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K TO 12 GRADE 5 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)

K to 12 Learning Module/Material in ENGLISH for Grade 5 Quarter 1 to Quarter 4

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K TO 12 GRADE 5 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
Week 1
Day 1 Noting Details
Think and Tell
Look at the pictures.
1. What animal is in the first picture? How about in the second picture?
2. How are these animals similar? How they differ?
3. If you are going to choose between these animals, who will you want to be?
Why?
Find Out and Learn
Let us read the following lines of the characters in the story heard using appropriate
facial expressions.
 “Don’t move! I’m going to eat you this minute.”
 “I have to use my wits instead of my legs”
 “I could have been a good dinner for you last year. I was then very
fat and plump. But I had three babies then. Now I’m slim and not
delicious”.
Try and Learn
Work with your group.
Gr.1- Have a short role playing about “The Sly Fox”
Gr.2- Deliver the lines of the fox and wolf with appropriate facial
expressions)
Gr. 3- Draw the scenes of the story “The Sly Fox”
1
Choose the letter of the word group that best answers the question or
completes the sentence.
1. How does the story open?
a. It introduces the characters of the story.
b. It gives background information on the characters
c. It tells where the story happened.
d. It started with dialogue between the two characters.
2. What characters does the story have?
a. Two animal characters.
b. Two human characters.
c. An animal and a human character.
d. A moon and two animal characters.
3. Which describes the setting of the story?
a. A bright day in the forest c. A rainy afternoon in the
forest
b. A dark night in the forest d. A full moon night in the
forest.
4. Why did the wolf not eat the fox?
a. The wolf would eat the baby foxes instead.
b. The fox offered him something good and fat.
c. The wolf took pity on the fox.
d. The fox was able to escape from the wolf.
5. What could have happened to the wolf?
a. He was able to get the piece of the meat at the bottom of the well.
b. He had a delicious dinner at the bottom of the well.
c. He and the fox became good friends.
d. He drowned in the well.
Remember
 Use of appropriate facial expressions in delivering the lines of the
characters in the story helps in making the story more realistic,
creative and emotional. The listeners feel more excited to know
what will happen next and they become more imaginative.
 Noting details of a story means pointing out the characters around which the
story revolves, the place and when it happened and the series of actions that make
the story itself.
Do and
Learn
2
Day 2 Inferring Meaning of Unfamiliar Compound Words Based on
Context Clues, Synonyms and Antonyms.
Think and Tell
Have you experienced riding a bus?
Did you experience witnessing a commotion
in your community?
What did you feel?
Find Out and Learn
Read the following words:
A B C
backpack front door mother-in-law
newspaper back lawn editor-in-chief
How many words were combined to form new word and new meaning?
What do you call the words with two or more words that are combined together to
form a new word and new meaning?
How do compound words in column A written? In column B? in column C?
Remember
Compound words are words that are combined together to
form new words and new meanings.
 Compound words can be written as one word. It is called closed
compound word.
Ex. Backpack, overpass, notebook
 Compound word can be written as two words. It is called open
compound word
Ex. Front door, boxing ring
 Compound word can also be written with hyphen. It is called
hyphenated- compound word.
Ex. mother-in-law, hand-in-hand, attorney-at-law
3
Try and Learn
Read the sentences. Answer the questions that follow.
a. The sky was overcast, rain was expected because it was cloudy afternoon.
What word in the sentence hint the meaning of the unfamiliar word?
b. I have read the foreword of the book “Mother’s Wit”. What word is synonymous to
foreword? ( conclusion, introduction, content)
c. His statement was an example of falsehood. What word has opposite meaning
with falsehood? ( truth, lies, rumor)
Do and Learn
A. Box the meaning of the compound word through context clues.
1. I have read the headline of the newspaper today, it is front story written in bold
letters.
2. Mr. Mercado gives a piece of advice to his son-in-law. The husband of his
daughter wants to go abroad.
B. Underline the synonym of the compound word in the following sentences.
1. Parents provide backstop during Brigada Eskwela. (assistance, food, ideas)
2. Two weeks later,Erianne was cleaning out the small bag she carried with her
everywhere when she found a thin, black leather billfold. ( bag, jacket, wallet)
C. Encircle the antonym of the compound word in each sentence.
1. The policemen broadcast the issue of illegal logging. ( tell new, spread, hide)
2. Luisa wants to stay at the backside. (bottom, front, left)
Learn Some More
Write the compound words that mean the following.
__________________ bell by the door
__________________ ache or pain at the back of the body
__________________cake fried on a pan
__________________room where classes are held
__________________cloth to cover
4
Remember
 Compound words come from two or more words that are combined
together to form a new word and a new meaning.
 Context clues hint the parts of a sentence or paragraph that come before
or after the unfamiliar word.
 Synonyms are words with similar meanings.
 Antonyms are words with opposite meanings.
Write about It
Using your own understanding of the words, define the following words and compound
words. Use the compound words in meaningful sentences.
1. boxing-_____________________________________________
ring-_______________________________________________
boxing ring- _________________________________________
Sentence:___________________________________________
2. finger-______________________________________________
print-_______________________________________________
finger print-__________________________________________
Sentence:___________________________________________
Day 3 Aspects of Verbs
Think and Tell
Look at these pictures.
Do you take care of your environment?
What activity do you usually do to take care of our environment?
Find Out and Learn
Read and analyze the following words.
A
5

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K TO 12 GRADE 5 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)

  • 2. Week 1 Day 1 Noting Details Think and Tell Look at the pictures. 1. What animal is in the first picture? How about in the second picture? 2. How are these animals similar? How they differ? 3. If you are going to choose between these animals, who will you want to be? Why? Find Out and Learn Let us read the following lines of the characters in the story heard using appropriate facial expressions.  “Don’t move! I’m going to eat you this minute.”  “I have to use my wits instead of my legs”  “I could have been a good dinner for you last year. I was then very fat and plump. But I had three babies then. Now I’m slim and not delicious”. Try and Learn Work with your group. Gr.1- Have a short role playing about “The Sly Fox” Gr.2- Deliver the lines of the fox and wolf with appropriate facial expressions) Gr. 3- Draw the scenes of the story “The Sly Fox” 1
  • 3. Choose the letter of the word group that best answers the question or completes the sentence. 1. How does the story open? a. It introduces the characters of the story. b. It gives background information on the characters c. It tells where the story happened. d. It started with dialogue between the two characters. 2. What characters does the story have? a. Two animal characters. b. Two human characters. c. An animal and a human character. d. A moon and two animal characters. 3. Which describes the setting of the story? a. A bright day in the forest c. A rainy afternoon in the forest b. A dark night in the forest d. A full moon night in the forest. 4. Why did the wolf not eat the fox? a. The wolf would eat the baby foxes instead. b. The fox offered him something good and fat. c. The wolf took pity on the fox. d. The fox was able to escape from the wolf. 5. What could have happened to the wolf? a. He was able to get the piece of the meat at the bottom of the well. b. He had a delicious dinner at the bottom of the well. c. He and the fox became good friends. d. He drowned in the well. Remember  Use of appropriate facial expressions in delivering the lines of the characters in the story helps in making the story more realistic, creative and emotional. The listeners feel more excited to know what will happen next and they become more imaginative.  Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself. Do and Learn 2
  • 4. Day 2 Inferring Meaning of Unfamiliar Compound Words Based on Context Clues, Synonyms and Antonyms. Think and Tell Have you experienced riding a bus? Did you experience witnessing a commotion in your community? What did you feel? Find Out and Learn Read the following words: A B C backpack front door mother-in-law newspaper back lawn editor-in-chief How many words were combined to form new word and new meaning? What do you call the words with two or more words that are combined together to form a new word and new meaning? How do compound words in column A written? In column B? in column C? Remember Compound words are words that are combined together to form new words and new meanings.  Compound words can be written as one word. It is called closed compound word. Ex. Backpack, overpass, notebook  Compound word can be written as two words. It is called open compound word Ex. Front door, boxing ring  Compound word can also be written with hyphen. It is called hyphenated- compound word. Ex. mother-in-law, hand-in-hand, attorney-at-law 3
  • 5. Try and Learn Read the sentences. Answer the questions that follow. a. The sky was overcast, rain was expected because it was cloudy afternoon. What word in the sentence hint the meaning of the unfamiliar word? b. I have read the foreword of the book “Mother’s Wit”. What word is synonymous to foreword? ( conclusion, introduction, content) c. His statement was an example of falsehood. What word has opposite meaning with falsehood? ( truth, lies, rumor) Do and Learn A. Box the meaning of the compound word through context clues. 1. I have read the headline of the newspaper today, it is front story written in bold letters. 2. Mr. Mercado gives a piece of advice to his son-in-law. The husband of his daughter wants to go abroad. B. Underline the synonym of the compound word in the following sentences. 1. Parents provide backstop during Brigada Eskwela. (assistance, food, ideas) 2. Two weeks later,Erianne was cleaning out the small bag she carried with her everywhere when she found a thin, black leather billfold. ( bag, jacket, wallet) C. Encircle the antonym of the compound word in each sentence. 1. The policemen broadcast the issue of illegal logging. ( tell new, spread, hide) 2. Luisa wants to stay at the backside. (bottom, front, left) Learn Some More Write the compound words that mean the following. __________________ bell by the door __________________ ache or pain at the back of the body __________________cake fried on a pan __________________room where classes are held __________________cloth to cover 4
  • 6. Remember  Compound words come from two or more words that are combined together to form a new word and a new meaning.  Context clues hint the parts of a sentence or paragraph that come before or after the unfamiliar word.  Synonyms are words with similar meanings.  Antonyms are words with opposite meanings. Write about It Using your own understanding of the words, define the following words and compound words. Use the compound words in meaningful sentences. 1. boxing-_____________________________________________ ring-_______________________________________________ boxing ring- _________________________________________ Sentence:___________________________________________ 2. finger-______________________________________________ print-_______________________________________________ finger print-__________________________________________ Sentence:___________________________________________ Day 3 Aspects of Verbs Think and Tell Look at these pictures. Do you take care of your environment? What activity do you usually do to take care of our environment? Find Out and Learn Read and analyze the following words. A 5
  • 7. postdate post(after) + date= after the dat supernatural super(more than) + natural= more than the natural - ex- president ex( former)+ president= former president nonsense non(without) + sense= without sense multitask multi(many) + task= many task B colorless color+ less(without)= without color cheerful cheer+ ful (full of)= full of cheer breakable break + able (having the quality= having the quality to break adulthood adult+ hood(state/condition of being)= state of being adult In what part of the words in set A do the syllables added? (at the beginning) -Syllables added at the beginning of a word are called prefixes. In what part of the words in set B do the syllables added? (at the last part) -Syllables added at the last part of the word are called suffixes. Say: Prefixes and suffixes change the meaning of words Try and Learn Study the following sentences. Then, answer the following questions. The president continues The teachers continue to to motivate people to take motivate pupils to take care of care of the environment. the environment. A B 6
  • 8. He continued working They will continue with the group his father to inspire people of all founded since 2002. ages. Look at the sentences in tree A and B. When are you going to add –s or –es in your verb? Look at the sentence in tree C. What will be added to a regular verb when the action was done already? How about in irregular verb? Look at tree D. What modal will be added to the base form of the verb to express futurity? Do and Learn The following sentences are written in past tense. Rewrite them in present and future tense on the lines below. a. The rain fell on the green valley. Present tense:_____________________________________________________ Future tense:______________________________________________________ b. Jane borrowed Richard’s eraser. Present tense:_____________________________________________________ Future tense:______________________________________________________ c. The shark swam through the ocean. Present tense:____________________________________________________ Future tense:_____________________________________________________ Learn Some More 7
  • 9. PRESENT TENSE If the action is being done in the present time, the verb is in present tense. PAST TENSE If the action is done already in the past time, the verb is in past tense. FUTURE TENSE If the action is to be done in future time , the verb is in future tense. A S V P O E E F R C B T S S Compose sentences using the given sets of words. Refer to the word enclosed in the parentheses to know the tense of the verb to be used in each item. Ex: Carlito, swim, beach, (present) Carlito swims at the beach. a. Angel, read, pocketbook, (future) ____________________________________________________________ b. Pila, celebrate, Pailah Festival, last year (past) ____________________________________________________________ c. Farmers, plant, rice, May ( present) ____________________________________________________________ Remember Day 4 Planning a Two to Three Paragraph Composition Using an Outline/ Other Graphic Organizers Think and Tell Who is in the picture? What makes him so popular around the world? What characteristic of a Filipino does he signify? As a Filipino, how do you show respect to others? To God? Find Out and Learn 8
  • 10. Fiilipino as respectful person shows due respect to parents, elders and people in authority using "po" and "opo" kisses the hands of parents/gra ndparents calls older brother "Kuya",an d sister "Ate" Fiilipino as God- loving Person believes in one God patterns life the way God wants it loves his neighbors prays not only for himself Filipino Mayon Volcano Scenic Wondrous Majestic Perfect Cone Shape Fresh gardens Magnificent Famous Magnificent Analyze the following graphic organizer. Answer the questions that follow. Based on the Semantic web, who is a respectful person and a God-loving person? How do Filipinos show respect to others? How do Filipinos show love to God? Now, let us plan a two-paragraph composition using the details of the semantic web. A Filipino is a respectful person. He calls older brother “kuya” and older sister “ate”. He kisses the hands of his parents and grandparents. He is always using “po” and “opo”. He shows de respect to parents, elders and people in authority. A Filipino is also a God-loving person. He believes in one God. He patterns his life the way God wants it. He loves his neighbors. And most of all, he prays not only for himself. Try and Learn Using the details of the semantic web, plan a two-paragraph composition. 9
  • 11. Do and Learn The outline contains a personality of a Filipino. Write a two- paragraph composition using the following details. The Filipinos are humans and concerned to his fellowmen. A. Cares for himself and to his fellowmen. B. Thoughtful, loving, understanding, helpful, friendly and charitable. C. Ready to give a helping hand when needed. D. Ready to share laughter to cheer up those who are lonely. Remember  The clustering graphic organizer shows and separates the developed ideas from other ideas.  The use of graphic organizers and outlines provides the organization of ideas easy to understand, making learning more enjoyable. Day 5 Forms and Conventions of Films and Moving Pictures Think and Tell Are you fond of watching videos? What kind of video do you like? What things do you notice when the video is already playing? Find Out and Learn Read and analyze the following terms: a. Setting - can be used for a number of purposes 10
  • 12. It might be used for: • Realism - (Time and place of setting is made known) • Atmosphere - (Reinforce desired mood) E.g. Horror movies  Symbolism - (Can be conveyed through setting) E.g. a storm can represent inner turmoil b. Characterization – a narrative might use • Sympathetic characters- With whom the audience strongly identifies with. They may share qualities and values. •Unsympathetic Characters- Audience dislikes. May increase sympathy to main character. c. Performance/ Acting - This will also affect the way an audience responds. Elements of performance include facial expressions, body language and delivery of lines. d. Direction(Props, Sets and Locations) - can influence our interpretation of character as contribute to the atmosphere of the film. e. Camera Work/blocking - Frequent use of close-ups can encourage the audience to identify with a character. Wide shots can emphasize the beauty of a scene or give a sense of emptiness. Different angles can make characters appear powerful and threatening or weak and frightened. f. Lighting - Soft and harsh lighting can manipulate a viewer's attitude towards a setting or a character. The way light is used can make objects, people and environments look beautiful or ugly, soft or harsh, artificial or real. Light may be used expressively or realistically. • Backlighting. A romantic heroine is often backlit to create a halo effect on her hair. Try and Learn Watch the short film to be played. Then, answer the following items. (“Stellar Moves: The Story of Pluto”) 1. The setting of the short film is ( realistic, atmospheric, symbolic) 2. In characterization, box the sympathetic characters and encircle the unsympathetic characters. (Pluto and Stellar, Earth and other Planets) 3. Regarding the performance/ acting, what are the facial expressions conveyed in the film? 4. What kind of props, sets, locations are used in the short film. 11
  • 13. 5. Does the short film show proper blocking? Are all the characters visible in each scene? Do and Learn Choose a scene from the short film. Describe only one from the listed forms and conventions of film. Talk About It Answer the following questions based on the short film “Stellar ` Moves: The Story of Pluto”. 1. What is the film all about? 2. What fictional characters are used in the short film? 3. Who are the main characters of the short film? 4. How did the story begin? 5. What does Stellar wants Pluto to do after watching the TV show? 6. What did Pluto think of himself when Stellar asked him to join in the contest? 7. What did the friends do to make them ready for the contest? 8. Who among the characters had shown being impolite? 9. What did Pluto do to show love for his friend Stellar? 10. How did the story end? Remember FORMS AND CONVENTIONS OF FILM Setting Characterization Acting/ Directions Blocking Lighting Performance 12
  • 14. WEEK 2 – DISCOVERING MY TALENTS LESSON 6 – ELEMENTS AND THEME OF A LITERARY TEXT Listen and Learn! Talk About It 1. What was the song about? 2. What polite words where in the song? 3. Why should we use polite words? 4. Do you use polite words? 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 13
  • 15. Try and Learn Read the story carefully. 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. 14
  • 16. 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! Talk About It 1. Who was very evil and unpleasant? 2. What did he hate so much? 3. What was his plan? 4. What did he invent? Did his machine work? 5. What happened to the people? 6. Who were not affected by the machine? 7. Why they were not affected? 8. Where was hideout located? 9. What did the girls do to stop him? 10. If you were the girls, would you have done the same? Why? 15
  • 17. Find Out and Learn 1. What should we remember when listening to a literary text? 2. What are the elements of a literary text? 3. What elements did you remember from the story we read? Do and Learn Read the story and write the elements of the literary text. 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. Try and Learn Basing from the story read, answer the following questions. 1. Who was trapped in the well? 2. Who came passing one day? 3. What convinced the goat to go down the well? 4. How did the fox get out of the well? 5. What is the moral of the story? 16
  • 18. Do and Learn Read the story and write the elements of the literary text. 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. 17
  • 19. Remember  When listening to story being read, we should listen carefully and pay attention to the details of the story. In this way we can identify the elements of a literary text.  We could also take down notes while listening and reading.  The elements of a literary text are the character, setting, and plot, conflict, and theme.  The theme is the subject of the story and what the author wants to convey to the readers. LESSON 7 – COMPOUND WORDS 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:  What do you think are the underlined words?  What have you observed about these words?  What two words can we find in these words?  Can you think of other words which are combinations of two words? 18
  • 20. Study the example below: 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  What have you observed about the group of words?  How are they alike?  How are they different? Try and Learn Identify the compound words in the paragraph. Say if it is a one- word compound, two-word compound, or hyphenated compound word. A Trip to Town by Jean Paul V. Banay One Saturday morning, Marissa and her mother went to town to buy supplies for the household. They first stopped at the repairman’s shop to follow up the repair of their electric fan. The repairman said they could pick it up on Monday. Afterwards, they went to the supermarket to buy groceries. They bought meatballs, tomato sauce, and pasta. Mother will be cooking spaghetti that night. They also bought cooking oil, soy sauce, banana catsup, vinegar, salt and pepper. They also purchased some bathing supplies, like bath soap, shampoo, conditioner, and lotion. At the cleaning supplies section, they bought detergent soap, fabric conditioner, and dishwashing paste. After paying for the groceries, they went to a pizza house. Marissa ate one-fourth of the pizza. On their way home, they stopped over the local bakery to buy doughnuts and cupcakes as take home for Marissa’s father and siblings. It was a nice trip to town. 19
  • 21. Identify the compound words used the story. Classify and write them in the table below. One-word compound Two-word compound Hyphenated compound Do and Learn E A. A. 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. + = B. Write the compound name of the following pictures. Write in on the line below each picture. 1. 2. 3. 20
  • 22. 4. 5. C. Place a hyphen between words that are considered as compound words. 1. The hand picked tomatoes tasted better than the ones from the store. 2. The model was ready for her close up picture. 3. The referee called a time out during the basketball’s game. 4. Beware of car chasing dog on Brgy. Linga. 5. Sally’s mother in law came to visit her on her birthday. Remember Compound words are two words put together to create a new word. They can be open, closed, or hyphenated. Examples:  Open Compound Words dog house, ice cream, six-pack, runner-up  Closed Compound Words ladybug, toothpaste, bedroom  Hyphenated Compound Words editor-in-chief, officer-in-charge, life-saver Learn Some More 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. 21
  • 23. LESSON 8 – BODY MOVEMENTS/GESTURES Read and Learn Read the following sentences. Answer the following questions. 1. He winked at her and she knew that he was joking. 2. She bit into the apple. 3. Peter kissed his aunt on the cheek. 4. “I’m over here.” as she waved her hands in the air. 5. The little boy kicked the stones at his feet. Questions: a. What are the underlined words? b. How are they similar? c. What body parts do we use to do them? Let’s Read More Read the story below. The Homecoming by Jean Paul V. Banay It’s Friday evening. Every member of the Flores family was excited to go to the airport. Today is 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 approached them. They were crying in joy. 22
  • 24. Talk About It Read and answer the following questions. 1. What was the title of the story? 2. Who was going to the airport? 3. Why are they going there? 4. Have you noticed the underlined words? What can you say about them? 5. What do you think are these words? Try and Learn 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 23
  • 25. 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 communication where thoughts intentions or feelings are expressed by physical behaviour such as facial expressions, body posture, gestures, eye movement, touch, and use of space. Body movements maybe implied as a verbs or an adjective. LESSON 9 – ASPECTS OF VERB 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. 1. 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. 2. 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. 24
  • 26. 3. On the other hand, the sentence “I have washed the car.”, have washed, being in the present perfect, tells us that the action has just been done or completed. These sentences are in the present tense, if we are to write it in past tense, we would have.  I was washing the car. – simple past  I had washed the car. – past perfect  I had been washing the car. – past perfect progressive 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) 25
  • 27. 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. 1. The topic outline consists of words or short phrases. 2. 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. 26
  • 28. Try and Learn Make an outline of your top three favourite subjects and under it write what lesson have learned from it. LESSON 10 – FORMS AND CONVENTIONS OF A FILM Think and Tell What movies have you seen lately? Can you identify from which movie was these pictures taken from? If you are to make your own movie, what do you think are the things we need to consider in making a film or moving picture? Read and Learn The Shooting by Jean Paul V. Banay The town of Pila in the province of Laguna is famous for being one of the favourite spots to shoot commercials because of its ancestral houses. It was Wednesday. Julio was walking home from school when he saw a crowd in the town plaza. He went to see what was going on. He saw his uncle Jose watching too. “Uncle Jose, what’s going on here?” asked Julio. “They are going to shoot a soap commercial here.” answered Uncle Jose. 27
  • 29. “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? 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. Characterization refers 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. 28
  • 30. 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. Find Out and Learn Try to identify which form or convention of film is being described. Choose from the words inside the box. lights blocking direction acting dialogue characterization setting or set-up. 1. The actors are positioned in front of the house. 2. The director is telling the actors what he wants in the scene. 3. They are filming near the sea. 4. They use natural sunlight. 5. The actress made us cry at that scene. 6. “Get out, the house is on fire!!!” shouted the actor. 7. Glinda plays as the good witch. 29
  • 31. Think and Tell Look at the picture. Get a partner and talk about it. Find out and Learn Princess Polite (Short Story) by Jasmine Logan, Grade pr, QLD Once there was a girl called Princess Polite but people in her castle called her Polly or Polly Polite. One day a super star came to her castle. Polly said “Why have you come here? And what is your name?” The super star said “My name is Sarah Jones. I’m here to rock out on your castles stage!” Polly said “I don’t have a stage in my castle!” “Ooooh dear!” Sarah cried. Polly said “I will make a grand stage just for you and I will name it Stage Sarah.” Sarah said “You don’t have to call it stage Sarah.” Polly called for the best builders in the land to come build the stage. The building started. It took them two years to build it! Polly called Sarah on the phone. “It’s finished come see!” Polly said. “Sure, I’ll be there as soon as possible!” Super star Sarah said. Sarah brought a prince with her. Polly said “Where did you find him and what’s his name?” “James Sammy and I met him at a wedding.” Sarah said. “Oh how sweet!” Polly said. “Nice to meet you Polly Polite.” the handsome prince said. “You smell like tuna!’ Polly said. “Oh.” He said. “We are here to get married!” Sarah said. “Wait, I thought we were here to see you rock out. I don’t want to marry you!” James said, “I want to marry Polly!” Polly married the prince. The rock star rocked out on the stage but was crying the whole time. She stopped crying for a moment then she cried into a bucket it had a thousand drips in it and it went all the way up to the top. She had to tip it out and start all over again. The prince and the princess lived happily ever after. The rock star spent the rest of her life crying a million tears into a bucket and starting all over again and again and again and again and again and again and again and again 1. What is the story about? 2. What happened when the superstar came? 3. Why did Sarah want a castles stage? 4. How can you describe Sarah? Polly? 5. What happened when Polly built a stage for Sarah? 6. Why do you think the handsome prince married Polly instead of marrying Sarah? 7. What have you learned in the story? 30
  • 32. Try and Learn Greedy Boy There lived a twin brother called Sam and Tom! They were identical twins, even their mother found it too hard to differentiate between them during the initial months of birth. However, they were like two poles when it comes to everything other than their appearance. They neither agree with anything nor do they share even one single trait! Sam had no friends, whereas for Tom the world was friendship. Sam loved sweets and Tom loved to eat spicy foods. Sam was mommy’s pet and Tom was daddy’s pet. While Sam was generous, Tom was greedy! As they grew up, their father wanted to share his fortune equally. However, Tom did not agree and he argued that whoever is more intelligent and strong, will gain higher share of wealth than other. Sam agreed. Their father decided to organize a competition between the two. And they ordered the two sons to walk as long as they can in and they should return home before the sunset. Whoever covers the longer distance and returns home before sunset will get huge amount of wealth proportionate to the distance they covered. They don’t carry watch to calculate time. Both started to walk a long way during a sunny day. Sam walked slowly and steadily, while Tom urged to win over Sam started to run instantly. The distance they cover until mid-noon will be equal to the distance they would reach home before sunset. It was mid-noon and Sam decided to return back as he could reach home on time. However, Tom, with his greediness to earn more wealth, did not turn his way back home even after mid-noon. He walked two times longer distance that what Sam was covered and decided to return back before the sunset. He urged to return home as the Sun turned orange in the evening. Unfortunately, he could not even make half way to home and the moon rises. He lost the race and was defeated because of greediness! GREEDINESS WILL MAKE YOU LOSE EVERYTHING Questions: 1. What is the setting of the story? Read the part where the setting is mentioned. 2. Who are the characters in the story? Describe each of the characters. Identify the parts in the selection that helped you described the characters3. 31
  • 33. Do and Learn Read the story and summarize it by filling in the semantic web below. “Mind Your Own Business” There was once a girl who wouldn’t mind her own business, but loved to poke her nose into everyone else’s! She really was most tiresome. “You don’t do this right”, she would say to other children. “You don’t do that right!” And she would alter what they had done and make them very angry. She would even make herself a nuisance to her teacher. “You’ve put that notice up abput homework, Miss Brown. Oh, Miss Brown, wouldn’t be better if we had painting on Thursday instead of Wednesday, then we’d have more time?” “Katie, when I want you to run my school for me I’ll tell you!” Miss Brown would say, “When will you learn to mind your own business?” “Katie always pokes her nose into everyhting,”said William. “When my mother sent you a note yesterday, Miss Brown, Katie opened it and read it before you did.” “Don’t tell tales,”said Katie at once.”Miss Brown, you don’t like tale tellers do you? You always say you don’t. Well, wouldn’t you scold William?” “I don’t like tale tellers, it’s true,” said Miss Brown. “But I dislike even more little girls who open notes meant for other people, Katie. One day you’ll get into serious trouble for interfering. Katie was in her worst interfering mood one day. She had told her mother that the flowers in the vase were not arranged at all nicely, and she had arranged them all over again. She told her father that there was button loose in his mackintosh, and why didn’t he remember to get it sewn tightly? She had made the cook very angry because she had gone into the kitchen to watch a cake being made, and had felt certain she could do it better. So she had done a little mixing herself, and had upset the bowl of flour, milk, sugar and eggs all over the table. 32
  • 34. Learn Some More THE ANT AND THE DOVE One hot day, an ant was searching for some water. After walking around for some time, she came to a spring. To reach the spring, she had to climb up a blade of grass. While making her way up, she slipped and fell into the water. She could have drowned if a dove up a nearby tree had not seen her. Seeing that the ant was in trouble, the dove quickly plucked off a leaf and dropped it into the water near the struggling ant. The ant moved towards the leaf and climbed up there. Soon it carried her safely to dry ground. Just at that time, a hunter nearby was throwing out his net towards the dove, hoping to trap it. Guessing what he was about to do, the ant quickly bit him on the heel. Feeling the pain, the hunter dropped his net. The dove was quick to fly away to safety. One good turn deserves another. Remember  The characters are the people or animals in the story.  The setting talks about the place and the time that the events in the story happened.  The plot is made up of the events that happened in the story. It consists of the beginning, the middle, and the ending.  Beginning – it gives the problem faced by the main character  Middle – it represents the actions made by the characters to solve the problem  Ending – it gives the solution to the problem Think and Tell Look at the people in the picture. Questions: 33
  • 35.  Who are in the pictures?  How many of you are members of the GSP or the BSP  What are the common activities of a girl scout and a boy scout? Read and Learn Read the story and analyze it. Talk about It Answer the following questions.  Who celebrated their anniversary?  How did they celebrate their anniversary?  What was the purpose of their trip?  How can you descrice a virgin forest?  Where do you think can we find a virgin forest?  What value did the Girl Scout learn about the forest? Try and Learn Use Context clues to help you decide which word to use. Choose from the words in parentheses. 1. In the Sinai Desert, there is a mountain with very fine grains of sand. They say that when the sand slides, it produces a __________ sound that is very nice to hear. (musical, mechanical, comical) Story Last year, the Girl Scouts in our district celebrated their anniversary with a journey. What do you think is the meaning of journey? The purpose of this trip was to explore the virgin forests of Palawan. (What do you mean by virgin?) since the forests of Palawan have not yet been touched by loggers. Many of the Girl Scouts who went were independent girls and did not need help in doing basic or essential things like cooking and hiking. What do you think is the meaning of independent? essential? Learning the meaning of cooperation helped to make their trip a success. (guess the meaning of cooperation) By working together well, most of them learned much and enjoy the trip. They learned the value of preserving or taking good care of our forests to avoid floods and soil erosion. (what is the meaning of preserving?) 34
  • 36. 2. The lady announced that Jose won the grand prize. He became __________ for a while, and wouldn’t say a word. (noisy, speechless, disturbed) 3. Don’t throw old tires. Some people try to _________ them and earn a lot from them. (reduce, recycle, return) Learn Some More 35
  • 37. Do and Learn Read the given sentences, then choose one of the words from below that will best fit the sentence. After this, underline the word in the sentence that gave you clue to the word you chose. 1. Every ________ I have breakfast. 2. Turn on the _____________. It is dark in this room. 3. Bring this letter to the post office for _____________. 4. I can hear someone _______________ at the door. 5. Father brought some flowers which mother put in a _____________. Remember To get the meaning of a word, it must be used in a context and there is a clue.When we say context clue, it means get the meaning of the word as it is used with other words. “Therefore, the words that precede and follow an unfamiliar word will help you get its specific meaning. The word or is a signal that a meaning for a new word will follow. Think and Tell Write a sentence for each of the given pictures. ____________________________________ _____________________________ ___________________________________ Vase knocking mailing Morning light write 36
  • 38. Find Out and Learn Read the outline and answer the questions below. I. Characteristics of Vultures A. Large birds of prey B. Have baldheads and neck C. Have very good eyesight D. Have a keen sense of smell II. How vultures get their food A. Do not hunt for food B. Live on rotting bodies of dead animals C. Have to wait for their dinner D. Eats food left by the lion Questions:  What kind of birds are vultures?  Why do vultures do not hunt for food?  What kind of outline is presented?  What are the main topics in the outline?  Are they subtopics given for the main topics?  Can this outline be written in paragraph form? Do and Learn Write 2 paragraphs based on the outline given. Clouds I. Why clouds are important A. ____________________ B. protect us from the heat of the sun C. ____________________ II. ____________________ A. During fine weather, early in the morning clouds are golden yellow. B. ____________________ C. ____________________ Learn Some More Write paragraphs based on the outline given below. The Whale I. A sea mammal well built for living in water A. Has blubber or fat to keep at warm B. Has few bristle of hair on its head C. Has front links shaped like flippers D. Gives birth to live babies II. How the whale gets air A. Breaths air through its lungs B. Swims to the surface of the water to breathe air C. Blows out stale air before breathing in D. Will drown if cannot come to the surface to breathe 37
  • 39. We usually visit my grandparents every Sunday. Early in the morning on Sundays, mother will prepare some food to take with us. She will cook fish as well as chicken because grandpa likes fish but grandma eats only chicken. Remember We write paragraph using an outline by writing the topics following their correct order in the outline. Read and Learn A.Do you still remember what you used to do when you were small? What are these activities that you used to do? How do you feel when you recall these activities that you used to do? Find out as you read the poem. What did the author use to do when he was a child? (Write the answers on the board) What helping verbs were used to describe what he always did when he was small? B. Read and study the paragraph. Talk about It a. How does mother usually do on Sundays? b. What helping verb was used to express what mother usually does on Sunday? c. What do we call these activities that we always do or always did in the past? d. How many verbs are used to express these habits? e. What are the main verbs? f. What do we call these verbs? g. In what forms are these auxiliary verbs used? h. What do we call the helping verbs used before the auxiliary verbs? i. Do the modals remain in the same form or do they follow that the subject is? j. When do we use the modal used to and would? k. When do we use the modal will? THEN AND NOW When I was a child I used to go from place to place Crawling with my hands and feet. I used to play with all my toys Tearing and pulling them apart. Now that I have grown I would go wherever I want Going out with all my friends. I would join all kinds of games 38
  • 40. Write About It Use each modals inside the pie in a sentence. Remember  Modals are verbs used with other verbs. They can express a habit.  Used to, would - are used to express a past habit  Will – is used to express a present habit Try and Learn Draw a hat if the statement is correct and an umbrella if not. 1. The use of lighting can be both artificial and natural. 2. Actors/actress tells the story in a film by portraying a character. 3. Directions are the instructions given to the actors only. 4. Dialog are the things that are said by the characters in the movie. 5. A film creates the illusion of moving images. Do and Learn Exercise 1 Match Column A with the desciptions in Column B. Column A Column B 1. Things that are said by the characters in a movie A. Dialog 2. The time, place, circumstances in which a film takes place B. Directions 3. The use of various light sources C. Film 4. Instructions given to the actors and other people D.Lighting 5. Motion picture or photoplay E. Setting Exercise 2 Using the pictures below, write a simple dialogue with Formal and Informal English. 39
  • 41. Remember A film, also called a movie, motion picture or photoplay, is a series of still images which, when shown on a screen, creates the illusion of moving images due to the phi phenomenon. The different forms and conventions of films are:  Characterization - describe the depiction of a character in a movie  Acting is the work of an actor or actress, which is a person in theatre, television, film, or any other storytelling medium who tells the story by portraying a character and, usually, speaking or singing the written text or play.  Dialog – the things that are said by the characters in a movie; a discussion/ conversation between two or more people  Setting or set up – the time, place, circumstances in which a film takes place  Direction – the instructions given to the actors and other people working on a film  Blocking is the positioning and movement of the characters to tell the story in visual term  Lighting - the use of various light sources, both artificial and natural, to achieve some aesthetic or practical effect while illuminating a scene.  Formal language is using standard English (not slang) and appropriate grammar when speaking or writing. Informal language is the language we use when we feel very comfortable and casual around people. For example, talking with or writing to our peers, close friends, and family may be appropriate times to use informal speech. You may choose to use slang or some inappropriate grammar. Informal language does not require standard English. 40
  • 42. LEARNER’S MATERIALS Quarter 1 Week 4 Day 1 Distinguish fact from opinion Respond to ideas and opinions after reflection Think and Tell Game: Pick out a strip (rolled with ribbon) with a statement stating a fact or an opinion inside a box. Those who picked an opinion should go to the left side; those who picked a fact should go to the right side. Pupils who did not get it correctly should recite a poem; render a song or a dance number.  Boats never sink.  Ice is cold.  Three is not a number between two and four.  All people can read.  A kitten grew up to be a cat.  You should brush your teeth.  A baby cannot count one to ten  Rich people are happy.  Water is important to men. 41
  • 43. Find Out and Learn Read the sentence. Draw a if the statement tells about fact and a if it is opinion. ________1. The earth is made up of gases like oxygen carbon and others. ________2. The Sun is actually a star. ________3. ET is the friendly alien from the Outer Space. ________4. Conserving our forests greatly helps in preventing floods. ________5. The pen is mightier than the sword. Try and Learn Exercise 1 Read the following paragraphs. Answer the questions. A. Jose works with animals. In fact he spends every spare moment in a neighborhood pet store. After school he helps feed the animals and clean their cages. He spends a lot of time training the animals so that they get along with people. B. Jose believes that being a veterinarian and working with animals would be a wonderful thing for him to do when he grows up. He thinks that he will become an excellent veterinary doctor in the future. Which paragraph expresses truth of facts? Which paragraphs expresses a view or a belief? How do you identify that the paragraph is true or just an opinion? 42
  • 44. Do and Learn Shade the if the sentence states a fact and for the sentence that states an opinion cross it. 1. A forest is the best place to relax. 2. Christmas is the best time of the year. 3. Forest protects our wildlife; gives homes; food and water to animals and birds. 4. it is easier to wrap a big gift that a small one. 5. Malunggay leaves is good for the health Learn Some More Group the class into three. Give them a checklist of statement of fact and opinion. Let them answer it and compare their works with the other group. Fact Opinion 1. I love water. 2.Ilocanos are thrifty 3. Animals need food in order to survive. 4. Kidney transplant always saves lives. 5. Clean water is pure water. 6. Drink about 6-8 glasses each day to be healthy and strong. 7. The earth revolves around the sun once in every 365 ¼ days or one year 8. Forest fire can be prevented. 9. We celebrate New Year every first day of January. 10. Trees prevent flood that can kill people and crops. 43
  • 45. Remember Day 2 Identify different meanings of content specific word Denotation and connotation) (Science) Think and Tell Shows different pictures in the class (e.g. house‚ Group the class into two. Let the first class identify the meaning of the word while the other group must give their own meaning about the pictures. FACT is a statement which experiences and experiments have proven to be true. OPINION is a view or guess which may or may not be true. 44
  • 46. Find Out and Learn Read the paragraph and pick out 5 words give your connotation and denotation of the words that you’ve chosen. Ultrasonic Power Ultrasonic power is an electronic device that drives away annoying animals from an area. This new discovery uses high frequency sound. It forces the unwanted animals to leave the area. While the sound is irritating to animals‚ it is not to people. It does not cause any damage to the environment‚ too. Our household pets are also safe because this is designed for outdoors. Birds will not be affected. They are not affected by high frequency sound waves. Most importantly‚ this device is environment friendly. It eliminates the need for repellents‚ dangerous chemicals or physical attacks. Ultrasonic power is the answer to the problem caused by stray dogs‚ cats‚ and even rats. Try and Learn Ask the following questions: 1. What is the report all about? 2. What is the meaning of Ultrasonic Sound? 3. How about your own interpretation about it? 4. Which is for you the best one to use? The connotation meaning of a word or the denotation? 5. Can you give the differences of the denotation and connotation? 45
  • 47. Do and Learn Listed below are Science words give the connotation and denotation of the following: Learn Some More Divide the class into two groups. The first group will be the Connotation Group while the other one is the Denotation Group. Give them the same words to identify the meaning based on their group. After doing the activity let them compare their work. Remember electricity observing reproduction energy matter Denotation. The dictionary meaning of a word. The literal meaning of a word. 46
  • 48. Day 3 Read with automaticity grade level frequently occurring content area words. Gather information from various sources-Dictionaries. Think and Tell Let the pupils play the game. COMMUNICATION ACTIVITIES DCTONARY Divide students into groups of 3. Give each group a dictionary. Let them create the ideal student, school, class, teacher, or whatever. When they have their creation finished, each group will explain the meaning of it with the use of the dictionary. Find Out and Learn The teacher will give a selection to be read by the group. They must need to talk the correct intonation and diction of each word using the dictionary. Connotation. The emotional or cultural meaning attached to a word. 47
  • 49. Why the Sky is High In the early days, when the sky was still low, two brothers named Ingat and Daskol lived with their parents on Earth. As their names indicate, Ingat was careful in everything he did and was therefore his father’s right hand man. He was always helping with the work in the field and his parent’s were very pleased with him. On the other hand, Daskol did his work sloopily. In the absence of the daughter in the family, the house work came, to be Daskol’s responsibility. He fetched water, cleaned the house, and did cooking. He also did the pounding of the palay that his father and Ingat harvested. Even in pounding, Daskol lived up to his name. Half of the grain he pounded scattered and fell to the ground. Being naturally lazy and impatient, he did not like the work of pounding. One day, Daskol had to pound a greater quantity of palay than usual. He was irritated because every time he raised the pestle, it would hit the sky. His anger added to his strength and desire to finish the work quickly. So, he raised the pestle higher and every time it hit the sky, the sky will be raised. In his hurry Daskol did not notice that the sky was rising. When he finished pounding rice he looked up and discovered that the sky had risen and it is where it is today. Try and Learn Study the italicized word in the sentence. Look the meaning of the word in the dictionary. Write in your notebook. 1. The bunch of flowers will fade if you leave it under the sun. 2. The quarrel left a gulf between Percy and Yoly. 3. Let us cook our hotdogs over the live coals. 4. I want my steak to be served rare. 5. This is my first plane ride. 48
  • 50. Do and Learn Use the words in the box to complete the sentences. Write your answer on your notebook. a. Pluck f. lamented b. peering g. reign c. stranger h. choked d. approached i. fervent e. gulp j. marveled 1. Alligators _____small animals for food. 2. Lisa stared at me with a __________ smile. 3. Peace and harmony should ______ in every Filipino home. 4. The children _____ flowers from the garden. 5. The dog _________ on a piece of bone. 6. The boys ________their teacher to apologize. 7. Rommel ________ the death of his pet dog. 8. The sick boy could not go down to play. He was just _____ at his playmates through the window. 9. My pet dog barked at the ______. 10. The onlookers look up at the magnificent fireworks in the sky and _________. 49
  • 51. Read and Learn Let the pupils read the passage and answer the following question. From 1943 to 1952 scientists observed the formation of the volcano Paricutin. In February 1943‚ there was much underground activity near the village of Paricutin‚ Mexico. It caused many small Earth tremors that worried the villagers. On the February 20‚ Dionisio and Paulo Pulido noticed smoke rising from a small hole in their cornfield near the village. The hole had been there as long as the farmer and his wife could remember . That night hot rock fragments spewing from the hole looked like fireworks. By morning‚ the fragments had piled up into a cone about 40 meters high. Within two years it was more than 400 meters high. Ash from the volcano burned and covered the village of Paricutin. Lavas flows buried another nearby village. After nine years‚ the volcanic activity stopped. Talk About It 1. What is the passage all about? 2. When did the scientists observed the formation of the volcano Paricutin? 3. How can you describe the scenery during the night of February 20? Remember Dictionary gives a word a many meanings. We use the dictionary to select the appropriate meaning from several meanings given. WE select the appropriate meaning of the word by knowing how it is used in the sentence. 50
  • 52. Day 4 Compose clear and coherent sentences using appropriate grammatical structures (collective nouns and verb agreement) Revise writing for clarity-correct spelling Think and Tell Call 9 students and group them into 3. Give the group each envelops. Inside on it is a group of words to be arrange to form a sentence. Answers: Group 1 – My dogs always growl at the postal carrier. Group 2 – Peter doesn’t likes vegetables Group 3 – Basketball rolls across the floor. Ask the pupils “ What did you notice in the subject? How about the verb? What is the relationship of the subject and the verb? Do and Learn Underline the collective nouns in the sentence. 1. The committee meets here every Thursday. 2. The crowd is getting angry. 3. The jury has finally reached a decision. 4. The majority rules most of the time. 5. The staff have gone their separate ways for the holidays. 51
  • 53. Learn Some More Give the instruction to the pupils written on the index card and perform the activity. Group 1 a. Each _____ a trophy for playing. b. Something ___ very wrong here. c. The crowd ___ getting angry. Group 2 a. Each _____ a trophy for playing. b. Something ___ very wrong here. c. The crowd ___ getting angry. Group 3 a. Each _____ a trophy for playing. b. Something ___ very wrong here. c. The crowd ___ getting angry. Group 4 a. Each _____ a trophy for playing. b. Something ___ very wrong here. c. The crowd ___ getting angry. Write About It Read the sentences carefully. Fill in the blanks with the correct missing letters to complete each word. Write the whole word on a piece of paper. 1. Any end___vor can easily be done if we work together. 2. Christians believe that Jesus Christ is the red___mer of the world. 3. The stranger looks w___rd. 4. The misch___vous child got hurt. 5. Please help me fix our l___king faucet. 52
  • 54. Remember Day 5 Determine images/ideas that are explicitly used to influence viewers -Stereotypes -Point of view -Propagandas Observe politeness at all times. Think and Tell Look at the pictures class. What can you say about the pictures? Is anyone of you already watched a movie? How do you act inside a movie theater? Subject verb agreement simply means the subject and verb must agree in number. This means both need to be singular or both need to be plural. Collective nouns can be singular or plural depending on meaning. Here are some examples of subject verb agreement with collective nouns: 53
  • 55. Do you think it is important to act correctly during watching any film movie or even we are just watching a TV? Emphasize the good attitudes in watching a film viewing. Find Out and Learn Watch the video “Bullying Elementary School” by Travis White Production. Have the pupils have their point of view after watching the video. Let them identify the characters that each pupils possess in the video. Do and Learn Answers the table by simple categorize the images/ideas came from the recent video. Put a √ on a column. Images/Ideas Stereotypes Point of View Propaganda 1. naughty child 2. juice 3. shoes and dress of the children 4. reminded by the principal 5. playing Learn Some More 54
  • 56. Group the class into four. Identify the different images/ideas. Write P if it’s use for propaganda S for stereotypes and PV for point view. Then let them compare their answer and talk about it. 1. 2. 3. 4. 5. 55
  • 57. Remember E. Closure/ Assessment Stereotype: to believe infairly that all people or things with a particular characteristic are the same. 56
  • 58. FIRST QUARTER – LM Day 1 Think and Tell Look at the picture. What do you see in the picture? Can you imitate the sounds of it? Find Out and Learn Analyze the following sentences identify the sound device used .  I lie down by the side of my bride.  Hear the lark and harken to the barking of the dark fox gone to ground.  It's hot and it's monotonous.  The crumbling thunder of seas.  Try to light the fire.  The horse’s hooves clip-clopped on the cobblestones.  Those clucking chickens are driving me crazy!  If you’re going to cough, please cover your mouth.  The prisoner was terrified to hear the crack of the whip.  We roasted marshmallows over the crackling fire.  Despite their mother’s warnings, the children chose to chew with their mouths open.  The rich man was so cheap that it was chilling.  The crowd cheered when the champion hit the challenger with a chair.  We sat around the campfire and chomped on chunks of charred chicken.  Change the channel.  They would have been on time, if they didn’t dilly-dally.  He dunked the delicious donut in dairy creamer.  There is nothing but death in the desert during the day.  I woke up at school in a slobbery pool; though I used to be dry, now I’m drowning in pool.  I dreamt of a drip-dropping drain in my dream. 57
  • 59. Try and Learn Answer the following ; 1. Which example /sentence imitates its sound ? 2. Which sentence start with the same sound are used close together in a phrase or sentence? 3. From the examples given by the teacher which sentence takes place when two or more words close to one another repeat the same vowel sound but start with different consonant sounds? Learn Some More Group Activity Analyzing the sound devices used in the sentences. Group 1: List down the sentences sound devices ( onomatopoeia ) Group 2: List down the sentences sound devices ( alliteration ) Group 3: List down the sentences sound devices ( assonance ) Remember Sound Devices  What is onomatopoeia? - Onomatopoeia is when a word’s pronunciation imitates its sound. Example:  What is alliteration ? - Alliteration happens when words that start with the same sound are used close together in a phrase or sentence. The sound is usually a consonant and the words don’t have to always be right next to one another. - One of the fun features of alliteration is when it becomes a tongue twister. Example: I could hear the crowd murmur as the news spread. The large dog said, “Bow-wow!” Both bees and buzzers buzz. The bird’s chirp filled the empty night air Honesty is the best policy. Let the cat out of the bag. A stitch in time saves nine. Alice’s aunt ate apples and acorns around August. Becky’s beagle barked and bayed, becoming bothersome for Billy. Carrie's cat clawed her couch, creating chaos. 58
  • 60.  What is assonance ? -Assonance takes place when two or more words close to one another repeat the same vowel sound but start with different consonant sounds. - Example: She could feel her son’s sweet smell of success. The silken tent. 59
  • 61. FIRST QUARTER Week 5 Day 2 I. Objectives Use formal and informal English when appropriate to task and situation II. Subject Matter Topic: Formal and informal English when appropriate to task and situation Materials: chart, pictures ,activity sheet ,meta cards Reference: EN5OL -Ie – 3.9 Internet Focused Skill: Speaking Value: III. Procedure A. Setting the Stage Look at the picture . Try to analyse which of them are using the formal and informal English based on the situation portrayed . Say: What can you say about the picture? Can you tell something about this? Based on their actions. Which do you think shows the formal and informal conversation ? B. Explaining the students What to Do Say: Today we discuss about using formal and informal English based on their task and situation. Say: How do you differentiate the formal and informal English ?  Formal English - we use it when writing essays for school, cover letters, to apply for jobs or e mails and letters at work. Example: represent , Finally  Informal English – we use it with friends, children and relatives. Example : stand for, In the end 60
  • 62. C. Modeling The teacher will give more sample of formal and informal English. Refer to LM. Say: What have you noticed about the samples of the formal and informal English? Which of the two do you want to use ? D. Guided Practice The teacher will present new sample of formal & informal English. Direction: Write F if the words state formal English and IF for informal English. ____1 . Go up ____ 4. ASAP ____2. Therefore ____ 5. negative ____3. Totally E. Independent Practice Group Activity Complete the table below . Group 1: Abbreviation Formal English Informal English television photo Group 2: Letter of Expression Formal English Informal English Hi Robert Truly Yours, Group 3: Slang Formal English Informal English Children Right answer F. Closure When do we use formal English ? informal English? 61
  • 63. IV. Evaluation Directions: Arrange the words in the table below . Example: bad - negative Completely loaded Smart You can call me if you need anything. Rich intelligent I look forward to having from you. Please do not hesitate to contact me. Hope to hear from you soon. totally Formal English Informal English 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 62
  • 64. Week 5 Day 2 Think and Tell Look at the picture . Try to analyse which of them are using the formal and informal English based on the situation portrayed . What can you say about the picture? Can you tell something about this? Based on their actions. Which do you think shows the formal and informal conversation ? Find Out and Learn Verbs Formal Informal establish Set up examine look at Transition Formal Informal moreover also However but Emphasis Formal Informal much A lot of definitely very Slang Formal Informal negative bad positive good What have you noticed about the samples of the formal and informal English? Which of the two do you want to use ? 63
  • 65. Learn Some More Group Activity Complete the table below . Group 1: Abbreviation Formal English Informal English television photo Group 2: Letter of Expression Formal English Informal English Hi Robert Truly Yours, Group 3: Slang Formal English Informal English Children Right answer Remember  Formal English - we use it when writing essays for school, cover letters, to apply for jobs or e mails and letters at work. Example: represent , Finally  Informal English – we use it with friends, children and relatives. Example : stand for, In the end 64
  • 66. Week 5 Day 3 I. Objectives 1. Infer the meaning of unfamiliar words based on given context clues ( synonyms, antonyms, word parts and other strategies ) 2. Revise writing for clarity ( correct spelling ) II. Subject Matter Topic: Meaning of Unfamiliar Words Based on Given Context Clues Materials: chart, pictures ,activity sheet ,context Reference: EN5V- Ie-12 and 13 Internet Developing Reading Power 5 p. 17-26 Focused Skill: Inferring Value: Save the animals. III. Procedure A. Setting the Stage Study the following sentences. Find the meaning of the underlined word. What word in the sentence hints at the meaning of the unfamiliar word ?  Attendance in the meeting is mandatory. The parents thought it was voluntary.  The police officer was stalwart . He was not weak nor fearful. Say: Can you tell the meaning of the unfamiliar word ? What groups of words in the sentence helps you figure out the meaning of the unfamiliar word ?  The sky was overcast and rain was expected in the afternoon.  Thosand of years ago, primitive people discovered fire and learned to cook their food. Say : What words in the sentence hint at the meaning of the unfamiliar word ? What kind of context clue is used in the sentences ? B. Explaining the students What to Do Say : Inference clue is a kind of context clue. In an inference clue, some kind of information is given in the sentence to help you figure out the meaning of the unfamiliar word. Say: The examples use antonyms as hints to the meaning of the unfamiliar word. An antonym is a word that means the opposite of a given word. In this kind of Context clue the antonym of the unfamiliar word is given within the sentence or in the next to help the reader figure out the meaning of the unfamiliar word. C. Modeling Directions: Read the paragraph below. Infer the meaning of the underlined words. 65
  • 67. The shark is a sea animals whose prodigious strength and size is unequalled. A hungry shark attacks its prey viciously. Because of this, many people fear the animal . But the shark does not deserve such bad reputation. In reality, sharks rarely attack human beings. The animals does so only when provoked by hunters who invade its territory. Like any other animal, the shark resents invasion of its home. 1. The elephant is another mammal with prodigious strength Prodigious means _________. a. beautiful c. wicked b. great d. unfriendly 2. Normally, the sharks’ prey are other fishes. What does prey mean ? a. Animals who eat other animals b. Animals that are hunted as food c. All animals that swim d. Animals that live together 3. When a hungry shark attacks viciously, it moves _________. a. gently c. in slow motion b. gracefully d. with force 4. If you deserve something, you are _____ of it. a. worthy c. burdehed b. ashamed d. proud 5. What does reputation mean ? a. the way a person or thing is named b. one’s family name c. one’s work calling D. Guided Practice Directions: Read each sentence. Circle the antonym clue. Underline the word That is explained by the antonym clue. 1. Life in the barrio is not extraordinary. It is mundane. 2. The drinks served today is sparkling but yesterday was flat. 3. The Spaniards called the Filipinos indolent but actually we are industrious. 4. The sea today is turbulent, not calm. 66
  • 68. 5. The soiled bed sheet is not clean. It needs washing. E. Independent Practice Group Activity Group 1 Directions: Determine if the sentence has a context clue for the underlined word. Write C on the first blank if the sentence has a context clue: write NC if it does not have on the blank, write the kind of context clue used. Refer to LM. Group 2 Directions : Study the sentences. Find the word or word group that help you understand the meaning of the underlined word. Write the clues on your paper. Refer to LM. Group 3 Directions: Study the following sentences. Select the word or word group that has the same meaning as the underlined word. Tell the information you used To figure out the meaning of the unfamiliar word. F. Closure Inference clue is a kind of context clue. In an inference clue, some kind of information is given in the sentence to help you figure out the meaning of the unfamiliar word. IV. Evaluation A. Directions: Select the word or word group that has the same meaning as the underlined word. Tell the information you used to figure out the meaning of the unfamiliar word. 1. The head nurse has many obligations in the hospital. a. Uniform c. patients b. Duties d. payments 2. The firemen looked through the debris of the burned building. They tried to find out how the fire started. a. Flames c. remains b. Twisted steel d. broken doors 3. Alvin holds a grudge against me when I did not vote for him in the student Election. a. Feeling of forgiveness c. feeling of happiness b. Feeling of bitterness d. feeling of encouragement B. Directions: Read each sentence. Circle the antonym clue. Underline the word that is explained by the antonym clue. 4. The parents were lukewarm in their response. They were not enthusiastic. 5. Mother changed the drab color into something lively. 67
  • 69. Week 5 Day 3 Think and Tell Study the following sentences. Find the meaning of the underlined word. What word in the sentence hints at the meaning of the unfamiliar word ?  Attendance in the meeting is mandatory. The parents thought it was voluntary.  The police officer was stalwart . He was not weak nor fearful. Can you tell the meaning of the unfamiliar word ? What groups of words in the sentence helps you figure out the meaning of the unfamiliar word ?  The sky was overcast and rain was expected in the afternoon.  Thousand of years ago, primitive people discovered fire and learned to cook their food. What words in the sentence hint at the meaning of the unfamiliar word ? What kind of context clue is used in the sentences ? Find Out and Learn Directions: Read the paragraph below. Infer the meaning of the underlined words. The shark is a sea animals whose prodigious strength and size is unequalled. A hungry shark attacks its prey viciously. Because of this, many people fear the animal . But the shark does not deserve such bad reputation. In reality, sharks rarely attack human beings. The animals does so only when provoked by hunters who invade its territory. Like any other animal, the shark resents invasion of its home. 1. The elephant is another mammal with prodigious strength Prodigious means ________ a. beautiful c. wicked b. great d. unfriendly 2. Normally, the sharks’ prey are other fishes. What does prey mean ? 68
  • 70. a. Animals who eat other animals b. Animals that are hunted as food c. All animals that swim d. Animals that live together 3. When a hungry shark attacks viciously, it moves _________. a. gently c. in slow motion b. gracefully d. with force 4. If you deserve something, you are _____ of it. a. worthy c. burdehed b. ashamed d. proud 5. What does reputation mean ? a. the way a person or thing is named b. one’s family name c. one’s work calling Try and Learn Directions: Read each sentence. Circle the antonym clue. Underline the word That is explained by the antonym clue. 1. Life in the barrio is not extraordinary. It is mundane. 2. The drinks served today is sparkling but yesterday was flat. 3. The Spaniards called the Filipinos indolent but actually we are industrious. 4. The sea today is turbulent, not calm. 5. The soiled bed sheet is not clean. It needs washing. Do and Learn Group Activity Group 1 Directions: Determine if the sentence has a context clue for the underlined word. Write C on the first blank if the sentence has a context clue: write NC if it does not have on the blank, write the kind of context clue used. 1. Mother looked longingly at the fragile flower vases. _____________ ___________________________ 2. Father was in a predicament when he did not follow the odd-even scheme traffic rule. He was in a difficult situation. _____________ ____________________________ 3. The coat smelled musty after it has been stored in the closest for so many months. _____________ ____________________________ 4. The gullies on the hillside showed the rains had washed much of the good topsoil. _____________ ____________________________ 5. We put up a fence on the boundary of our property. _____________ ____________________________ Group 2 Directions : Study the sentences. Find the word or word group that help you understand the meaning of the underlined word. Write the clues on your paper. 69
  • 71. 1. The dog yanked or pulled at the meat until it came off the bone. 2. The sunken ship contains bag of pistoles . The bags of old gold coins are worth a lot of money. 3. The list of alternatives, that is choices, for the class trip includes a trip to the Enchanted Kingdom. 4. The fanciful or unrealistic costumes in the play are attractive. 5. Hepatitis is a very malevolent (harmful)disease. Group 3 Directions: Study the following sentences. Select the word or word group that has the same meaning as the underlined word. Tell the information you used to figure out the meaning of the unfamiliar word. 1. The damage done by the fire was dreadful ; we lost everything we have. a. amusing c. terrible b. unimportant d. could not be explained 2. Fatima was modest about her grades, even though it was the highest in the whole grade level. a. not happy c. not proud b. not boastful d. not sincere 3. In the LRT, I was wedged between the crowd and the door. a. offered a place c. squeezed b. pushed against d. pinned down 4. I was outraged when I saw that big boy pushing the lame boy. a. interested c. shocked b. pleased d. angered 5. The politician’s plan has many drawbacks. The people rejected it. a. advantages c. parts b. problems d. supporters Learn Some More Directions: Study the paragraph below. At the end of the paragraph, write the underlined word. Write the meaning of the underlined word. Write the kind of context clue used to figure out the meaning of the unfamiliar word. Malabon Zoo has an aviary or a place for keeping birds. Several tropical birds are keep here like the toucan, myna, and cockatoo. These variegated birds look like colorful butterflies. Although many visitors come to the zoo, the owner is apprehensive. Defraying or bearing the cost of the aviary is heavy. The owner came up with a novel idea to help with the expenses. He sells to the visitors souvenirs or items to remember the zoo. Unfamiliar Words Meaning Kind of context clue used 1. ______________ _______________________ 2. ______________ _______________________ 70
  • 72. 3. ______________ _______________________ 4. ______________ ______________________ 5. ______________ _______________________ Remember Inference clue is a kind of context clue. In an inference clue, some kind of information is given in the sentence to help you figure out the meaning of the unfamiliar word. An antonym is a word that means the opposite of a given word. In this kind of Context clue the antonym of the unfamiliar word is given within the sentence or in the next to help the reader figure out the meaning of the unfamiliar word. 71
  • 73. Week 5 Day 4 I. Objectives Compose clear and coherent sentences using appropriate grammatical structures; - Conjunctions II. Subject Matter Topic: Conjunctions Materials: chart, pictures ,activity sheet Reference: EN5G- Ie- 8.3 /8.4 English for All Times 5 Language p. 36-41 Focused Skill: Speaking and Writing Value: Honesty III. Procedure A. Setting the Stage Directions : Listen carefully as your teacher reads letter of excuse from her student. Say: - Who were absent from their classes? - Why was Joyce absent and was able to go to school? - Did Joyce explain clearly their reasons to be excuse?Why? B. Explaining the students What to Do Say : Have you 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 last __________________. I was absent because _______________. (or : I missed my classes last _______________. I missed my classes because ___________. You have learned that related ideas or thoughts can be joined by the conjunctions and, or, and but . Compound sentences are then built. Other conjunctions can also be used. This is to show a clear and precise relationship between ideas or thoughts. These are as follows : because when if unless so so that where although since When these conjunctions are used, another kind of sentence is built. This sentence is called a complex sentence. C. Modeling Directions: Look at how the ideas below can be combined into complex sentences. Can you explain the meaning of each combination ? You rest and sleep. You have a bad cold. 72
  • 74. 1. You rest and sleep because you have a bad cold. 2. You rest and sleep if you have a bad cold. 3. When you have a bad cold, you rest and sleep. 4. You rest and sleep although you have a bad cold. 5. Since you have a bad cold, you rest and sleep.  Which sentences tell why you have to rest and sleep?  Which tells a condition for you to rest and sleep ? When combining two ideas into one sentence, think how they are related To each other. Then, choose a conjunction that will clearly show that relationship. D. Guided Practice Directions: Can you combine the ideas in this paragraph clearly ? Use the appropriate conjunctions and form complex sentences. We wanted to go camping. We love the outdoors. We packed our supplies. We boarded the bus. We sang. We would not feel bored and sleepy. Did you come up with these complex sentence ? 1. We wanted to go camping because we love the outdoors. 2. After we packed our things, we boarded the bus. 3. We sang so that we would not feel bored and sleepy. E. Independent Practice Group Activity Group 1 Directions: Go around the classroom. Ask classmates to answer the questions or to complete the statements below. Record every answer. Refer to LM. Group 2 Directions : Choose the most appropriate conjunction to connect the ideas in each sentence. Refer to LM. Group 3 Directions: Complete each into a complex sentence. Add another idea appropriate to the given conjunction. Refer to LM. F. Closure Use conjunctions like, because, so that, when, where, if, although, among others, to express clear relationships. A complex sentence is made up of two or more ideas combined using the 73
  • 75. said conjunctions. IV. Evaluation Directions: Combine the given ideas into a complex sentence. Use appropriate conjunctions like because, if, although, unless, so that, before, after, when, were among others. Example : I like gardening. I love green plants. Answer: I like gardening because I love green plants. 1. I like farming. It is a man’s work. 2. I started gardening. I was seven. 3. I used pots made of small cans. I was still young for a garden pot. 4. I used animal manure as fertilizer. My plants grew healthy and robust. 5. I save some of my earnings in the bank. I can buy my favorite reading books. 74
  • 76. Week 5 Day 4 Think and Tell Directions : Listen carefully as your teacher reads letter of excuse from her student. Say: - Who were absent from their classes? - Why was Joyce absent and was able to go to school? - Did Joyce explain clearly their reasons to be excuse?Why? Find Out and Learn Directions: Look at how the ideas below can be combined into complex sentences. Can you explain the meaning of each combination ? You rest and sleep. You have a bad cold. 1. You rest and sleep because you have a bad cold. 2. You rest and sleep if you have a bad cold. 3. When you have a bad cold, you rest and sleep. 4. You rest and sleep although you have a bad cold. 5. Since you have a bad cold, you rest and sleep.  Which sentences tell why you have to rest and sleep?  Which tells a condition for you to rest and sleep ? When combining two ideas into one sentence, think how they are related To each other. Then, choose a conjunction that will clearly show that relationship. Try and Learn Directions: Can you combine the ideas in this paragraph clearly ? Use the appropriate conjunctions and form complex sentences. We wanted to go camping. We love the outdoors. We packed our supplies. We boarded the bus. We sang. We would not feel bored and sleepy. Do and Learn Group Activity Group 1 75
  • 77. Directions: Go around the classroom. Ask classmates to answer the questions or to complete the statements below. Record every answer. 1. I climb a mountain if……….. 2. I paint when ……………. 3. We study hard so ……….. 4. We can learn anything fast if …….. I play the guitar although …………… Group 2 Directions: Complete each into a complex sentence. Add another idea appropriate to the given conjunction. 1. It was a warm and bright day when ________. 2. Dondon and Edgar dressed up well because _______. 3. They had formed a singing group since ____________. 4. The boys had practiced for long hours so that __________. 5. They would not join the singing contest unless __________. Group 3 Directions : Choose the most appropriate conjunction to connect the ideas in each sentence. 1. Dona brings a waterjug ( when, where ) he goes hiking. 2. I like hiking, too, ( since, although ) it can be tiring. 3. ( When, Before ) I get very tired, I usually take a rest. 4. I began hiking 9 since, if ) I was seven. 5. You should not climb the mountain( so that, unless ) someone is with you. Learn Some More Directions: Complete each into a complex sentence. Add another idea appropriate to the given conjunction. 1. They strongly believe in winning because ___________. 2. The audience was very quiet when ________________. 3. At last the time came when __________. 4. After _________, the boys continued to practice singing. 5. If _________, you should develop by using it well. Remember Use conjunctions like, because, so that, when, where, if, although, among others, to express clear relationships. A complex sentence is made up of two or more ideas combined using the said conjunctions. 76
  • 78. Week 5 Day 5 I. Objectives 1. Analyze a 2- stanza poem in terms of its elements ( rhymes, sound devices, imaginary and figurative language ) 2. Distinguish among various types of viewing materials. II. Subject Matter Topic: Analyzing a 2- stanza poem in terms of its elements Materials: chart, poems ,activity sheet Reference: EN5RC – I e – 6 / EN5VC – I e 6 Developing Reader Power 5 p. 35-37 Focused Skill: Analyzing Value: Appreciate all the creatures of God. III. Procedure A. Setting the Stage Presenting some lines from several poems. Slides Presentation B. Explaining the students What to Do Say : Here are some lines from several poems. Can you tell the meaning of the underlined words ? What do the underlined words describe ? Figurative Language describes things in new ways. This kind of Language goes beyond what words actually mean. Poets often use figurative language meanings. C. Modeling Directions: Read the poem. THE NIGHT WILL NEVER STAY By : Eleonor Farjeon The night will never stay, The night will still go by, Though with a million stars You pin it to the sky Though you bind it with the blowing wind, And buckle it with the moon. The night will slip away. Like a sorrow or a tune  What do you call the underlined word?  How did the poet describe the moon? 77
  • 79.  Can moon really do what the poet’s suggest? D. Guided Practice MEXICAN PALM By: Emilie F. johnson My tree is like a duster reaching high. Stretching forth to sweep the cloudy sky. How the author describes the tree? E. Independent Practice Group Activity Directions : Study the following lines from some poems. Identify the figurative language used. Tell the meaning of the figurative words in everyday language. Group 1: Group 3: Where carts are blue And barns are red, And the road unwinds Like a twist of thread. Group 2: They seem like animal eyes in the dark That are stealthily searching for prey; And the road is afraid for it wriggles its tail And hurriedly slithers away. F. Closure Figurative Language describes things in new ways. This kind of Language goes beyond what words actually mean. Poets often use figurative language meanings. IV. Evaluation Directions: Study the lines from poem. Identify the figurative language used. Tell the meaning of the figurative words in everyday language. Butterfly, butterfly,light a summer air Dartting up,floating down,drifting everywhere Are the fairies using you. As an airplane for a fairy crew ? Slowly,silently now the moon Walks the night in her silver shoon This way and that , she peers and sees Silver fruits upon silver trees. 78
  • 80. Week 5 Day 5 Think and Tell Directions: Study the following lines from some points. Identify the figurative language used. Tell the meaning of the figurative words in everyday language. 1. Where carts are blue And barns are red, And the road unwinds Like a twist of thread. 2. The moon like a flower In heaven’s high bower, With silent delight Sits and smiles in the night. 3. My turtle is a tidy boy! When he is tired of play, He folds himself up carefully And puts himself away. Find Out and Learn THE NIGHT WILL NEVER STAY By : Eleonor Farjeon The night will never stay, The night will still go by, Though with a million stars You pin it to the sky Though you bind it with the blowing wind, And buckle it with the moon. The night will slip away. Like a sorrow or a tune .  What do you call the underlined word?  How did the poet describe the moon?  Can moon really do what the poet’s suggest? 79
  • 81. Try and Learn MEXICAN PALM By: Emilie F. johnson My tree is like a duster reaching high. Stretching forth to sweep the cloudy sky How the author describes the tree? Do and Learn Group Activity Directions : Study the following lines from some poems. Identify the figurative language used. Tell the meaning of the figurative words in everyday language. Group 1: Group 3: Where carts are blue And barns are red, And the road unwinds Like a twist of thread. Group 2: They seem like animal eyes in the dark That are stealthily searching for prey; And the road is afraid for it wriggles its tail And hurriedly slithers away. Remember Figurative Language describes things in new ways. This kind of Language goes beyond what words actually mean. Poets often use figurative language meanings. Slowly,silently now the moon Walks the night in her silver shoon This way and that , she peers and sees Silver fruits upon silver trees. 80
  • 82. QUARTER 1 Learner’s Material WEEK 6 Day 1 Think and Tell Do you feel the love and care of you mother? What are the instances that show your mother’s tender loving care? Find Out and Learn A. Unlocking of difficulties 1. A dagger is thrust into her heart. The word thrust means A. To push B. To play C. To remain 2. If you feel secure when you are with your parents, you are A. Afraid B. confident C. angry 3. When a mother caresses her child, she _____him/her. A. Touches B. scolds C. Reprimand 4. Sheila hurt herself when she touched the dagger. A dagger is _______. A. A round and smooth object B. An elongated and rough object C. A pointed and sharp object 5. It is for the sake of a child, then, it is for his/her own________. A. Misery B. benefit C. look out 81
  • 83. Listen as the teacher reads the poem. My Mother Dear Who brought me to this world To see the wonder works of God And enjoy life to the fullest? Who puts her arms around me During chilly evenings To make me feel warm? Who is in great pain When I am in sorrow As if a dagger is thrust into her heart? Who tell me stories at night And caresses me as I fall asleep, Till I dream of beautiful things? Who is there at my side Whenever I am sick? She is awake all night. Who plays with me To brighten my day? She never counts the hours Till her tired body drops. Who offers her life For the sake of her child; Not thinking of herself; Not thinking of what it may take? The woman who gave me this life, My dearest mother, whom I love so much. What do you think is the speaker’s tone, mood or purpose in the poem? a. He/ She is happy. b. He/ She is feeling loved and cared by his/her mother. c. He/ She wants to show her appreciation to his/her mother. 82
  • 84. Try and Learn Exercise Listen to the stanza read by the teacher. Then you will infer the speaker’s tone, mood or purpose. 1. Stanzas 2 and 3 2. Stanza 4 3. Stanza 6 4. Stanza 8 Do and Learn Listen as the teacher reads the following sentences then pupil will infer the speaker’s tone, mood or purpose. 1. Mr. Ramirez had a dialogue with the boys. During the interview, he noticed that Arthur answered his questions politely. 2. One of the applicants was praised as worthy of confidence by the mayor and was given a recommendation. Talk About It Listen as the teacher reads the paragraph. Then infer what will be the speaker’s tone, mood and purpose. Write your answer in one to three sentences. “Their cheers energized him and after few more seconds, he was already on top. “I did it! I did it! he shouted politely”. Write About It Infer what is the speaker’s tone, mood or purpose. “Let’s go Anna. Don’t worry. I’m here” he said softly. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________. 83
  • 85. Remember Mood is defined in poetry as the feelings or emotions that are evoked in the reader by the poem. Conversely, tone expresses the attitude the author has towards the subject or topic of the poem. Inferring the speaker’s tone, mood or purpose may be done by determining the purpose of the author in writing the poem or selection. It may be done through keen observation on the way the speaker’s read the lines and through analyzing of the words used in the poem or selection. Day 2 Think and Tell Read the following words Brunch Motel Smog Are you familiar with these words? Have you heard these words before? Find Out and Learn Read the sentences orally. Context Clues 1. I ate my brunch at the canteen since I haven’t eaten my breakfast and lunch. 2. Elsa sends mail through her electronic computer last night but Anna read her email the next morning.  What do you think is the meaning of brunch? Email? Read and observe the following words SYNONYMS ANTONYMS Smassy Smart rude Smassy Unwise timid Multiplex Multiple complex Multiplex Single simple  What is the synonym of smassy? Multiplex?  Can you infer the meaning of smassy? Multiplex?  What is the antonym of smassy? Multiplex?  Can you infer the meaning of smassy? Multiplex? 84