ENGLISH 5 Q1 W2 D1-5.pptx

ELEMENTS AND
THEME OF A
LITERARY TEXT
English 5 Q1 w 1-5

•OBJECTIVE
•Identify the elements of a
literary text.
•Infer the theme of the
literary text.

BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something

It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus

Unlocking of Difficult Words (using picture clues, context clues, and
examples.
A.crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.argue
Say: “Don’t argue over who little things.” (show picture of two
people arguing)
“Why do people argue?”
A.deaf
Say: “The two girls are deaf.” (Show pictures of two deaf girls)
“Why do some people cannot hear?”

A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.

The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.

After he started up his machine, people would open their
mouths, intending to say kind and polite things, but nothing
came out. All those words ended up inside the big machine.
Just as the crook had hoped, in the beginning nothing
happened. It looked like people really didn't need to be
polite after all. However, after a while, people started to feel
like they were always in a bad mood, doing everything
reluctantly, and feeling like everyone else was being forever
demanding of them. So, within a few days,everyone was
angry and arguing over the slightest little thing.

The crook was terribly happy with his
success, but he didn't count on a couple of
very special little girls. Those girls were
deaf, and had to communicate using sign
language. Now,because the machine
couldn't steal gestures, these girls
continued being kind and polite. Soon they
realised what had been happening to
everyone else, and they found out about
the crook and his wicked plan.

The girls followed him to his hideout
on the top of a hill next to the sea.
There they found the enormous
machine busy separating all the
words into letters. The crook had
gone to take a nap, so the girls crept
up to the machine and started being
polite and courteous to each other.

Try as it might, the contraption couldn't steal those
words, and it started to suffer a power overload, which
got more and more serious as the girls went on
communicating. Finally, it exploded; sending all the letters
it had gathered flying into the sky. These letters started
coming down, like rain, and most ended up in the sea.
After that, everyone could be polite and thoughtful
again. The anger and the arguments stopped, proving
that good manners are very useful for keeping people
together in a spirit of happiness.
Seeing all those letters fall into the sea gave those two
little girls an idea. A little while later they opened a factory.
Making alphabetti spaghetti soup!

What did he hate so much?
What was his plan?
What did he invent?Did his machine work?
What happened to the people?
Who were not affected by the machine?
Why they were not affected?
Where was hideout located?
What did the girls do to stop him?
If you were the girls, would you have done the
same? Why?

•What should we remember when
listening to a literary text?
•What are the elements of a literary
text?
•What elements did you remember
from the story we read?

THE FOX IN THE WELL
One day a fox fell into a well. He jumped and jumped but
he could not get out. The well was too deep. Soon he
began to feel cold and hungry.
Suddenly there was a noise from above. A goat had
come to drink from the well. It looked in and saw the fox.
“Why, what are you doing down there, Mr. Fox?” asked the
goat.
The fox was very cunning. Quickly, he thought of a way
to trick the goat. “Oh, I’m drinking,” he said.
“Down there? But there’s water in the bucket up here.”
“Yes, I know,” said the fox. “But the water down here is
much sweeter.

Why don’t you come down and taste it for yourself?”
“I think I will do that.” And the silly animal jumped into
the well.
At once the fox leapt on to the goat’s back. And from
there he soon jumped out of the well.
“Hey! Where are you going?” cried the goat. “What
about me? How am I going to get out of here?”
“Ah-ha, you silly goat,” laughed the fox. “Don’t you
think you should have thought of that before you
jumped in?”
And still laughing to himself he ran off, leaving the
poor goat in the well.

Base from the story read, answer the
following questions.
•Who was trapped in the well?
•Who came passing one day?
•What convinced the goat to go down the
well?
•How did the fox get out of the well?
•What is the moral of the story?

 When listening to story being read, we should listen
carefully and pay attention to the details of the story.
In this way we can identify the elements of a literary
text.
 We could also take down notes while listening and
reading.
 The elements of a literary text are the character,
setting, and plot, conflict, and theme.
 The theme is the subject of the story and what the
author wants to convey to the readers.
Remember

The Queue
by Jean Paul V. Banay
It was 9:30 in the morning at Labuin Elementary School. It
was already break time for Grade V-Coral. Children line up in a queue
to go the canteen to have their recess.
At the canteen, the children lined up in a queue waiting for
their turn to buy their food. Luke, a Grade 3 pupil rushed in front of
the queue and shouted at the canteen manager for food.
Calmly, the canteen manager said to Luke “Luke, it is not
nice to shout at people, especially when you’re at the canteen. And
we should observe the rules inside the canteen. Look at these
children, they line up in a queue and wait for their turn. You should
do the same.” said the canteen manager.
After that day, Luke lined up in the queue and asked politely
for food.

Identify the element of the literary text from the story you
just read. Choose your answer from the boxes below.
Character setting conflict
Plot theme
1. It was 9:30 in the morning at Labuin
Elementary School.
2. Luke, a Grade 3 pupil
3.Luke rushed in front of the queue
4.The canteen manager told Luke
about the rules inside the canteen.
5.Following rules inside the canteen is
the right thing to do.

•English 5
week 2 Day 2
Topic
Compound Words

•OBJECTIVE
•Infer the meaning of unfamiliar words
(compound) based on given context clues
(synonyms, antonyms, word parts) and
other strategies
•Read aloud grade level appropriate text
with an accuracy rate of 95 – 100%.
Observe politeness at all times

Motivation:
Divide the class
into 8-10 groups. Give
them the picture puzzle
of compound words.

cupcake mailman love letter fairy tale
Basketball merry-go-
round
one-half rainbow
“Today we are going to study about compound words.”
Have the pupils read “Find Out and Learn” from the LM page ____.
Answer the questions below the sentences.

Find Out and Learn
Read the sentences.
1. When he had stolen these words, he intended to take
them apart and sell the letters to book publishers.
2. Those girls were deaf, and had to communicate using
sign language.
3. The girls followed him to his hideout on the top of a
hill next to the sea.
4. It started to suffer a power overload, which got more
and more serious as the girls went on communicating.
5. The chief-of-police arrested the crook.

Question:
1. What do you think are the
underlined words?
2. What have you observed about
these words?
3. What two words can we find in
these words?
4. Can you think of other words
which are combinations of two
words?

GROUP 1 GROUP 2 GROUP 3
cupcake
bookworm
rainbow
mailman
electric fan
fairy tale
love letter
report card
son-in-law
one-fourth
merry-go-round
over-the-counter
Study the example below:
1. What have you observed about the
group of words?
2. How are they alike?
3. How are they different?

Read the story in the “Try and Learn” .Identify the
compound words in the story. Write it down on your
notebook.
A Trip to Town
One Saturday morning, Marissa and her mother went to
town to buy supplies for the household.
They first stopped at the repairman’s shop to follow up the
repair of their electric fan. The repairman said they could pick it up
on Monday.
Afterwards, they went to the supermarket to buy groceries. They
bought meatballs, tomato sauce, and pasta. Mother will be cooking
spaghetti that night. They also bought cooking oil, soy sauce,
banana catsup, vinegar, salt and pepper.

They also purchased some bathing supplies, like
bath soap, shampoo, conditioner, and lotion. At the
cleaning supplies section, they bought detergent
soap, fabric conditioner, and dishwashing paste.
After paying for the groceries, they went to a
pizza house. Marissa ate one-fourth of the pizza.
On their way home, they stopped over the local
bakery to buy doughnuts and cupcakes as take
home for Marissa’s father and siblings.
It was a nice trip to town.

One-word compound Two-word compound Hyphenated compound
Identify the compound words used the story. Classify
and write them in the table below.

Column A Column B
1. rain
2. flower
3. window
4. butter
5. police
6. book
7. sun
8. day
9. sea
10. store
a. case
b. drop
c. fly
d. light
e. man
f. pane
g. pot
h. room
i. shell
j. shine
•Guided Practice
Match the words in Column A to the words in Column
B in order to create a compound word. Note that the
words in Column B can only be used once.

Do and Learn
•Read the sentences below. Find the compound word and break them into
two smaller words.
1. Mary and I were sleeping in her backyard.
+ =
2. My brother and I went to watch the baseball game.
+ =
3. I love to use mint flavored toothpaste when I brush my teeth.
+ =
4. Tommy and his brother love to go down to the riverbanks to catch frogs.
+ =
5. The favorite part of my vacation was when I got to ride in the airplane.
+ =

1. 2. 3.
4. 5.
•Write the compound name of the following
pictures. Write in on the line below each
picture.

considered as compound words.
1. The hand picked tomatoes tasted better
than the ones from the store.
2. The model was ready for her close up
picture.
3. The referee called a time out during the
basketball’s game.
4. Beware of car chasing dog on Brgy.
Linga.
5. Sally’s mother in law came to visit her on
her birthday.

•REMEMBER
Compound words are two words put together
to create a new word.
They can be open, closed, or hyphenated.
Examples:
•Open Compound Words
dog house, ice cream, six-pack, runner-up
•Closed Compound Words
ladybug, toothpaste, bedroom
•Hyphenated Compound Words
editor-in-chief, officer-in-charge, life-saver

EVALUATION
Read the following sentences. Identify and
underline the compound word. On the line before each
number, classify the compound word if it is open, closed,
or hyphenated compound word.
1. I dropped my mail at the post
office.
2. The milkman delivers milk to the
hospital.
3. I ate too many pancakes this
morning.
4. Jordan is chasing dragonflies on
the field.
5. Mary was surprised when she
opened the jack-in-the-box.

English 5
week 2 Day 3
VERBS (BODY MOVEMENTS
AND GESTURES)

OBJECTIVES
Read aloud grade level
appropriate text with an accuracy
rate of 95 – 100%.
Use appropriate body
movements/gestures

angry (using hands) happy (using whole
body)
scared (using face)
tired (using whole
body)
excited (using whole
body)
bored (using hands
and feet)
talking (using hands) stop (using hands) sad (using face and
hands)
Group the class into two groups.
Have them play a game of charades using the words
below.
Call a representative from each group to act out the
word.

“Today we are going to study
about body movements and
gestures.”
Read and Learn
Read the following sentences. Answer the
following questions.
•He winked at her and she knew that he was
joking.
•She bit into the apple.
•Peter kissed his aunt on the cheek.
•“I’m over here.” as she waved her hands in the
air.
•The little boy kicked the stones at his feet.
Questions:
1.What are the underlined words?
2.How are they similar?
3.What body parts do we use to do them?

•Modelling for Students
Unlocking of Difficult Words (using picture clues,
context clues, and examples)
chatting
tapped
kiosk

Read the story below.
The Homecoming
It’s Friday evening. Every member of the Flores
family was excited to go to the airport. Todayis the
arrival of Mr.Alfredo Flores. It’s been two years since he
started working abroad.
They rented a van to go the airport. They were
happily clapping their hands while singing. Everybody
was chatting about what their father looked like now.
As soon as they arrived at the airport, they went
directly to the waiting area. They were looking left and
right hoping they would see their father at the exit.

They are waiting for almost an hour now.
They just tapped their feet to loose boredom.
Mother was sipping coffee she bought from a
kiosk.
At last, after almost half an hour of
waiting, they saw their father going out at the
south gate of the airport’s arrival area. They
waved their hands in joy so that Alfredo would
notice them instantly.
They hugged their father as soon as he
approachedthem.They were crying in joy.

Talk About It
Read and answer the following questions.
•What was the title of the story?
•Who was going to the airport?
•Why are they going there?
•Have you noticed the underlined words? What
can you say about them?
•What do you think are these words?

Look at the following pictures. Have them identify the message
of each picture.Choose from the words below
happy stop ignore
angry sad
silence
please
excited bored hungry

Do and Learn
Read the following sentences and identify the
body movement used. Copy the sentences on your
notebook and encircle your answer.
1. Every time I think of food, I lick my lips.
2. They listened to the music and beat their fingers on
the table to the rhythm.
3. To show that he didn’t know, he shrugged his
shoulders.
4. She sat down elegantly and crossed her legs.
5. In answering orally the teacher reminded them to
raise their arm if they want to answer.

Remember
Body movements refer to the actual
movement of the body. It is a kind of nonverbal
communicationwhere thoughtsintentionsor feelings
are expressed by physical behavioursuch as facial
expressions, body posture, gestures, eye
movement, touch, and use of space.
Body movements maybe implied as a verbs
or an adjective.

•Evaluation
Have the pupils read the following sentences and
have them identify the body movement/gesture
used in the sentence.
1.Terence Romeo shoots the ball at the last
second.
2.The athletes stretched their body before doing the
routine.
3.Mother rubs fathers back when he is tired.
4.Squeeze it to get the toothpaste.
5.My sister likes pinching me when she is mad.

English 5
week 2 Day 4
Writing Compositions
Using Aspects of Verbs

OBJECTIVES
•Compose clear and coherent
sentences using appropriate
grammatical structures – aspects
of verbs.
•Plan a two or three paragraph
composition using an outline or
other graphic organizers.

•Setting Up the Stage
Sing “She’ll be coming round the mountain”
•Explaining the Students What to Do
Say: “Today we are going to write about the
aspects of verb”
“But first, what are verbs?”
“What are the tenses of verbs?”

Read and Learn
Read the following
sentences and notice the
difference between the
underlined words.
•I wash the car.
•I am washing the car.
•I have washed the car.
1. What have you noticed about
the words?
2. What does this remind you
about verbs?

Let us study the following sentences.
A.In the sentence “I wash the car.”,wash, which is
the verb, is the simple form. The time when the
action was done is indefinite or we are unsure if it is
on-going or completed. Thus, this sentence is in the
simple aspect of the verb.
B.While in the sentence “I am washing the
car”,washing, which is the verb, is in the present
progressive form, which tells us that the action is
on-going.

Try and Learn
Try and answer the following.
Write the correct aspect of the verb for the
following sets of sentences.
1. walk (present)
a. Sarah __________ to school. (simple)
b. Sarah ________________ to school.
(present progressive)
c. Sarah ________________ to school.
(present perfect)
2. cook (present)
a. Mother __________ dinner for us.(simple)
b. Mother __________________ dinner for us.
(present progressive)
c. Mother __________________ dinner for us.
(present perfect)

3. water (present)
a. Francis __________ the garden. (simple)
b. Francis ____________________ the garden. (present
progressive)
c. Francis ____________________ the garden. (present
perfect)
4. play (past)
a. I _______________ in the plaza. (simple)
b. I _______________ in the plaza. (past
perfect)
c. I _______________________ in the
plaza. (past perfect progressive)

5. read (past)
a. We _______________ books in the library.
(simple)
b. We _______________ books in the
library. (past perfect)
c. We ________________ books in the
library.(past perfect progressive)

The aspect of a verb is determined by whether the
action is on-going or completed.
The three aspects are:
i.The simple aspect is indefinite, not sure
if the action is on-going or completed. It
may also indicate if the action is habitual
or repeated action.
ii.In the perfect aspect the task is already
completed.
iii.While in the progressive aspect, the
action is still taking place or on-going.
The same principle applies to the past form of the verb.

Do and Learn
Read the following sentences. Have the
pupils identify what is the aspect of the verb
used in the sentence. Write SPR for simple
present, SPS for simple past, PRP for present
progressive, PSP for past perfect, PPF for
present perfect, and PPP for past perfect
progressive.
1. Romina studied her lesson for the
test.
2. Father rides the bus to go to work.
3. I have been cleaning my room.
4. Finn and Jake are watching his
favourite TV show.
5. Jerry talks to Tom over the phone.

Read and Learn
What is an outline?
An outline is a formal system used to think and
organize your ideas. You can use it to see if your ideas
are connected to each other and what order works best.
Outlines can be useful to help you see the overall
picture.
There are two kinds of outlines: the topic outline
and the sentence outline.
•The topic outline consists of words or short phrases.
•The sentence outline is done in full sentences. It is
normally used when you want to focus on complex
details.

Steps in making an outline:
1. Identify the topic or the
main idea.
2.Identify the main
categories.
3. Create the first
category.
4. Create subcategories.

Normally, use Roman numerals to write the main idea. Then under the main
idea, we indent and write the first subcategory with a capital letter. See the
example below.
If you are to report on animals found in the farm and what they give
us, here is an example:
I. Chickens
A. Gives us eggs.
B. Gives us meat.
C. Gives us feathers.
II. Cow
A. Gives us milk.
B. Give us meat.
C. Gives us leather.
III. Goats
A. Gives us milk.
B. Gives us meat.
IV. Ducks
A. Gives us eggs.
B. Gives us meat.

English 5
week 2 Day 5
Topic:Describing different
forms and conventions of
film and moving pictures
(light, blocking, direction,
characterization, acting,
dialogue, setting or set-
up)

OBJECTIVES
•Describe different forms and
conventions of film and moving
pictures (lights, blocking, direction,
characterization, acting, dialogue,
setting or set-up)

Show posters of movies and films, local and
abroad.
Think and Tell
What movies have you seen lately? Can you identify from which
movie was these pictures taken from?

Today we’ll be studying about the
forms and conventions of a film and
moving picture. What are the things
we need in making a movie and what
do need to remember if we are to
make our own film or movie?”

Read and Learn
The Shooting
The town of Pila in
the province of Laguna is
famous for being one of the
favourite spots to shoot
commercials because of its
ancestral houses.
It was Wednesday.
Julio was walking home from
school when he saw a crowd
in the town plaza. He went to
see what was going on. He
saw his uncle Jose watching
too.
“Uncle Jose, what’s
going on here?” asked Julio.
“They are going to shoot a
soap commercial here.”
answered Uncle Jose

“You see there, that is the director, and those are his
crew. One of them is the camera man, and some of
them are the lights men. They are in-charge of the
equipments.” said Uncle Jose as he pointed to the
men setting up the equipments.
“Then inside those tents are the actors and
actresses. They will be acting as characters in the
commercial. They are still memorizing their
dialogues.” Uncle Jose added.
“What are dialogues?” Julio inquired.
“Dialogues are what the actors and
actresses will say during the shooting of the
commercial.” Uncle Jose answered.
“Are you going to watch them shoot the
commercial?” asked Julio.
“Yes, would you like to watch it too?”
replied Uncle Jose.
“Yes, but first, I have to go home and ask
permission from mother.” answered Julio.
“Ok, see you later.” said Uncle Jose.

Think and Tell
Answer the questions below.
1. Which town is famous
for its ancestral houses in Laguna?
2. What was the event in
the town plaza?
3. Who was on his way
home from school?
4. Whom did Julio see
watching the shooting?
5. What are the things
Uncle Jose showed Julio in the set?

Lights blocking direction acting
Dialogue characterization setting or set-up.
blocking 1. The actors are positioned in front of the
house.
direction 2. The director is telling the actors what he
wants in the scene.
setting 3. They are filming near the sea.
lights 4. They use natural sunlight.
acting 5. The actress made us cry at that scene.
dialogue 6. “Get out, the house is on fire!!!” shouted
the actor.
characterization 7. Glinda plays as the good witch.
Try to identify which form or convention of film is being described. Choose from the words inside the box.

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

Remember
The forms and conventions of a film or moving picture are:
1. Lights – Lights refers to the
lighting used in films can be natural
or artificial. It is used achieve
aesthetical or practical effect while
illuminating the scene.
2. Blocking is the
precise staging of
actors in order to
facilitate the
performance of a film

3. Direction is the control of the scenes in
the film. In simpler terms, it is giving
directions to the actors and the people in
charge of the set and those behind the
camera.
4. Characterizationrefers to the process by
which the writer reveals the personality of a
character

5. Acting is the work of an actor or actress,
in which a person in theatre, film, television,
and any other storytelling medium portrays
a character
6. Dialogue is the conversation between
characters in the film.

7. Setting or set-up refers to the time and
location where filming takes place. It can be
in a studio or a location.

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

ENGLISH 5 Q1 W2 D1-5.pptx

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