________________________________________________
Lesson Exemplar
I.
Learning Competency:
II.
Define onomatopoeia
Activity:
1. Tell students to read a poem and look for examples of personification. Ask them to write
down the examples they find in their reading journals.
2. After writing about it, students turn and talk to a partner about the personification.
3.Focus on the imagery in the poem. Have students close their eyes and ask them to picture
what comes to their minds while you read the poem aloud again.
4. List the images they share on a chart tablet.
III. Discussion: Involves pupils in reading and interacting with poems to introduce them to the
structures and vocabulary they will need to know before they can begin to experiment with writing their
own poetry. Then, explain that onomatopoeia is a word that sounds like the action it describes, like
“Zip” or “Splat.”
IV. Have pupils draw the images around the poem on the handout and write words from the poem
that they think are examples of Onomatopoeia.
Lesson Exemplar
I.
Learning competency
Analyze music lyrics
II. Ask, what is the similarities between poetry and song lyrics (e.g., stanza and verse,
refrain and bridge).Selects a popular song. Listen to the track with the class like Alden Richard’s Wish I
May.
III.
Discusses with the class how well the CD cover for the track or album matches the lyrics of
the song.Then, analyze the song lyrics with them.
IV. Distribute the lyrics to a pop song that pupils are not familiar with. Do a think-aloud on the first
verse and on at least part of the first bridge to highlight the images and messages conveyed by the song
lyrics. Pupils work in small groups to analyze the remaining lyrics.
Amy Grant’s Baby Baby
Baby, baby
I'm taken with the notion
To love you with the sweetest of devotion
Baby, baby
My tender love will flow from
The bluest sky to the deepest ocean
Stop for a minute
Baby I'm so glad you're mine, yeah
You're mine
Baby, baby
The stars are shining for you
And just like me I'm sure that they adore you
Baby, baby
Go walking through the forest
The birds above a' singing you a chorus
Stop for a minute
Baby they're so glad you're mine, oh yeah
And ever since the day you put my heart in motion
Baby I realize that there's just no getting over you
Baby, baby
In any kind of weather
I'm here for you always and forever
Baby, baby
No muscle man could sever
My love for you is true and it will never
Stop for a minute
Baby I'm so glad you're mine
And ever since the day you put my heart in motion
Baby I realize that there's just no getting over you
And ever since the day you put my heart in motion
Baby I realize that there's just no getting over you
Over you
Baby, baby
Always and forever
Baby I'm so glad that
Here for you baby
So glad you're mine
Baby I'm so glad that
When I think about you it makes me smile
Baby, baby be mine
Baby, I'm so glad that
Don't stop giving love
Don't stop, no
Baby I'm so glad that you're mine
Baby I'm so glad
Baby I'm so glad that
When I think about you it makes me smile
Lesson Exemplar
I.
II.
Learning Competency
Examine and advertisement
Watch a short advertisement like one of the soap powder or fast-food commercials. Then,let the
pupils express their thoughts, feelings and opinions about the commercial.
Ask the group leaders to do a commercial based on the one they’ve watched.
III.
A. Ask each group to do the following:
 List three aspects that they find enjoyable on the ads of the other groups.
 Each group would list one question about the other commercials.
B. Let the different groups engage in meaningful discussion to express and clarify thoughts,
feelings and opinions about the commercial.
IV.
Compare and Contrast Using a Venn Diagram