Lesson Plan in English Grade 5

Changing the Meaning of Words Caused by Shift in Stress
I. Learning Objective
 Distinguish changes in meaning of words caused by shift in stress
II. Subject Matter
A. Topic: Changing in the Meaning of Words Caused by Shift in

Stress
B. References: PELC II 1.1
21st Century English V pp. 4 - 5
C. Materials: flashcards
Value Focus: Cooperation and participation
III. Procedure
A. Preparatory Activities
Ask: How do you pronounce these words?

(Flash the following words to the pupils.)
present contact
object insult
record
B. Development of the Lesson
Presentation
Say: Listen as I read the sentence.
Sandra presents to her friends the presents she received last Christmas.
Analysis and Discussion
Ask:
1. What words in the sentences are similar?
2. How did I pronounce the first word? the second word?
3. What syllable is stressed in the first word? How about in the second
word?
4. Which word means “show” and is used as a verb?
5. Which word means “gift” and is used as a noun?
Say: Note that these two words have the same spelling, but a change in
the stress on the syllables changes their meaning. In the first word, the
stress in the second syllable [prizént], makes the word a verb which
means “to show.” When the stress shifts to the first syllable [pré sent],
the word now becomes a noun which means “gift”.
Say: Repeat the following words after me. Tell the meaning of each
word. Choose from the words inside the box.
Nouns Verbs
__________ récord __________ recórd
__________ éscort __________ escórt
__________ óbject __________ objéct
__________ ínsult __________ insúlt
__________ cóntrast __________ contrást
a. account f. guard
b. write down g. offend
c. thing h. offense
d. disagree i. differentiate
e. lead j. difference
Generalization
 If a word is pronounced strongly on the first syllable, the word is

used as a noun.
 If it is pronounced strongly on the second syllable, the word is used
as a verb.
C. Post Activities
Application
Exercise 1
Listen as I say the following words. Give the meaning of each
1. record 6. discount 11. repeat

2. progress 7. contest 12. present
3. desert 8. accent 13. object
4. digést 9. decrease 14. subject
5. increase 10. conduct 15. absent
Exercise 2
Work with a partner. Take turns in pronouncing the words listed in the
exercise. Tell your partner the meaning of each word.
Exercise 3
Listen as I read the pairs of sentences. Give the meanings of the similar
words that are pronounced differently in each pair.
a. The rebel was tried for treason.

b. The peasants will rebel against their landlord.
a. His disruptive conduct brought him to the guidance office.
b. The pupils conduct themselves well.
a. The contrast between the yellow and violet flowers is striking.
b. This cold weather contrasts with last week’s heat.
a. You should record the figures neatly.
b. The record shows that pupils who read well get high grades.
a. The woman purposely insults the vendor.
b. Her patronizing words were an insult to the masses.
Enrichment
Listen as I read the following sentences. Put a check before each

sentence if the meaning of the stressed word fits the sentence. If it does
not, write the word with the correct stress in the blank before the
sentence.
_____ 1. Camels live in the désert.

_____ 2. There was a big incréase in the supply of rice.
_____ 3. Nobody contést the decision of the judges.
_____ 4. He keeps a récord of all his findings.
_____ 5. Does your mother pérmit you to join the tour?
Values Integration
Ask: Did you participate actively in our activities today? If not, what
should you do next time?
IV. Evaluation
Listen carefully as I say the following words. Give the meaning of each
word.
1. cóntrast 6. prógress
2. insúlt 7. desért
3. éscort 8. digést
4. presént 9. accént
5. discóunt 10. cónduct
V. Assignment
List down five words which have different meanings caused by shift in
stress. Give the meanings of each word.
Identifying Figurative Language from a Poem Heard
 Identify figurative language from a poem heard
II. Subject Matter
A. Topic: Types of Figurative Language

B. References: PELC II 3
Developing Reading Power
Silver Secrets
100 Selected Poems for Young and Adults
C. Materials: charts of poems and verses
Value Focus: Love for animals
III. Procedure
Review
Ask:
1. What is figurative language?
2. Why do most literary writers use figurative language in their
writings?
Motivation
Say:
I have noticed that you are very interested to know more about
figurative language. You will find it more enjoyable to read poems with
figurative language.
Presentation/Discussion and Analysis
Types of Figurative Language
Say: There are three types of figurative language.Study the following

lines from some poems.These lines show one kind of figurative
language.
The moon is like a flower.

In heaven’s high bower.
My tree is like a duster reading high.

Stretching forth to sweep the cloudy sky.
Say: The lines above show simile.
 A simile states a comparison between two unlike objects but have

something in common.
 A simile contains the words like or as.
Ask: What two things are compared in the first example?

What is common between the moon and a flower?
What two things are compared in the second example?

What is common between a tree and a duster?
Say: Study another set of lines from some poems. These lines show
another kind of figurative language.
A train is a dragon that roars through the dark.

He wriggles his tail as he sends up a spark.
Who tossed those golden coins.

The dandelions glittering on my lawn?
Say: The examples above show metaphor.

 Metaphor is a kind of figurative speech.It states a direct comparison of
two unlike things that have something in common.
 A metaphor does not use the words like or as.
What two things are compared in the first sample?

In what way is a train like a dragon?
What two things are compared in the second sample?

How is a dandelion like a golden coin?
Study the following lines from some poems. These lines show another
kind of figurative language.
Slowly, silently now the moon

Walks the night in her silver shoes;
This way and that, she peers and sees
Silver fruits upon silver trees.
The birds have washed their faces

And cuddled in a row
Upon a little frosty bush
That twinkles in the snow.
Say: These lines show personification.

 Personification is the giving of human qualities to animals, objects or
ideas.
Look at the first sample.What human qualities are given to the moon?
The moon can walk in her silver shoes and can peer and see.
What human qualities are given to the birds in the second example?
Washed their faces and cuddled in a row
Values Integration
The birds and spiders were described in the third poem as if they were
human beings. How can you show your love and concern for the
animals like them?
Generalization
 Simile states a comparison of two unlike objects but have something

in common. It contains the words like or as.
 Metaphor states a direct comparison of two unlike objects that have
something in common. It does not use the words like or as.
 Personification brings to life an inanimate object by giving it the
qualities of a person.
C. Post Activities
Application
Say: I will read some lines from famous poems. Clap your hands if the
figurative language read is a simile; stump your feet if it is a metaphor
and whistle if it is a personification.
1. The birds may stop their soulful singing,
The phantom breeze may cease to sigh,
The flowers sweet may lose their fragrance,
But love can never die.
2. I wandered lonely as a cloud

That floats on high o’er vales and hills,
3. Twinkle, twinkle, little star

How I wonder what you are;
Up above the world so high,
Like a diamond in the sky.
4. Maps are really magic wands,

For home staying vagabonds.
5. A spider walked a tightrope there

And did not trip or fall.
She even kept her balance well
Without a parasol.
Enrichment
Listen to the lines taken from some poems. Go to line A if the figurative
language is a simile, line B if it is a metaphor and line C if it is
personification. Those whose answers are wrong will automatically be
out of the game and those who will remain until the last number will be
the winners.
1. I heard a mouse
Bitterly complaining
In a crack of moonlight
Aslant on the floor.
2. Mary had a little lamb,

Its fleece was white as snow.
3. They seem like animal eyes in the park

That are stealthily searching for prey.
4. The river quivers

And says to me:
Up there child
Deep down in you
A hidden world.
Note: For additional exercises on figures of speech, visit this website-

http:\\www.ac.uk/englishresources/workunits/klangmedia
IV. Evaluation
Underline the figurative language used in the lines of the poems. Write S if
it is a simile, M if it is a metaphor, and P if it is personification.
_____ 1. There are no winged fairies, either

only the water,
laughing, rippling
from the jumping pebbles
in crazy, funny sizes.
_____ 2. Some words clink

As ice in drink.
_____ 3. After the rain, the fireflies

Coming out like a net
To catch the night’s
Darkness and the passing hour.
_____ 4. That when the sun or Koemigotuhl’s height

Pours out its golden flood.
_____ 5. He is gone on the mountain,

He is lost to the forest,
Like a summer-dried fountain
When our need was the sorest.
V. Assignment
Identify the following figurative language used in each sentence. Write

simile, metaphor or personification before the number.
________ 1. His lips where as white as vinegar when he broke her mom’s
favorite vase.
________ 2. The infant’s smile was a ray of sunshine to the whole family.
________ 3. The moon faithfully controls the tide’s ebb and flow.
________ 4. The contestant was a nervous butterfly on the stage.
________ 5. Her hair shines like twinkling stars in the night.
Using Figurative Language to Describe People and Events
I. Learning Objectives
 Use figurative language to describe people and events

 Give the meaning of the figurative language used
 Appreciate/Enrich God’s given talents
II. Subject Matter
A. Topic: Using Figurative Language to Describe People and Events

B. References: Skill Builders for Efficient Reading V, pp. 20 - 25
C. Materials: charts
Value Focus: Appreciation of God’s gifts
III. Procedure
Review
Write S if it is simile, M if metaphor and P if personification.

Say: Identify the figurative language in each sentence I will read.
1. Linda’s hair is as black as charcoal.
2. The king has a heart of steel.
3. The song gently touched the orphan’s lonely heart.
4. The wind sings a happy song with each blow.
5. Michael Phelps, the Olympic winner, swims like a fish.
Motivation
Ask:
1. In what ways can ideas be expressed?
2. What kinds of words do we use to express our ideas?
Presentation
Listen as I read the following sentences.

1. His hands dangled a mile out of his sleeves.
2. The line at the ticket window was a mile long.
3. The parents waited centuries before they were attended to.
4. Angel’s hair looked like the sun’s rays.
5. Sharon has a postage stamp of a garden.
1. What is meant by “His hands dangled a mile out of his sleeves”?

 His shirt had long sleeves.
 He had very long arms.
 His arms were one mile long.
2. What do we mean when we say “The line at the ticket window was a
mile long?”
a. Many people lined up to buy ticket.
b. The roll of tickets was long.
c. The windows were a mile apart.
3. How long did the parents wait when we say “They waited for
centuries before they were attended to?”
a. They waited for two centuries.
b. They were attended to for so many years.
c. They waited for a long long time.
4. What is a “hair that looked like the sun’s ray?”
5. How will you describe Sharon’s garden if you say that she has a
postage stamp of a garden?
6. What was used in describing people and events in the examples

given?
 Figurative language was used in describing people and events
Generalization
 Figurative language describes things in new ways. This kind of

language goes beyond what words actually mean.
 Poets often use figurative language to suggest meanings. It could
also be used to describe people and events.
Values Integration
All of us have God-given talents or gifts. What must we do with these

God- given gifts?
C. Post Activities
Application
A. Choose the meaning of the figurative language used in the following

sentences that I will read for you.
1. They always fill out numberless forms when applying for work.
a. There are many forms to distribute to persons looking
for work.
b. The applications they fill out cannot be counted.
c. Applicants are asked to give much information about
themselves.
2. It took him hours to give the answer.

a. He move slowly.
b. It took him a long time to answer.
c. He thought deeply before talking.
3. They set up a feast for a million months.

a. There was a lot of food to eat.
b. There were many guests.
c. The feast fed a million guests.
4. The face of Helen of Troy launched a thousand ships.

a. Her beauty caused a war.
b. She caused ships to sink.
c. She was a witch that destroyed a thousand ships.
B. Read each figurative language below and complete it by choosing the

name of the appropriate animal in the box. Write only the letter of
your answer.
a. a lion c. a lamb
b. a turtle d. a bee
1. His face is as white as ___________.

2. Merzario is as active as ___________.
3. Piolo roared like _________ when he discovered the loss.
4. Snooky is as slow as ____________.
Enrichment
Read each figurative language below. Answer the questions that follow
by encircling the letter of the correct answer.
1. The crowd croaked in unison. The people are compared to

a. cats b. cocks c. frogs
2. The child is burning with fever. The child’s fever is like

a. a brick fire b. a low flame c. a dying fire
3. Grandpa is a lion when he is angry. Grandpa probably

a. screams b. roars c. sing
IV. Evaluation
Listen as I read each figurative language. Answer the questions that follow.
Write the letter of the correct answer on a piece of paper.
1. The devil fish is the giant of the sea. The devil fish is a_______
creature.
a. large b. black c. sea creatures
2. The butterfly’s wings are as fragile as eggshells. The wings are

_______.
a. white b. easily broken c. translucent
3. The hungry boy wolfed down his food. The boy ate like a wolf and that
he
a. smelled the food first before eating it
b. ate in a big mouthful and swallowed without chewing
c. drank water with his mouth full of food
4. Poets make pets of pretty, docile words. This means

a. poets can make the words do whatever they want
b. the vocabulary contains many words about animals
c. poets need to know few words only
5. The president said “The ship of state is heading into troubled waters.”
The ship is compared to.
a. Malacaňang
b. the president’s health
c. the government
V. Assignment
Copy the sentences with figurative language and complete each by

choosing the appropriate word in the box. Write only the letter of your
answer.
a. a mouse c. an ox e. a peacock
b. a duck d. a butterfly
1. The young man is as strong as ________.
2. The pupil was as quiet as _________.
3. The honor pupil is as proud as ________.
4. The fat girl walked like ________.
5. The dancer is as graceful as ________.

Following a Series of Directions
 Follow five-to six-step directions

 Perform a pantomime on a series of directions
 Observe care and accuracy in giving/following directions
II. Subject Matter
A. Topic: Following a Series of Directions (5 to 6 steps)

Making Apple and Hazelnut Crunch
Spoken English for Filipino Learners 5
C. Materials: cartolina, bond papers, pentel pen
Value Focus: Care and accuracy in giving and following directions
III. Procedure
Phonics Drill
Tongue Twister
Sol sips soup from a small saucer

From a small saucer Sol sips soup
Sol sips soup from the small saucer?
Yes, from a small saucer Sol sips soup.
Motivation
Show a picture of a girl or a boy cooking in the kitchen. Let the pupils
tell something about the picture; Then ask them if they also cook at
home. Ask if they follow the right procedure in cooking such as their
favorite food.
Say: Let us see if you can follow the steps in cooking apple and
hazelnut crunch.
Unlocking of Difficulties
Say the sentences. Then have pupils tell the meaning of the word in the
sentence you will say twice (underlined word in the sentence).
to scatter in small amount
to boil slightly
cut
1. I sliced the cake into three pieces.
2. The best way to purify water at home is to simmer it.
3. Sprinkle water on the clothes before ironing it.
Presentation
Read the selection to the class.
First, we sliced the apples. Then, we simmered them in a saucepan

until they were tender. Next, we added sugar and left the stew to cool.
When it was cold, we stirred in yogurt. We then spooned the stewed
apple into dishes and sprinkled each with crushed fruit and nut bars.
Finally, we decorated each dish with apple slices.
Discussion/Analysis
1. What is the first step in making apple and hazelnut crunch?

2. How long will you simmer the apple?
3. After adding sugar, what will you do next?
4. What will you do when the stewed apple becomes cold?
5. What is the last step?
6. Why do you think we should decorate the crunches with apple slices?
Values Integration
What will you do when your parent gives you instructions on a task you
need to do? Why is it important to follow the directions carefully?
Generalization
Guide the pupils in arriving at the following tips in carrying out

directions:
1. Listen attentively to the one giving the

directions.
2. Be sure you know the exact purpose of the directions.
3. Be familiar with the instructions before you begin the first
step.
4. Carry out exact steps in the exact order they are given.
5. After completing a step, check back to see if
you have done everything correctly.
6. Keep in mind what you are trying to accomplish.
C. Post Activities
Application
Advance game
Tell the pupils to form four lines with an equal number of members.
Read the directions to the class. If the group followed the directions,
they will step forward two times. The group who makes the most
number of steps will be the winner.
1. Get a partner from your group, raise both of your right hands
together, bow at the same time, and wave your hands.
2. Form a slanting line, put your left hand on the right shoulder of the
classmate in front of you. Everybody bend your knees, raise your
left hand, and make the peace sign.
3. Group yourselves into three. Those on both sides, hold your hands
and enclose your classmate in the middle with your arms. Still
holding together, raise your hands and “say open the basket.”
4. Boys, put your hands on your waist. Girls, hold your skirt. Point
your right foot forward. Go to the original position. Turn around
clockwise, then bow your head.
Enrichment
Dyad (Picture Dictation)

1. Group the pupils in twos. Each pair should have a piece of paper and
a pencil/pen. Tell one pupil to face the board and the other one to
face him/her. The one facing the board will read the direction while
the other one will carry out the directions. Post the work on the
board.
2. Draw a big circle. Then draw a small hand at the right side below
the circle. Connect the circle and the small hand with a straight line.
Write the word HELLO in capital letters inside the circle. Put an
exclamation point after the word.
3. Draw a small circle. Then, draw a bigger circle below it. Put a dot on
the line at the lower part of the circle. From the point, draw a curved
line. Draw two adjacent small semi-circles inside the small circle.
Then, draw a small triangle at the center below the semi-circle.
IV. Evaluation
Read the following steps in cooking rice. Arrange them in their proper
sequence by using numbers 1-6. Write the number in the blank before the
statement.
How to Cook Rice

____ Turn on the gas/electric stove.
____ Put the rice in a cooking pot/container.
____ Measure the desired amount of rice to be cooked.
____ Place the cooking pot/container on the gas/electric stove.
____ After several minutes, check to see if the rice is already cooked.
____ Wash the rice.
V. Assignment
Copy a recipe from any Filipino cookbook or magazine. Be able to present

it to the class and explain the procedure.
Giving Titles to Paragraphs/Stories Listened To
 Give titles to paragraphs/stories listened to

 Write titles of paragraphs correctly
II. Subject Matter
A. Topic: Giving Titles to Paragraphs/Stories Listened to

Writing Titles of Paragraphs correctly
“Nutrients in Food”
B. References: PELC Listening 5
Nutritional Guidelines for Filipinos p. 3
C. Materials: tape recorder
Value Focus: Good health habits
III. Procedure
Motivation
1. Call on a few pupils and let them write on the board the food they
like to eat during recess.
2. Ask:
a. What can you say about the food listed on the board?
b. Which of these are nutritious foods?
c. What makes them nutritious?
Presentation
1. Call on some pupils to read the paragraphs and instruct the others to
listen attentively. Set the standards for listening.
2. Have the readers read the paragraph below.
Nutrients are chemical substances present in foods that keep

the body healthy, supply materials for growth and repair of
tissues, and provide energy for work and physical activities.
The major nutrients include the macronutrients namely
proteins, carbohydrates, and fats; micronutrients vitamins such as
A, D, E, and K; the B complex, and Vitamin C. Minerals are
calcium, iron, iodine, zinc, fluoride, and water.
1. Ask the following comprehension questions.
a. What does the paragraph say about nutrients?

b. What are contained in the food nutrients?
c. What are macronutrients? Where can we get them?
d. What are micronutrients? Where do you find them?
e. Why are these nutrients needed by the body?
2. Call on one pupil to identify the key sentence of the paragraph and
then let him/her read it.
3. Ask:
a. What is the paragraph all about?
b. What do you think is the best title for the paragraph?
c. Why do you say so?
Let one pupil write on the board the best title given by the pupils.
4. Ask: Was the title written correctly?
Values Integration
Ask: Do the foods you eat contain the nutrients we have studied?
What should you remember when choosing the food you eat?
Why should you eat these nutritious food or foods that are rich in
nutrients? What do you think will happen if we lack the necessary
food nutrients?
Generalization
1. What is our basis for giving the best title to a paragraph?

 The best title is based on the topic or main idea of the paragraph.
2. How do we write titles?

 The first word of the title and the other important words should
begin with capital letters.
C. Post Activities
Application
Using a tape recorder (if available), have your pupils listen to these
paragraphs. Then ask them to give possible titles and choose the best
one from the given titles. (If a tape recorder is not available, just call on
a good reader to read the paragraphs aloud to the class.)
1. Rivers start as springs. Water from the rain and melting snow collect
under the ground. Then it flows out at one spot called a spring. The
water cuts a groove or bed in the ground.
2. How wonderful it would be to be able to float in the air at will!

Instead of being in a hot car or a bus caught in a traffic jam, you
could fly to a mountain where the air is cool and clear. Or you might
want to fly in an air-conditioned mall, where you could stay cool for a
few hours. You would be your own personal airplane and could go
wherever you wanted to go.
3. Long ago, people considered a small amount of pepper valuable in

some countries. Historical records tell of ransoms being paid with
this seasoning.
Enrichment
Group the pupils into fours. Each group will choose a leader who will
read aloud these paragraphs to the other members. Then Member 1 will
give the key sentence. Member 2 will give the topic of the paragraph
based on the given key sentence. Member 3 will give the best title to
the paragraph read and then write it on a piece of paper to be checked
by the other members.
1. Proteins are essential for the growth and repair of body tissues since
they constitute the major part of the body’s building blocks. When
dietary protein is deficient, there is failure of development in infants
and children or loss of body tissues in adults.
2. My little brother is just learning how to walk by himself. Holding on

the armrest of our sofa, he falls many times before making two
steps. Nevertheless, the undaunted tot continues his efforts with
added determination.
After the groups have done the activity, call on a member from each
group to present their answers by writing their titles on the board and
then explaining why they came up with such titles.
Note: For additional exercises, use ELSA 2004 tapes on “Giving Titles to
Paragraphs.”
IV. Evaluation
Read the following paragraphs while pupils listen attentively. Then have
them write a title for each paragraph on a piece of paper.
1. The human body needs more than 40 different nutrients for good health.
No single food can provide all the nutrients in the amounts needed. Eat
a variety of foods to provide all the nutrients required in the proper
amount and balance.
2. Yesterday at twilight, a typhoon struck the island of Masbate. All night

long the storm swept in from the sea. By morning, the island had been
badly damaged. It will take months to rebuild what the typhoon
destroyed.
3. I was ten years old when I won in one of the games during our town
fiesta. When I was asked what prize I wanted from the displayed items,
I chose the big drinking glass for Papa. I ran home calling his name. I
was so happy to give him a gift.
V. Assignment
Listen to a news report on health or health habits over the radio or on TV

newscasts. Write the titles of the given news.
Making a Story Grammar to Remember Detail
 Note details in a selection listened to

 Make a story grammar to remember details
II. Subject Matter
A. Topic: Making a Story Grammar

The Bridge of Love
B. References: PELC I 5
Developing Reading Power 5, pp. 52 - 55
C. Materials: chart, flashcards, pictures, board
Value Focus: Keeping promises
III. Procedure
Motivation
(Picture talk - Dyad)
1. Group the class by twos or by pairs. Have one member of the pair
face the board while the other member the other side of the board.
Then on the board draw a picture of a bridge with a boy on one end
of the bridge and a girl on the other end.
2. Have one member of the pair tell his/her partner what you drew on
the board. His/her partner will then draw on the paper what his
partner tells him, without looking at the teacher’s drawing on the
board.
1. vast - very great or big in size

2. possession - ownership
3. lovers - persons in love
4. bridge - a structure carrying a pathway or a roadway over a
depression or obstacle
5. minister - servant or agent
6. smitten - attracted

Presentation
Say: Today we are going to hear the story about the Bridge of Love.
The Bridge of Love
Have you ever looked into the night sky? Have you noticed a
broadband of brightness across the entire sky? This band of stars is
called the Milky Way. It contains over 100 billion stars including our
sun. The Chinese say that if you look into the night sky on the
seventh month in the Chinese calendar, you will see this bridge of
stars very clearly.
A long time ago, there lived a king in the Land of Stars. He was
powerful. He was the mightiest ruler in the vast expanse of the skies.
But the Land of Stars was not his important treasure. His most
precious possession was his own daughter.
The princess was beautiful and hardworking, loving and
obedient to her father. And she did one thing nobody else could do.
She could weave clouds on her loom every day. The clouds covered
the sky and gave shelter to the people from the hot sun.
It came to pass that a handsome prince from a neighboring space
kingdom visited the king. He was smitten by the princess’ beauty.
He saw how respectful and obedient the princess was to her father.
They fell in love with each other.
The Prince asked the Princess’s hand in marriage. The King
agreed on one condition. The princess must continue weaving clouds
even after her marriage. And the Prince agreed.
But the young lovers forgot their promise. The Princess spent days
gathering heavenly flowers. She would dress herself with jewels of all
kinds. The Prince enjoyed the company of his beautiful bride. They
would play, travel, and enjoy food and music all day long. The Prince
left his kingdom to his ministers. He spent all his time with his
princess. And the Princess never wove clouds on her loom.
The King was very angry. There were no more clouds to protect
the people from the sun’s bright rays. People died from heat. There
were no rains that watered the earth. Crops and animals died. With
one wave of his hand, the King separated the lovers. He sent the
prince to the northern skies. He sent the princess to the southern
skies. The River of Stars separated them. The lovers were very, very,
very sad. They cried all hours of the day and flooded the earth with
their cries.
The magpies, a kind of bird, pitied the lovers. On the seventh
month in the Chinese calendar, all magpies in the world formed a
bridge over the river. The lovers would meet and all the stars in the
sky twinkled their brightness as the lovers enjoyed each other’s
company.
1. How did the story open?

a. It introduced at once the characters in the story.
b. It gave the names of the characters in the story
c. It gave the exact time when the story happened.
d. It gave a background information about the “bridge of stars.”
2. What characters does the story have?

a. Unnamed human characters
b. Human characters with specific names
c. Particular human and animal characters
d. Unnamed human and animal characters
3. Which phrase names the setting of the story?
a. bridge of stars
b. the Land of the Stars
c. vast expanse of the skies
d. band of brightness across the skies
4. Why did the king become angry at the newly-weds?

a. The princess forgot to weave the clouds
b. The princess gathered heavenly flowers.
c. The prince left his kingdom to his ministers.
d. The prince did nothing but enjoy food and music with his bride.
5. How did the king punish the newly weds?

a. He had the marriage annulled.
b. He had the prince killed by wild animals.
c. He separated the newly-weds with his magic wand.
d. He took back the princess to the Land of the Stars.
Values Integration
Based on the story grammar, why did the king get very angry at the
prince and the princess? Did they obey their king father? If you were
the newly-weds, would you obey and respect your father? What must
you remember when you make a promise?
Skills Focus
1. Have pupils use story grammar to remember the details in the story
more easily.
Story grammar includes:

1. Setting tells the place and time when the story happened and the
situation at the beginning.
2. Characters are the people who act in the story.
3. Plot tells the main event in the story
4. Conclusion - the end of the story.
The Bridge of Love
Setting Plot Conclusion Characters
Land of Stars the Prince The king Prince

and the separated Princess
Princess the newly- King
Time magpies
got married weds
A long time because
ago they broke
their
promises
Generalization
 The essential parts of a story are the following:
1. Setting refers to the time and place where the story happened
2. Characters are the persons involved in the story
3. Plot tells the main event in the story
4. Climax is the highest point of interest or suspense in the story
5. Conclusion is the ending of the story
C. Post Activities
Application
Make a story grammar using the semantic web.
The Bridge of Love
The Conclusion
Bridge
of Love
Setting Plot Characters
Enrichment Activities
Form four groups and let each group choose one story which they have
read in class. Present the details of that story using a story grammar.
IV. Evaluation
The teacher reads the short story and ask the pupils to answer the
questions that follow.
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 about homework, Miss Brown. Oh, Miss Brown,
wouldn’t it 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 everything,” 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 a button loose on 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.
She just can’t help poking her nose into everything,” grumbled the
cook. “Somebody has got to do something about her!”
A. Underline the letter of the correct answer.
1. What is the name of the main character in the story?

a. Miss Brown c. William
b. Katie d. the cook
2. What did Katie do with William’s mother’s note for Miss Brown?
a. threw the note c. a and b only
b. tore the note d. opened the note
3. What were the three worst acts Katie did?

a. Changed the flower arrangement, loosened the button of his
father’s mackintosh, and did a little mixing of the butter the
cook is preparing.
b. Told tales to her teacher, quarreled with William, and opened
the notes for Miss Brown.
c. Argued with her teacher, did things that made her classmates
angry and argue with William’s mother.
d. All of the above
4. Choose the exact word that describes Katie inside her classroom.
a. behaved c. nuisance
b. tiresome d. quarrelsome
5. What did Miss Brown tell Katie for not minding her own business?
a. One day you’ll get punished.
b. One day you’ll get into serious trouble.
c. Someday no one will ever like you anymore.
d. You will regret your misbehavior.
B. Present the details in the story using story grammar.
V. Assignment
Present the details of your favorite fairy tale using story grammar. Write
your story grammar on a ¼ sheet manila paper and be ready to present it
in class the following day.
Sequencing Events in a Story Listened To
 Sequence events in a story listened to
II. Subject Matter
A. Topic: Sequencing Events In a Story Listened To

Teacher-made materials
C. Materials: pictures, strips of cartolina, chart, diary
Value Focus: Cooperation
III. Procedure
Motivation
1. Show a diary to pupils

Ask: Do you have a diary?
2. What do you write in your diary?
 Use semantic web to find out what the pupils know about a diary
personal event
DIARY
date experience
(Note: Teacher informs the pupils that they will go back to this later to
see if their answers are found in the selection.)
Encircle the letter of the meaning of the underlined words.
1. The school’s foundation day is a great event for them to remember.

a. institution
b. celebration
c. collection
2. The principal orders the teachers to submit their annual report.
a. monthly
b. yearly
c. weekly
3. The teachers were overwhelmed at their presentation in the

program.
a. surprised
b. bothered
c. impressed
B. Development of the lesson
Presentation
Say:
Today, you are will learn the content of a diary. Listen as I read a
sample entry in a diary.
Use a diary and read the sample entry as you would a big book.
Strategy: (Storytelling and Directed Reading-Thinking activity. Teacher

may ask questions while reading the content of the diary leading to the
next event or sequence of the story.)
Carol’s Diary
On March 3, 2003, a great event took place in our school. It

was the start of our annual foundation week. Many contests and
games were held and big prizes were at stake. My friends and I
bagged the first place in the MTAP competition for grade V pupils.
We were very happy and our teachers congratulated us for being the
winner.
The next day I led the program intended for our teachers and
principal. The pupil-participants of the program showed their best in
singing, dancing, and even acting. It was a tiresome afternoon but
an exciting day.
On the third day, we heard mass in our school’s chapel and in
the afternoon a sportsfest was held. Being with my friends and
classmates, while participating in all the sports events is an
experience. We joined the relay contest, volleyball, and badminton
games.
We also launched the school project dubbed as “May Pera sa
Basura” a day before the end of the week-long celebration. We also
served the community through tree planting and cleaning the
environment.
Finally, the much awaited moment for us was the fifth day of
the celebration, the awarding ceremony was held and we received
our awards and prizes. I felt so happy and relaxed during the
afternoon for I could already rest. I thanked God because I learned
many things.
Use timeline in the discussion.
Ask the pupils to write the answers in the space provided for.
Day1 Day2 Day3 Day4 Day5
Alternative Activities
Story Grid
Ladder story
Procedure:
1. Prepare a story grid. The number of squares in the grid should

correspond to the number of events/scenes from the story.
2. The teacher may write the events on a strip of paper and jumble on
them. Let the pupils arrange the events using the grid.
(Group activity: Let the leader present the work of the group for
presentation and checkings)
This can be done also as an enrichment activity. The teacher may
ask the pupils to write the events in the grid using their own words.
3. The teacher should give precise instruction and set the time frame
before the activity.
Read the following events. Number them in the order of their occurrence
in the story and put your answer in the grid.
____ They launched the income generating project of the school
known as “Pera sa Basura.”
____ Carol and her friends heard mass in the morning and
participated in the sportsfest.
____ A special program was given for school’s teachers and principal.
____ The winners in different contests including Carol received the
award from the school’s principal.
____ Carol’s team bagged the first place in the MTAP Team competition.
____ St. Bridget Elementary School 15th foundation week started on
March 3, 2003.
Story Grid
Story ladder / Use the same procedure as the story grid.
6th
5th
4th
3rd
2nd
1st
Ask pupils the following:

1. What do people usually write in their diaries? (personal event and
experience with specific date)
2. How do you sequence or arrange the events in a story?
3. What clue words/word signals did you find in the story?
Values Integration
1. What great event have you participated in? How did you feel? Why?
2. Your team aims to win the volleyball game? What will you do?
Generalization
To sequence or arrange events of a story-
 Look for the main topics.

 List and identify the orders of events in chronological order.
 Look for the transitional or clue words to arrange the events of the
story in the sentence.
C. Post Activities
Application
Scene Brochure Technique
Procedure:
1. Work with a group. The group will choose five significant events from
Carol’s Diary which they feel and think significant.
2. Get six pieces of paper and sketch the significant events. Write a
title on the first page.
3. Tape the six pieces of paper together at the sides.
4. Write a brief statement of each event on the appropriate page.
5. Present the finished Scene Brochure to the class.
IV. Evaluation
Activity A
Listen to the short selection below, then arrange the events listed as they
happened in the story. Number them, 1 - 5
Mother took us to Bicol last vacation. We went to see many beautiful

spots. I saw beautiful Mt. Mayon for the first time. We went to Mayon rest
house way up the volcano. We visited the ruins of the old church buried at
its foot. I didn’t wonder why mother is so proud of her home province.
_____ We went to Mayon rest house way up the volcano.

_____ We visited the ruins of the old church buried at its foot.
_____ I saw Mt. Mayon for the first time.
_____ Mother took us to Bicol last summer.
_____ Mother is very proud of her home province.
Activity B
Listen to the paragraph and understand it carefully. Arrange the sentences

below as they happened in the story. Number them from 1 – 4.
An Ant once fell from the brink of a brook when a dove accidentally
stepped on it. The ant floated hopelessly, for to it the little brook was an
ocean. The dove saw the poor ant, so the dove took a blade of grass and
threw it towards the ant. The ant drifted ashore on the leaf.
One day a naughty lad armed with a bow and arrow happened to pass
by. Seeing the pretty dove, he set his arrow on his bow and aimed at the
dove. The timely bite of the ant on the lad’s heel saved the dove from
being slaughtered.
_____ The ant drifted ashore on the leaf.

_____ A naughty lad armed with a bow and arrow aimed at the dove.
_____ An ant bit the heel of the lad so the dove was saved.
_____ The dove saw the poor ant, took a blade of grass and threw it
towards the ant.
Enrichment
Activity A
Arrange the sentences below to show wholeness of the story.

Write the letters A - F in the blank to show sequence of the story.
_____ A brave man hurriedly ran inside the burning house.

_____ The man came out carrying the child in his arm.
_____ The people were running here and there carrying bundles of clothes.
_____ The mother ran and cried, “Thank you! You saved my child.”
_____ A child was left inside a burning house.
_____ The people clapped and shouted, “You are a hero!”
Activity B
The paragraphs below make up a complete story. Read each of them

carefully. Then number the paragraphs from 1 - 6 as they should appear in
the story.
All day, Ilang-ilang stayed in the spot. Sampaguita stayed up

in the tree. How happy they seem to be.
The two friends were together again. This time they were
happy. They were where they ought to be.
Ilang-ilang wanted to go back to her place. She could not
stand the dust near the ground. Sampaguita felt lonely up in
the tree. She, too wanted to go back to her pot. So they
jumped back to their own places.
Once upon a time, Ilang-ilang and Sampaguita agreed to
exchange places. Ilang-ilang felt sad because nobody noticed
her up in the tree. Sampaguita did not like so much the dust
near the ground. Down jumped Ilang-ilang in the pot. Up
went Sampaguita to the tallest branch in the tree.
Aling Nena came back to pick the little white flowers. Then
she picked a few Ilang-ilang blossoms. She made garlands.
She hung a cluster of Ilang-ilang to every garland.
Then Aling Nena came to sweep the ground. Ilang-ilang did
not like the dust.
V. Assignment
Arrange the sentences in correct order to form a good story. Use numbers
1 - 5.
_____A. After that, go to your parents’ room.

_____B. First, wake up early.
_____C. Then fry some bacon and egg.
_____D. Next, go to the kitchen.
_____E. After a few minutes, sing Happy Birthday.
Inferring Mood of Character Based on Action/Utterances/Intonation
 Infer the mood of a character based on action/utterances/intonation

 Move body parts to show mood or emotion
II. Subject Matter
A. Topic: Inferring Mood of Characters Based on Action/

Utterances/Intonation
“Two Friends,” One World on the Horizon 3 pp. 55 - 56
C. Materials: cap, strips of cartolina where different moods are written
Value Focus: Kindness to people with special needs
III. Procedure
Motivation
Ask: Do you know someone who is blind?

How do you feel for him?
If you had a blind friend, what will you tell her? Why?
Tell the pupils that they are going to listen to the story of
Antonio who is blind.
Unlocking Difficulties
Present the following sentences. Let the pupils give the meaning of the
underlined words through context clues.
1. There was heavy traffic and the cars were honking so loud.
2. Handle brittle objects carefully because they break easily.
3. When polvoron crumbles it becomes powdery in form.
Presentation
Read “Antonio’s Story” to the pupils.

Antonio’s Story
I have a friend who lives in another world. Her name is Francisca.

The world she lives in is full of light. We meet each other on Saturday
afternoons.
Every Saturday afternoon, my mama takes my hand and we leave
the house. We walk past other houses where people are talking, and
past one street where there are cars honking. At last, when we hear the
noise of children playing and mothers talking to other mothers, I know
we are at the park.
Every Saturday afternoon, here, in this place of happy voices, I
meet Francisca who always shouts in her happy voice, “Hello, Antonio!
Let’s go! Let’s go!”
And so, Francisca runs to Mama and says hello and takes my hand.
Her fingers are small but they are strong.
She takes my hand and we walk. As we walk, she talks and tells
me everything she sees along the way:
“Now we are walking near the tree I told you about. Let’s call it our
mango tree. It is taller than you and me and your mama and my papa
even if we all stand on each other’s shoulders. Its leaves are shaped
like knives. Here, feel one. You know it is dry because it is brittle and
crumbles easily.
“The tree’s body or its trunk is big, thick, and rough. Here, touch it!
This is the tree that makes wonderful mangoes, all sweet and smooth
and golden.”
I smile and say, “I know what a mango tastes like.”
Francisca laughs and says, “The way a mango makes your tongue
feel is the way light makes me feel.”
Sometimes, when Francisca tells me such things, I feel sad because
I cannot see. My eyes feel nothing except my tears.
When Francisca sees tears sliding down my cheeks, she holds me
tight with her strong fingers and says, “Don’t cry. My eyes are big
enough for the two of us.”
And she leads my fingers to her eyes and says:
“Look Antonio:
Red is the color of the sky when the day and the night meet.
Blue is the color of the sea where the cold fishes play.
Yellow is the color of the sun that makes your cheeks burn, that
dries your tears; the same color as the mango that makes your lips
sticky and your tongue happy.
Green is the color of the leaves that whisper when the wind blows.
And the wind that makes us laugh, that moves our hair, that
makes our clothes fly, not even I can see.See?”
And I laugh to hear funny colors, and soon I forget that I am blind
and that she lives in another world.
This is my friend Francisca who is more important to me than
having my own eyes.
Ask the pupils the following questions:

1. Who is Antonio’s friend? Francisca
2. Is she blind like Antonio? No
3. When do they meet? every Saturday afternoon
4. Where do they meet? at the park
5. What would Francisca do whenever she sees Antonio coming?
shouts in her high voice (write the answer on the board)
6. What would she say? “Hello, Antonio! Let’s go! Let’s go!” (write the
answer on the board)
7. What emotion or mood do the words and action of Francisca
indicate? excitement, eagerness (write the answer on the board)
8. What would they do in the park? walk around the park and
Francisca would describe everything she sees to Antonio
9. How would they walk around the park? hold hands and talk about
things Francisca see (Write the answer on the board)
10. What emotion do these actions indicate? friendliness (Write the
answer on the board)
11. Which action of Antonio tells us that sometimes he feels sad about
being blind? when he cries
12. What does Francisca do when she sees him crying? hold him tight
and tell him that her eyes are big enough for the two of them
13. What could Francisca’s mood/feeling be as she holds Antonio’s hand
and tells him about her eyes? Compassion
14. Could you say that Antonio and Francisca are close friends? Why?
Yes, they are close because they like to spend time together, talk
about things, and console each other when one is lonely.
15. How would you feel if you have a blind friend or a blind member in
the family? Answers may vary
Sample: I would be very happy to help him/her.
I would feel pity for him/her.
Values Integration
Ask: If you had a friend like Antonio, how should you treat him/her?
Treat him/her as normal people with kindness and compassion.
As young boys and girls, how can you show kindness to blind or other
people with special needs?
Generalization
Ask pupils these questions.

1. What helped us in guessing Antonio’s and Francisca’s mood?
Point to the moods written on the board: Their actions and what they
say
2. So how can we tell the mood of a person or a character in a story?
(Through his/her actions and utterances/statements)
C. Post Activities
Application
Divide the pupils into four groups. Distribute to each group, strips of
cartolina with a mood written on each strip. (Have a list of suggested
moods) (Happy, sad, afraid, disappointed, surprised)
Tell one member from each group to get a strip of cartolina without
showing what was written on it to their group members.
Tell those members who got the strips to describe the mood written on
the strip while the rest of the group members guess what that mood is.
Each member takes turn in giving their answer.
Enrichment
Identify the mood of the person in each situation that I will read to you.
1. Tina saw the thin ragged beggar and gave him/her last peso.
2. Clara groped in the dark. She touched something slimy and hairy.
She shrieked and could not move.
3. Ana felt like walking on air and that everybody loved her as she went
up the stage to receive her trophy from the judges.
4. Tony was going to the city for the first time. He couldn’t sit tight. He
pointed at the new things he saw.
5. Aling Pinang looked at her colorful garden. Her plants were all
flowering and it was a sight to see.
IV. Evaluation
Infer the general mood of the situations that I will read to you. Choose
your answer from the words written on the board.
1. “It breaks my heart to see you very ill,” said Auring to her sick
daughter.
2. Mang Pedro raised a wooden stick and shouted at the two boys to get
out of his garden.
3. Yoly’s brother was playing with other children in the park. After a while
she could not see him anymore. She tried to look for him everywhere
but she could not find him.
4. Lightning flashed followed by a terrible thunder. Sara closed her eyes
and covered her ears as she sat on the chair.
5. Ramon had always topped his class since grade one. Now, mother was
expecting another gold medal. Awarding day came but Ramon was not
called.
anger sadness disappointment

worry fear
V. Assignment
Infer the mood of the person who said each sentence.
1. “Today is the day I’ve been waiting for.” (excitement)

2. “I hate you so much!” (anger )
3. “We won! We won the game!” ( happiness )
4. ‘Your dress is so pretty.” (admiration)
5. “I can’t thank you enough for the help you’ve given me.” (gratitude)
Giving Justification to a Possible Ending to a Story or Selection
Listened To
 Give justification to a possible ending to a story or selection heard
II. Subject Matter
A. Topic: Giving Justification to a Possible Ending to a Story

Listened To
Reading Remedial Measures (A thesis)
Lesson Plan in Gr. 5 RBEC
C. Materials: manila paper, paper sheet
Value Focus: Cooperation
III. Procedure
Recall
Have pupils select the possible outcome to each situation.
1. It was the day of the fiesta. Mrs. Manansala gave balloons as prizes
in the painting contest. Lita painted a picture of a dog riding a
bicycle.
What will Mrs. Manansala say?
a. “Lita better paint another picture.”
b. “Why did you paint a dog?”
c. “Who drew that for you?”
d. “You win a prize! Here’s a balloon for you.”
2. Friday is a special day in school. Many children brought their pets to

school for the pet show. Romy brought his kitten. Amy brought her
puppy. The others brought their pets, too. Mrs. Reyes said, “We will
have more pet shows next year.”
Why will there be more pet shows next year?
a. The children enjoyed the activity.
b. Only few pets were shown.
c. Friday is always a special day.
d. The school should have more activities for children.
3. Jojo looked at Brownie’s litter of puppies. His Aunt said he could
choose one for his own. Which would he choose?
a. The thin black puppy
b. The all-black puppy with a crooked leg
c. The active and cute brown-spotted puppy
d. The white puppy just lying down in a corner
Motivation
Ask: Do you have pets at home? What particular pet are you fond of?
Presentation
Read the story to the pupils.
Noel’s Pet Bird
Noel’s pet bird was free to fly around the house. But its frequent
visits were made in the kitchen much to the annoyance of their helper.
It would fly straight to the table where it would pick something to eat.
One warm day, the bird was attracted to a sticky fly paper. It’s
bill touched the paper and got stuck. The bird raised its foot to let itself
loose, but its foot got stuck, too. Soon, both its feet were stuck tight on
the fly paper. No amount of pulling, struggling, and bird noise helped
the bird in its misfortune. It flew to a brook nearby with the fly paper
dangling from its feet.
Ask pupils to answer these questions.

1. What was Noel’s pet?
2. Where was its frequent visits?
3. What would it pick on the table?
4. What attracted the bird one warm day?
5. What happened to the bird after it got stuck?
Ask: Do you think the bird was able to finally remove the sticky paper
from its feet? Why?
Say: Listen to this situation. Give the possible ending and your reasons
for such ending.
An old man was crawling around on the floor in the darkened movie
theater. The people around him were very much annoyed. “What did
you lose?” asked a woman. “My handkerchief,” answered the old man.
“And you’re troubling every one just to find your handkerchief?” “I had
five one-hundred peso bills in it,” was the man’s reply.
Generalization
What do you consider when giving endings to stories or selection heard?

 Consider the events that happened in the story.
Values Integration
In a group work, what should you process to arrive at a possible

outcome?
C. Post Activities
Application
Listen to the stories. Pick out the possible ending from the given
choices. Justify your choice.
1. You and your friend are walking home from school. Suddenly, a fast
driving jeepney runs over a kitten on the street.
a. You’ll report the event to the police.
b. You’ll kick the kitten aside and walk on.
c. You’ll express your shock, talk about it, and walk on.
2. Your family arrived home late from a party. You switched the lights
on but no light came.
a. Your father will build a bonfire.
b. Your mother will scream with fright.
c. Your mother will exclaim, “What’s the matter? What’s wrong?”
3. The glass is full to the brim. You put an ice cube.

a. The glass will crack.
b. The liquid will overflow.
c. The ice will sink to the bottom of the glass.
Enrichment
Divide the class into four groups. Use the PMI (Plus, Minus, Interesting)
technique, a decision-making strategy devised by Edward de Bono.
Pupils silently list positive, negative, and other aspects of a problem.
Aspects are shared as a group list. All alternatives are considered before
a decision is made. Give each group a copy of the story. Let them give
the possible ending to the story. Ask one to read for the group.
The Newcomer
As soon as Joselito stepped out of the tricycle, he was left alone.

All the children rushed to join their old friends and classmates. “Hello!”
the girls shouted. “Hi!” Pat answered. “Hi Cindy! Did Nancy spend her
vacation with you?”
No one called out, “Hi, Joselito!” Joselito stood under a shady tree
holding his lunch box firmly. He looked around. There was no one he
could call by name. He looked around again only to find strange faces.
IV. Evaluation
Listen to the story. Then write an ending. Explain why you chose that
ending.
When the ape in the zoo died, the zookeeper simply hired a man to
dress up in an ape costume. The man was happy in his work, sitting in his
cage, eating peanuts and swinging on the tree. But one day, he swung too
far and landed in the lion’s den. As the lion came trotling over, the ape
man cried, “Oh this is the end of me.”
“Stop talking!” said the lion, “if anybody hears you, we’ll both be out of
job!”
What do you think happened next? Why?
V. Assignment
Write a possible ending to this situation.
Vicky is beautiful, talented, and bright. She was voted “most likely to
succeed” in college. She got a promising job in a big specialty store after
graduation. Then after two years without promotion, she was fired.
What do you think happened to Vicky afterwards? Why do you say so?
Identifying Conclusions to Situations/News/Oral Reports Heard
 Identify conclusions to situations/news/oral reports heard
II. Subject Matter
A. Topic: Identifying Conclusions to Situations/News/ Oral Reports

Heard
Dream Chasers
Developing My English Powers p. 88
C. Materials: news clippings, pictures, charts
Value Focus: Obedience
III. Procedure
Review
Read short stories on paragraph and have pupils give possible endings
to the stories.
Motivation
Do this action song with pupils:
Every single cell in my body is well (2x)

Thank you Lord
I feel so good
Every single cell in my body is well (3x)
Presentation
Read the situation to the pupils aloud.
The LRT is considered safe to ride but as the saying goes, “Accidents
happen when least expected.” Most often the commuters themselves fail
to follow regulations or heed warnings. Their being unmindful of the
precautions causes them harm or even death.
Have pupils answer the following in sentence or paragraph forms to be

able to draw conclusions.
1. What kinds of accidents usually happen to commuters of LRT?
(stampede, got caught by a closing door)
2. How can we avoid getting hurt or meeting an accident on the LRT?

(follow rules and regulations being imposed)
3. What safety precautions should we observe?
 Do not lean on the door, do not push one another.
 Wait for your turn at the ticket booth.
Values Integration
Why should we always obey rules, regulations and precautions

posted in buildings, halls, public places, and vehicles?
Generalization
A conclusion is a statement readers make after reading a passage

or a story. To draw a conclusion, use story clues and your experience to
figure out things that were not stated in the story.
C. Post Activities
Application
Group the class into four. Each group will be given a paragraph which
tells a story. From the story, the group will give their conclusion based
on the given situation.
Group 1 Story 1:
Ramon was very active in class. He talked to his seatmates. He

walked around. He teased the girls. Then, his teacher called him to the
table. When he returned to his seat, he was very quiet.
Draw a conclusion from that incident.
What do you think was the dialog between the teacher and Ramon?
 The teacher scolded Ramon.
 The teacher told Ramon about his misbehavior.
Group 2 Story 2:
It was noon. It was hot inside the bus, and the road was dusty.
Mother fanned herself with her handkerchief. She felt thirsty. Then the
conductor shouted, “Olongapo City! Olongapo City!” Mother smiled
happily.
Draw a conclusion from Mother’s reaction.

Why did Mother suddenly feel happy?
 Mother reached her destination.
Group 3 Story 3:
One day, Rosita saw a little kitten on the ground near their stairs.
“You poor little kitten,” she said. “how thin you are!” And she turned to
go up. Then, Bongbong came shouting and kicking the kitten away.
Draw a conclusion from this incident.

What is likely to happen between Rosita and Bongbong?
 They will quarrel with each other.
Group 4 Story 4:
Terry and Menchu were making lemonade. Terry wanted the sugar
bowl on the shelf. She reached for it but she could not get it. Menchu
tried it, too, but the shelf was too high. Then Terry cried out, “Mother!”
Draw a conclusion from this situation.

What do you think Terry cried out for?
 She was trying to ask for Mother’s help.
Group Presentation
Each group will present the output and they will also give an
ending to the story.
Enrichment
Ask some pupils to read the selection aloud by paragraph. Let them
identify the story clues before they give their conclusion.
Mrs. Lazaro frowned at the children and pointed to the stove.

“Look at that! The whole pot of adobo was full, but now almost half of it
has been eaten.”
Jojo and Katia kept their eyes firmly glued to the floor. They
didn’t say a word. .
1. What do you think happened to the adobo?

 Maybe Jojo and Katia ate the adobo.
2. Experience clues: ____________________________

“Silence means yes.”
Just then, Jojo and Katia’s father came in. “Hi,” he said with a
smile, and walked to the stove. He took a spoon and dipped it into the
adobo. “Mmmm. I love adobo.”
3. Now, why do you think the pot full of adobo was just half-
filled?
 Maybe, Jojo, Katia and Father ate the adobo.
4. Experience clues:
___________________________________
Mrs. Lazaro smiled. “Well, Roberto, were you the one who ate
the adobo? “Me?” Mr. Lazaro' said in surprise. “I just walked into the
door. But I think I know who did.” he said, pointing under the table.
There was Putol, the Lazaro’s pet dog, with pieces of cooked potato all
around him.
5. Who ate the adobo?

 The pet dog.
6. Experience clues:
___________________________________
IV. Evaluation
Oral – Aural
Listen to the selection. Identify the story clues that will help you give
the conclusion.
Randy and Mark pitched their tent. It was

close to midnight, but they were enjoying their
“camping trip.” Of course, they weren’t far from
civilization. In fact they were only a few hundred
meters from Mark’s house. Still, in the dark, it
felt as if they were all alone in the wilderness.
Suddenly, their talking was interrupted by the sound of crunching

leaves. Then they could hear and feel something bumping into their tent.
The boys looked into each other in surprise and tried to remain perfectly
quiet.
“Should I look outside?” Randy, asked in a whisper.
1. What
“I don’t know,” do you
came think is reply.
his friends outside the tent?
“Let’s listen a bit longer.
_________________________________________________
The boys listened quietly for a few moments longer. They could hear
deep breathes - a kind of panting sound. They could also hear the sound of
heavy footsteps.
“It’s sniffing the tent!” Mark whispered in alarm. “Maybe it’s looking
for food.” “I knew we should have turned our lantern on,” Randy said, his
voice beginning to sound upset. “That bright light would have kept
anything away-except moths!”
2. How do you think the boys feel about what is happening?
3. Would you change your first conclusion, for number 1, at

this point? Why?
Mark started to get out of the sleeping bag. “I think we better

make a run for the house. I mean, maybe it’s a tikbalang,” he
whispered.
Just then, they heard a giggle from outside the tent. The boys
looked at each other in surprise. “Wait till we find out who is doing
this!” Mark hissed in a laugh.
4. What do you think is happening outside the tent?

V. Assignment
Read the stories below. Answer the question that follows each. Write the
ending of the story.
Rey’s fever was very high that evening. Mama put an ice cap on
his forehead. She patted alcohol on his body. She prayed. The next
morning, Rey opened his eyes and looked at Mama. She felt his neck
and smiled joyfully.
Question: Why do you think Rey’s mother felt glad?
The Christmas tree glittered with bright balls and electric lights.
The gifts under the tree were tied with colored ribbon. Nilo touched a
big box wrapped in a yellow and blue paper. “I bet this is a volleyball
for me,” he thought.
It was Christmas day and Nilo was sad.
Question: Why was Nilo sad?

Identifying Cause and Effect Relationship
 Identify cause and effect relationship in a situation heard
II. Subject Matter
A. Topic: Identifying Cause and Effect Relationship in a Situation

Heard
Integrated Learning in English 5 pp. 73 - 75 C 2000
C. Materials: charts, pictures
Value Focus: Taking good care of and preserving the environment
III. Procedure
Review
Review lessons on making conclusions from oral report heard.
Motivation
Ask:
Have you been to Payatas? Have you seen polluted seas and rivers?
How do you describe these places?
What do you think caused the pollution in these places?
What is the effect of pollution?
Presentation
Listen carefully as I read the following situations:

1. Dynamite and cyanide fishing destroy marine resources.
2. The air is so polluted that there are many people succumbing to
respiratory diseases like asthma.
3. Oil spills and toxic waste pollute the seas so the fish are dying.
4. A very long summer may cause the pond to dry up and cause
organisms such as tadpoles, fish, and water plants to die.
5. Rapid population growth can result to food and water shortage,
housing, and health problems.
Say: Let us analyze the given sentences.

Ask: In the first sentence, what is the cause? What is the effect?
Say: Write them on the board separating the cause from the effect.
(Let pupils write the cause and effect on the board.)
Ask: What is the cause, what is the effect?
(Do the same for the other sentences.)
Values Integration
As a pupil, how can you help preserve our environment? If you see your
neighbor throwing garbage into the river, what will you do?
Generalization
 Cause is the reason while effect is the result.

 For every cause, there is always a resulting effect.
C. Post Activity
Application
Dyad:
Ask the pupils to choose a partner. Each pupil should think of a
situation that shows cause and effect relationship. They will agree on
who will give the cause and who will give the effect.
Enrichment
Group the class into two and let them make a dialogue with cause and
effect relationship. Let them dramatize or role-play the situation.
IV. Evaluation
Listen to the following situations. Be able to answer the questions that

follow.
1. The lovely Japanese felt happy and honored because her husband
was asked to serve the emperor.
a. What caused the wife to be happy and honored?
b. What was the effect of the emperor’s assignment on the
wife?
2. The little girl was glad about her father’s trip to Tokyo as he will tell
interesting stories and bring presents for her when he arrives.
a. Why was the little girl happy?
b. What would be the effect of her father’s return?
3. The Japanese sacrificed walking on foot to Tokyo because there
were no railways yet.
a. Why did the husband walk on foot?
b. What was the effect of the unavailability of the means of
transportation then?
4. The lovely wife was surprised to see a beautiful lady in the mirror
smiling at her wearing the same dress as hers.
a. What was the effect of what the wife saw in the mirror?
b. What caused her to be surprised?
5. Mrs. Garperio was very elated because all her students understood
the lesson on cause and effect relationship.
a. What caused Mrs. Garperio’s happiness?
b. What was the effect of Mrs. Garperio’s pupils’ understanding
of the lesson?
V. Assignment
Write a possible cause/effect for the following situations:
1. I have a sprained ankle.

2. Mother scolded me.
3. Nikka studies her lessons well.
4. We should exercise regularly.
5. Darlene has stomachache.
Getting Information from News Heard
 Get information from a news report heard
II. Subject Matter
A. Topic: Getting Information from News Heard

Learning Effective English 5
“Enrolment Issues Tackled”
Manila Bulletin, May 25, 2007, p.5
C. Materials: newspaper, cartolina, pentel pen
Value Focus: Leadership and dependability
III. Procedure
Review
Directions: Arrange the sentences to develop a good paragraph. Put

its corresponding number in the blank before it. Rewrite
into a paragraph.
___________ They are all alike in some ways but different in many
ways.
___________ The world we live in is inhabited by millions and millions
of people.
___________ Americans are white, Africans are dark, while Filipinos are
brown.
___________ Spanish love bullfights, Americans value sports, but
Filipinos enjoy fiestas.
Motivation
How would you keep abreast of the time? What should you do to be able
to know the different events that happen in our place and our country?
Fill in the boxes with the correct answer from the words written on the
board.
agenda ensure depreciation deterioration pioneer
1. Lessen in value or importance
2. Worsening of a situation
3. First person to do something
4. Make sure
5. Business to be dealt with
Presentation
Read the news report to the class.

Enrollment Issues Tackled
Pasay City Mayor-elect Wensceslao “Peewee” Trinidad ordered

the City School Board to convene and discuss problems of enrollment
with parents.
Among the agenda is the inventory of various school facilities
such as classrooms and, appointment of teachers.
Trinidad reminded the school officials that this school year needs
more attention than the previous years because of the significant
increase in the number of students enrolled in the city’s different
schools.
“Other factors like the depreciation or deterioration of old school
facilities and children’s requirements for their school works must also
be addressed,” the mayor said.
Trinidad said that educating the youth and ensuring that children
of all ages will receive proper learning is one of the major thrusts of his
administration.
It would be recalled that Trinidad also pioneered the construction
of two major high schools in the city–the Kalayaan National High
School (KNHS) and the Pasay City Science High School (PCSHS).
Trinidad vowed to devote more time and resources in ensuring
the delivery of services of the people. (James I. Catapusan and Jean
Fernando)
Have pupils answer the questions.
1. Who is Wenceslao “Peewee” Trinidad?

2. When did he order the city school board to convene?
3. What are the agenda of the conversation?
4. Why does school need more attention than the previous year?
5. What other factors should be addressed by the City School Board?
6. What is one of the major thrusts of his administration?
7. What projects did he give in the City of Pasay?
8. According to Trinidad, how would he ensure the delivery of services
to the pupils?
Values Integration
What kind of leader is Mayor Trinidad?

If you were an officer in your class, what would you do to prove that
you are a good leader?
Generalization
We must listen very carefully to the news we hear to be able to get the
correct information.
C. Post Activities
Application
Small Group Dynamics:

Form groups of four pupils each. Each group will do the given
situation.
Situation:
Your younger sister will enroll in Grade I this school year. The
following is a flash report about the enrolment of Grade I entrants.
What information do you need to get from the news report so your can
enroll your sister? Write the information on your paper.
“All Grade I enrollees will have their enrolment

on May 20 - 25. On the first two days of
enrolment, the Grade I teachers will administer
the School Reading Assessment from 8:00 A.M.
to 5:00 P.M. The last three days will be spent
for the registration of those who took the
School Reading Assessment.”
Provide the groups with different news report. Let the leaders
read it for their group. The members will list down at least four
information from the report.
Enrichment
Inquiries and Information in Scribbles
Divide the class into two groups. Tell Group A to jot down
questions about the news report. Group B will jot down the answers.
The teacher will read the news report aloud. The leader of each group
will report their work after the activity.
News report:
The Department of Agriculture has adopted the lowly

malunggay as the chief vegetable of every house.
Under the program dubbed as “Utanon Kada Balay,” the

DA CARAGA Region is eyeing to distribute 300,000 malunggay
seedlings to 100,000 families before the end of the school year
to help the growing problem of malnutrition in the Region.
Inquiry in Scribbles Information in Scribbles
News casting
Divide the class into three groups. Give each group a brief news report. One
member of the group will act as reporter while the other members will get
information from the news report. Then they will read it to the class.
IV. Evaluation
Listen to the news report and answer the questions that follow.
First Pinays on Everest to Return Home. A Warm, rewarding

welcome awaits.
THE THREE FILIPINO CLIMBERS – the first women in the world

to complete a traverse climb of Mt. Everest and the first women from
Southeast Asia to reach the peak–will receive more than funfare and
admiration when they arrive in Manila on May 31.
Rank promotions await Noelle Wenceslao, Carina Dayondon,
Janet Belarmino, and their companions at the Philippine coastguard,
according to the agency’s spokesperson Lt. Armand Balito.
The three women will be promoted to Petty Officer 3rd class from
Seawoman 1st class. According to Balito.
Questions:
1. Who were the first Filipino women to reach the peak of Mt. Everest?
2. When will they arrive?
3. What awaits the three Filipino Women?
4. To what rank will they be promoted?
5. Who is the spokesperson of the Philippine coastguard agency that made
announcement about their reward?
V. Assignment
Listen to any news report over the radio and write down information you get
from one of the reports you have heard.
Getting and Reporting Information from Radio/Television News
Broadcast
 Get information from radio/television news broadcast

 Report information from radio/television news broadcast
II. Subject Matter
A. Topic: Getting and Reporting Information from Radio/TV News

Broadcast
B. References: Reading Links 5

Phil. Daily Inquirer
Vol. 22 No. 88, March 6, 2007 pp. A1 & A9
The Phil. Star
Vol. XXI, No. 194, February 7, 2007 pp. 1 & 6
C. Materials: clippings of the news story
enlarged copy of “Loop-the_Word”
charts of various clues needed for getting information
from news broadcast
Value Focus: Appreciation and respect for others
III. Procedure
Motivation
It’s raining very hard and there is strong winds. What will you do to find
out if classes are suspended?
Ask pupils to find six words from the puzzle that are written vertically,
horizontally, diagonally or even backwards. Tell pupils to loop the words
found in the puzzle.
LOOP-THE-WORD
B C C D V E F G H I J
C O M P A R A B L E K
T M S R L Q P O N M L
U P V W I G N O R E S
X O Y Z D A B C D E Y
M N L K A J I H G F N
N E O P T Q R S T V T
C N B A E Z Y X W V H
D T E F D G H I J R E
T S S R Q P O N M L T
U V W X Y Z A B Z D I
F E F O L K L D R I C
(For teacher’s use: The words to be looped are: components,

comparable, validated, ignores synthetic, folkloric)
Directions: Write in the blank the appropriate word that

corresponds or related to a phrase or clause below. Choose from
the looped words.
a. __________ one of the parts which a thing or object is

made of or composed of.
b. __________ takes no notice of; pays no attention to.
c. __________ proven, tested.
d. __________ similar, having the same qualities.
e. __________ artificially produced material or substance
f. __________ pertaining to or related to beliefs of or
ancestors.
Presentation
Role Playing. Ask a volunteer pupil who is very good in pronunciation to

act as newscaster.
Say: Children, we will be listening to a portion of news report. Be sure

you listen carefully and take down important notes. Using the clues
written on the chart.
Bittersweet news: ‘Ampalaya’ is Pharmaceutical Industry
back The reclassification came amid a
By: Edson C. Tandoc Jr. strong lobby by the pharmaceutical
IT’S BITTERSWEET NEWS FOR industry against ampalaya supplements,
AMPALAYA (bitter gourd) lovers which had reportedly eaten into the
The vegetable has regained the spot it sales of the industry’s expensive drugs
lost three years ago on the government against the diabetes.
list of scientifically recognized medicinal “Perhaps during that time there were
plants, following studies showing it has no clear bases to consider the ampalaya
components that lower blood sugar a medicinal plant, except for some
levels. anecdotal reports,” Duque said .
But in the machine, the recognition Last year, Nelia Maramba, chair of the
only applies to its leaves. National Integrated Research Project
Health Secretary Francisco Duque III (NIRP) on Medicinal Plants, completed a
has issued a circular reinstating the study showing that ampalaya leaves
ampalaya as a “scientifically validated were comparable to synthetic drugs for
herbal medicinal plant” because of diabetes, according to Galindez.
recent evidence on the efficacy of That was the study that convinced the
ampalaya against diabetes mellitus.” Department of Health to give back to
The recognition should be enough to the ampalaya-or at least its leaves-what
encourage growers to the vegetable, it had lost, he said.
Duque said yesterday at a press Galindez pointed out that the
conference. Maramba study only covered leaves of
This early, five companies producing the Makiling variety and not the
ampalaya-based food supplements have vegetable itself.
expressed interest in manufacturing pills
made from ampalaya leaves. Preventive
It will be the first ampalaya-based pill Duque encouraged people, especially
for type 2 diabetes to be locally those at risk, like those who had
produced and sold in the market, said elatives suffering from diabetes, or were
Cirilo Galindez, acting director general overweight, to include ampalaya in their
of the Philippine Institute of Traditional diet for its nutritional benefits.
and Alternative Health Care (PITAHC). “Including ampalaya in our diet will be
In type 2 diabetes, the most prevalent preventive measure for the possible
strain, the body does not produce occurrence of increasing bad sugar,” the
enough insulin, or it ignores the insulin, health secretary said.
or it ignores the insulin produced This should not give “false hopes” to
patients, however.
The ampalaya-based tablets, once
they are out in the market, should be
taken according to a doctor’s
prescription, officials said.
Ten Medicinal Plants Lito Abelarde, chair of Herbal
Ampalaya was on the list of 10 Industries of the Philippines, expects the
recognized medicinal plants, called ampalaya-based tablet to be out in the
“Sampung Halamang Gamot,” drafted in market within the year.
1995 during the term of Health Abelarde said the group was ready to
Secretary Hilarion Ramiro. start manufacturing the tablets as soon
Pills were made from five of the 10 as permits were granted to its
recognized medicinal plants: lagundi, members.
sambong, tsaang gubat, akapulko, and
and yerba Buena, according to PITAHC. Curriculum
Also in the list are bayabas (guava), Duque said the Department of
bawang (garlic), ulasimang bato and Education should include in the medical
niyug-niyugan. curriculum the reclassified status
The list was promoted all over the ampalaya.
country and was included in the Former Health Secretary Jaime Galvez
curriculum of medical schools. Tan said the study on ampalaya leaves
But in 2003, as ampalaya-based food took decades and P20 million to
supplements grew popular, former complete.
Health Secretary Manuel Dayrit It will take perhaps almost period and
reclassified the ampalaya as “folkloric”. amount of money to confirm the
therapeutic properties of the vegetable
itself, he said.
Source: Phil Daily Inquirer.

March 6, 2007 pp. A1 & A9
Clues:
 English name of ampalaya

 What its components can do to the body
 Part of the plants to be used
 Health Secretary who should formulate a circular about the
effectiveness of ampalaya
 Disease it can help prevent
 Hormone that diabetics do not produce
 10 recognized medicinal plants
 Variety when former health secretary Manuel Dayrit said that
medicinal use of ampalaya was folkloric
 Made
Let’s a studyon
switch proving
our TVuse of ampalaya
sets. (Assignedcomparable to synthetic
pupil gives the news
drugs
broadcast.)for diabetes
Now, let’s talk about the news you have just heard. Use the information
you got down to answer these questions.
 What is the main topic of the article?

 What is the English name of ampalaya?
 What can the components of ampalaya or bitter gourd do to the
body?
 What variety of ampalaya as proven to have beneficial effect?
 What part of it can be used?
 How will the ampalaya help people with diabetes?
 What can be manufactured from the leaves of ampalaya?
 Name the 10 recognized plants.
 When and why was ampalaya removed from the list of recognized
plants?
 Who made the study which proved that the Makiling variety of
ampalaya has medicinal value?
Practice: Using the important informations you have gathered, write

your own news story of what you have heard.
Remember your work will be rated based on the following:
1. Completeness/Accuracy 40
2. Grammar 30
3. Organization 30
100 %
Values Integration
 If one of your family members is overweight or suffering from

diabetes, would you recommend ampalaya pills? Why?
 What will you do if he/she refuses to take the pills? Why?
Say: Children, you will now write your own news similar to the news
story presented by our TV newscaster. You will be writing a report
regarding the news you have just heard. This is what we now call as
news story.
Let’s read first the guidelines in writing a news story.

Guidelines in writing news story:
1. The title tells what the story is about.

2. Every good news story starts with a lead or the first paragraph.
The lead answers some or all of the five W’s: who, what,
where, when and why.
3. Sometimes the lead tells everything you want to know about
the news. It leads you to read on to find out more
informations about the news. These additional informations are
found in the body of the news report.
4. Every news story must have a lead, body, and ending.
Generalization
 What is a news story?

 In what parts of the newspaper can we find a news story?
 What is the lead?
 What can be answered by the lead?
 What are the parts of a news story?
 What should you do to be able to report a certain news
accurately?
C. Post Activities
Application
(The teacher or the trained pupil acts as newscaster.)
Listen to the newscaster and write down information to be gathered as

to:
1. Title of news story

2. Weather forecast of PAGASA
3. Direction of wind change
4. Temperature in most places
5. Recorded hottest temperature
Warmer Days Ahead! – PAGASA
After the brief spell of cool weather, jackets and sweaters are
headed back to the closet.
The temperature will rise in the coming days as the winds shift and
the northeast monsoon starts to weaken, the weather bureau said
yesterday.
Greg de Vera, weather forecaster of the Philippine Atmospheric,
Geophysical and Astronomical Services Administration (PAGASA),
explained that wind direction changed from northeasterly, which brings
colder temperature, to easterly, where the wind coming from the Pacific
Ocean is warmer.
The temperature in Metro Manila yesterday morning reached 22.4
degrees Celsius and rose to 29.8 degrees Celsius at around 1:50 p.m.
However, De Vera said the northeast monsoon would still affect the
current temperature but would not likely be lower than 20 degrees
Celsius.
PAGASA, on Feb. 4, recorded the lowest temperature in Metro
Manila this year at 17.1 degrees Celsius. Meanwhile, in Baguio City, the
temperature went down to nine degrees Celsius last Jan. 31.
PAGASA said this year would be generally cooler than the last year.
The average air temperature for January is slightly warmer than normal
though in most parts of the country. This month the temperature
forecast ranges from 19 to 32 degrees Celsius.
In highland and mountainous areas in Luzon, the average
temperature will be 12 to 23 degrees Celsius, while in the Visayas, it will
be 22 to 31 degrees Celsius. The lowland areas of Mindanao could
expect a temperature to 22 to 33 degrees Celsius. It would be slightly
lower in the mountainous areas at 13 to 18 degrees Celsius.
De Vera said that from March to May the expected maximum
temperature is from 30 to 33 degrees Celsius.
PAGASA’s climatological record shows that the all-time lowest
temperature in Metro Manila was recorded on Feb. 4, 1987, and on Dec.
30, 1988 at 15.1 degrees Celsius. In port area in Manila, the lowest
temperature was felt on Jan. 11, 1914 at 14.5 degrees Celsius, and at
14.6 degrees Celsius at the International Airport (NAIA) in Pasay City on
Feb. 2, 1982.
The highest temperature recorded in the Philippines, however, was
at 42.2 degrees Celsius in Tuguegarao City, on May 11, 1969.
- Helen Flores
Writing
Write a short news story using the following information:
English Quiz 7:30-8:00 – Registration of coaches/

Silang East Elem. School
Aug. 30 - 31, 2007 9:00-11:00 – Written examination
Grade V or VI pupil 1:00-3:00 – Oral examination
1. contestant per school winner will represent his/he district
in the Division Quiz
Enrichment
Group pupils into five. Let each group choose any one of these topics.
1. School activity
2. Sports event
3. Outreach program
4. Community activity
After choosing a topic, the group will make a news report about it. The
group will then present its news report by letting one member act as
newscaster and the others as news reporter
IV. Evaluation
(Teacher acts as the newscaster)
Listen to the teacher-newscaster and list down five information from the
news which you have heard. Make a report based on the information you
have gathered.
To bolster outstanding pioneering scientific work and increase

scientific productivity in the country, the National Academy of Science
and Technology (NAST) is recognizing this year’s ten outstanding young
scientist.
The outstanding young scientist is given to young Filipino scientists,

less than 40 years old and have made significant contributions of the
advancement of Science and Technology in the country as well as to
the economy. Each awardees is given a trophy and P30,000.00.
Among this year’s outstanding scientist are Dr. Albert Gapud of the
Institute of Mathematical Sciences and Ohysics. Dr. Edward Baroga of
the College of Veterinary Mdecine, Dr. Lemuel Aragones of the Institute
of Biologogical Sciences, Dr. Conrado Balatero and Dr. Simeona Siar,
both from te Institute of Plant Breeding. All come from U.P Los Banos.
These are the other awardees: Dr. Christina Binag of U.S.T., Dr.
Dindo Campilan of the International Potato Center, Dr. Patricio Palmer of
the West Visayan State University and Dr. John Vergara of Ateneo de
Manila.
V. Assignment
Listen to any TV or radio newscast. Get the title of the news story/report.
Write down important information. Pretend you are a beat reporter and be
able to report your own news story to the class.
Distinguishing Facts from Opinions Heard
 Distinguish facts from opinions heard
II. Subject Matter
A. Topic: Distinguish Facts from Opinions Heard

Developing My English Power 5 pp. 97 - 100
C. Materials: chart, pictures
Value Focus : Love for animals
III. Procedure
A. Preparatory Activity
Review (Cause and Effect Relationship)
Give one effect for the following causes. State it in sentence form.
1. overpopulation
2. poor education
3. malnutrition
4. poverty
5. pollution
Motivation
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 the correct answer will
recite a poem or 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 humans.
Presentation
Listen to the following paragraphs.
1. 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 would get along well with people.
2. 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.
Ask:
1. Which paragraph expresses truth or facts?
 The sentences in paragraph a express facts. These can be proven
true and can be checked.
2. Which paragraph expresses a view or a belief?

 The sentences in b express opinion. They tell what someone
thinks or believes.
Values Integration
 You notice that one of your friends throws stones at your neighbor’s
dog. What would you do? Why?
 As young boys and girls, how can you show a care for pets and other
animals. Why should we take care of our pets and other animals?
Generalization
Differentiate a fact from an opinion.

 A fact is a statement through which experience and
experiments have proven to be true.
 An opinion is a view or guess which may or may not be true.

Clue words like think, believe, feel, must be, must, and probably,
seems, and often signal opinion.
C. Post Activities
Application
Raise one finger if the sentence is an opinion and two fingers if it

expresses a fact.
1. I love water.
2. Drink about 6-8 glasses each day to be healthy and strong.
3. Animals need food in order to survive.
4. Ilocanos are thrifty people.
5. Clean water is pure water.
6. The earth revolves around the sun once in every 365¼ days or one
year.
7. Kidney transplant always saves lives.
Enrichment
Teacher reads the sentences. If the teacher reads a sentence that states
a fact, write an opinion about. If he/she reads an opinion, write a fact
about it. State your fact or opinion in a sentence.
1. A forest is the best place to relax.

2. Forests protect our wildlife; they are homes to animals and birds.
3. Trees prevent flood that can kill people and crops.
4. From these forests come wood for houses, telephone posts, electric
light poles, and many other things.
5. Forest fires can be prevented.
6. Christmas is the best time of the year.
7. Paper lanterns are symbols of Christmas in the Philippines.
8. It is easier to wrap a big gift than a small one.
9. January 15 is not a holiday in the Philippines.
10. We celebrate New Year every first day of January.
IV. Evaluation
Listen again as I read the short selection and the sentences that follow.
Draw a star if the sentence is a fact and a moon if it is an opinion.
He was Teodoro F. Valencia, the park commissioner himself. He was

in charge of Rizal Park and it was he who managed to make the park one
of the most beautiful parks of its kind in the world. He wanted to make
children happy. That is why Rizal Park has playground for children, a
skating rink, and bicycle lanes. Families have picnics on the grass under
flowering trees and palms. Teenagers sit on the benches or stroll around
fountains and along flowering hedges or watch carp and goldfish swim
gaily in ponds. A planetarium stands beside a library rich in magazines
and books for young and old.
1. Teodoro Valencia was the park commissioner in charge of Rizal

Park.
2. Rizal Park is one of the most beautiful parks of its kind in the
world.
3. It has a spacious playground, smooth skating rink and inviting
bicycle lanes.
4. Families enjoy having picnics on the clean, thick grass.
5. Teenagers watch carps swimming in circular ponds; they stroll
around on paths lined with hedges.
V. Assignment
Write five statements describing the Filipinos under the following headings.
Fact Opinion
Retelling Best-liked Parts of the Story Heard
 Retell best-liked parts of story heard
II. Subject Matter
A. Topic: Retelling Best Liked Parts of a Story Heard

Writing a Dialog
B. References: English Read 5
C. Materials: chart
Printout of announcement
sketches of various scenes from the story
Value Focus: Respect for others, honesty patience
III. Procedure
Motivation
Show the children this announcement
LOST
A male golden retriever was discovered missing
since August 18, 2007. It responds to the name
“Summer.” If found, please contact owner Kaila
Dimag at this number: 09183036135. Reward will
be given to anybody who will return the dog.
1. What is the announcement about?

2. What will be given if the dog will be returned?
3. If you are the one who found the dog, will you return the dog? Why?
Using contextual clue
Give the synonym of the underlined word in each sentence. Choose

from the words inside the box before the sentences.
do 1. In Singapore, a person who is found guilty is

whipped as punishment.
smart
2. One must always fulfill his promise.
commanded
beaten
3. The clever boy was able to escape from his friends.
4. The king bade his soldiers to guard the castle.
Presentation
Say: Today I will tell you a story about a clever soldier. Be sure you
follow our standards in listening to a story.
Be ready to retell the part of the story you like best.
(Teacher reads the story “The Clever Soldier” to the class using the
pictures)
The Clever Soldier
One day the Emperor of China lost his gold ring while riding
through the streets of his kingdom. He then called all his messengers
and told them to announce that anyone who found it would have
anything he asked for.
A few days later, a poor soldier found the ring while he was
walking on the street. As he kicked off dust with his feet, he saw the
ring by the wayside. Excitedly, he walked to the palace gate. Before
he could enter, the gatekeeper stopped him. When the soldier told
him about the ring, the gatekeeper made the soldier promise that they
will divide between them the money the Emperor would give as his
reward.
“I promise,” said the soldier. “But write down what you want on
a piece of paper.” The Gatekeeper did and gave the piece of paper to
the soldier.
The soldier was soon on his way to the palace. He met the
doorkeeper who asked him to share with him one half of his reward.
Again the soldier asked the keeper to write down his wish. He kept
the piece of paper with the first one in his pocket.
The emperor was very much pleased to get his ring back. “I will
give you a thousand pieces of gold as your reward,” he said.
The soldier, however, asked to be whipped a hundred times
instead. He removed his coat and shirt, ready to be whipped a
hundred times. As he did so, the two pieces of paper dropped on the
floor.
The Emperor said, “Why do you ask to be whipped? You have
done nothing wrong.” When he saw the pieces of paper he asked
about them. The soldier replied, “O, Son of Heaven, on these two
pieces are written the promises two of your men asked me to make.
These are written by their own hands. I must fulfill my promise. I
must give half of what I get to the Gatekeeper and the other half to
the keeper of the door.
The Emperor read the words on the paper. Then he smiled and
said, “You are a clever man. Now, I know that some of my men take
money from the poor.. I must teach these two men a lesson.”
He bade the men to appear before him. He asked them about
what they did to the soldier. Seeing the pieces of paper in the
Emperor’s hand, they admitted their guilt. The Emperor then told each
of them to get me half of what the soldier asked for.
Poor men! The gatekeeper got one-half of the hundred lashes
and the keeper of the door, the other half. They were so hurt they
could hardly walk away.
“For giving me back my ring and showing me how some of

trusted men treat the poor, I will give you a thousand pieces of gold.”
He gave the soldier a silken bag containing his reward. “Now, go in
peace and make good use of your reward.”
The clever soldier thanked the Emperor and walked away a rich
man.
Have pupils answer the questions.

1. Where did the story happen?
2. Who are the characters in the story?
3. What traits of the soldier are worth imitating? Why?
4. What did the gatekeeper and the doorkeeper made the soldier
promise?
5. What reward did the king give the poor soldier?
6. Why do you think did the poor soldier ask the gatekeeper and the
door keeper to write what they were asking from him?
7. What will prove that the soldier is clever?
8. How did the king discover that his trusted men were taking money
from the poor?
Say: There are parts of the story that you particularly like. Retell the
parts that you like best. Use proper intonations and gestures.
Ask: Why did you like that part?
Values Integration
If you were the soldier, would you also return the ring? Why?
If you were the king, will you whip your men for what they did? Why?
Which of characters in our story should we imitate? Why?
What moral lesson have you learned from the story you heard?
C. Post Activities
Application
From triads. Have each triad choose a scene and write a dialogue about
that scene. One will act as the narrator and the two other the characters
in that scene.
Scenes: The poor soldier and the Gatekeeper.

The poor soldier and the doorkeeper.
The poor soldier and the king.
The dialogue will have the part of the Narrator, and 2 other persons on
the scene.
Enrichment
Say: Think of your favorite fairy tale. Retell the part that you like best
to your partner.
Have pupils form dyads.
IV. Evaluation
Let pupils recall one story they have read in Grade IV. Let them choose the
part they liked best and write a short description of that part. Tell them
they must be ready to share that part of the story to the class.
V. Assignment
Draw a comic strip of the scene you liked best in the story “The Clever
Soldier”.
Evaluating and Making Judgment on Oral Texts
 Evaluate and make judgments on texts presented
II. Subject Matter
A. Topic: Evaluating and Making Judgment on Oral Texts

B. References: PELC
Golden Voyages 1983 p.83
Newspaper (Editorial)
The Parable of the Barrio pp.9-10
C. Materials: charts, organizer, newspaper
Value Focus: Taking good care of the environment
III. Procedure
Motivation
Ask: Have you read the newspaper today?

Let’s play the game: “Give Me” and “Tell Me.”
Ex. Give me the editorial part of the newspaper
Tell me about it.
Configuration Technique
Have the pupils identify the words being defined by using configuration
boxes as clues. Choose the answers from the words in the box.
tragedy outrage destruction
mitigation
violent or cruel act
reducing the severity of something

disaster
total ruin or damage
Presentation
Listen to the editorial and be ready to answer the questions about it.
EDITORIAL
We saw hundreds of bodies left decaying, unburied, and

dirtied by destructive mudslides and collapsed buildings brought
about by a torrent of rain.
Because of lack of official preparedness, the absence of life-
saving instruments, and the national outrage over human greed
taking over our forests, nature does not make an accounting.
Innocent lives pay dearly for the balance.
The call for a “total log ban” is a classic example of the “much
too late the hero” attitude among our government officials.
Prevention and mitigation are almost impossible when taken in the
context of the Philippines being a typhoon zone.
Our government agencies say they do not have enough
personnel to guard our environment or “we do not have enough
funds to do our jobs effectively,” simply putting the blame on thin
air.
The palace says it is illegal logging while a department
executive says it was nature that caused the tragedy.
Answers to the following questions may vary. There are possible

answers given.
1. Do you think our DENR officials have not done their duties and
responsibilities in safeguarding our environment? Why?
Ans. I think DENR officials have not done their duties and
responsibilities because we, see our mountains without trees already.
We still see many illegal loggers.
2. Is it really illegal logging that caused the tragedy in Ormoc and

Luzon? Why?
Ans. Yes, because there were no more trees that controlled the flash
flood.
3. Do you think the fund intended to guard our government served its
purpose well? Why?
Ans. No, the fund may have gone to corrupt officials. If it serves its
purpose well, there would be no tragedy as what happened in
Ormoc.
4. Do you think the tragic events in Ormoc and Luzon will happen again
in the future? Why?
Ans. No, if everybody will help plant trees. Yes, if we will do not
preserve and conserve forests.
Values Integration
As young boys and girls, how could you help prevent flood in your
locality?
Generalization
How can one make a good judgment?

 Good judgment always comes from carefully evaluated ideas and
information.
C. Post Activities
Application
Form pupils into groups. Ask each group to select the best reader to act
as newscaster to read any editorial news available. Let the others
evaluate and judge the content of what the member read.
Enrichment
Listen to the paragraphs. Then answer the questions after each. Write
the letter of the correct answer on your paper.
1. When Hector came home from school at 3:30, his sister Flora wasn’t
home. Flora usually comes home before him. Hector decided to
check the closet. He saw Flora’s coat hanging there. Her
schoolbooks were on the kitchen table. Then he looked in the closet
a second time. Flora’s jacket, sneakers, and baseball mitt were
gone. Now he knew where his sister was.
Which of the following conclusions can be drawn about where Flora
was?
____ a. Flora was still in school.
____ b. Flora was playing ball.
____ c. Flora was at her sewing club.
2. Snakes are very interesting. The shortest snakes are called “thread
snakes.” They are eleven centimeters long. Thread snakes are
harmless and have no poison. On the other hand, the anaconda is a
dangerous and powerful snake. One anaconda grew to be sixteen
meters long and weighed almost forty-five kilos.
Which of the following conclusions can be drawn about snakes?
____ a. Snakes eat only vegetables.

____ b. Not all snakes are dangerous.
____ c. Small snakes are not as dangerous as big snakes
IV. Evaluation
Listen to the Parable of the Professionals. Be able to evaluate and make

judgment.
THE PARABLE OF THE PROFESSIONALS

by Juan Flavier
As was his habit, St. Peter sat at the entrance of heaven. He liked
to interview each arrival from earthly life. He was particularly interested
in knowing what the person had done for a living. This would give him
an idea of good deeds done as a basis for deciding whether to allow him
entrance or to remand him to the lower section where the flames burned
all day long.
The new batch consisted mostly of professionals. The first man
approached St. Peter with confidence.
“What did you do on earth? And why should I accept you into
heaven?” asked St. Peter.
“I was a doctor. I attended to the sick and wounded. I also
prevented disease by making people healthy through immunization and
other public health measures. I always responded to the call of the
people.”
“Enter heaven,” St. Peter intoned solemnly. “Next, please. What did
you do on earth, and why should I accept you into heaven?”
“I was a lawyer and I defended the accused and the condemned. I
was a guardian of truth and a champion of law and order. I guided and
counseled people to settle disputes. I was always at the service of the
people.”
“Proceed to the gate,” the Saint commanded. “Next please. What
did you do on earth? Why should I accept you into heaven”
“I was an engineer on earth. I constructed houses for people to live
in. I built skyscrapers for offices and other needs of the people. I
spanned rivers by constructing bridges. Man has made advances
through my endeavors. I was always an active partner in the progress
of the people.”
“Go past the gates into heaven. Next please,” said St. Peter.
“And what have you to say for yourself?”
“I was a teacher, and I taught all my school children to be God-
loving, good and upright citizens”. Here are a halo and a pair of wings.”
said St. Peter to the elated teacher.
1. Where do you think St. Peter was?

Answer: St. Peter was in heaven.
2. Why do you think he liked to interview each arrival from earth life?
Answer: He interviewed each arrival because he was interested in
knowing what the person had done on earth.
3. Where did St. Peter send professionals to?

Answer: They go in heaven.
4. Who do you think was the best among the professionals?

Answer: The best among the professionals was the teacher.
5. Why do you think St. Peter gives teacher a halo and a pair of
wings?
Answer: St. Peter gave him halo and a pair of wings because
he/she was the best among the professionals.
 Because he/she was a teacher and taught all of the other
professionals
V. Assignment
Listen to a news report. Be able to evaluate and make a sound judgment

regarding it.
Giving Justifications to a Possible Ending
 Give justification to a possible ending
II. Subject Matter
A. Topic: Giving Justifications to a Possible Ending
B. References: PELC Speaking

Dream Chasers Workbook pp. 91 & 101
The Philippine Star, Feb. 7, 2007
C. Materials: Pictures, charts
Value Focus: Concern for the environment
III. Procedure
Review
Fact or Opinion
Raise your left hand if the sentence gives an opinion. Raise your right
hand if it is a fact.
1. Tuberculosis is a communicable disease.

2. Trees prevent flood.
3. An intelligent person will always succeed in life.
4. If you talk more, you’ll make more mistakes.
Motivation
Ask: How do you compare air in the provinces to the air in cities? Are
they the same? Where do you prefer to stay? Why?
Presentation
Let the pupils read the selection orally.

Air Pollution
Kerosene, insecticides, detergents, and disinfectants are some of

the substances we use at home. We use kerosene as fuel; we spray
insecticides to get rid of harmful insects. We use detergent for washing
clothes and clean our homes. We use disinfectants to treat wounds.
While these substances are useful, they can also be harmful to us and
the environment if not used properly.
Gasoline is fuel. As a fuel, it burns to make motor vehicles run.
When gasoline burns, a chemical change happens. The chemical
energy in gasoline is changed into mechanical energy that makes the
vehicles move. The products of this chemical change are heat and
smoke that pollute the environment.
Other fuels that burn are paper, wood, and plastics. They give off
smoke when burned. Smoke pollutes the air.
Air carries with it tiny particles of dust. Some of these particles
are black. These are the particles that go with the smoke from buses,
jeepneys, and factories. These particles mix with air and pollute it.
When insecticide is sprayed, the substances in it that kill insects
and pests mix with the air around. Air becomes polluted by these
harmful substances.
Ask the pupils the following:

1. What is the use of kerosene? insecticides?
2. Are they useful to us? Can they be harmful too? In what way?
Explain.
3. Is it safe to burn your garbage? Why?
4. Why does smoke pollute the air we breathe?
5. What do you think will happen if a person is exposed to dust
and dirt every day?
Values Integration
As a student, how can you minimize if not totally control air pollution?
What other ways can help prevent air pollution? Why should we always
keep our environment clean?
Generalization
Good judgment always comes from carefully evaluated ideas and

information.
C. Post Activities
Application
Group pupils by five. Let them choose their leader. The leader will act as
a newscaster in reading the news report.
Ex-coup plotter’s daughter arrested
Two daughters of well-off families were nabbed by police in

Manila the other night for marijuana possession. The suspects- were
identified as Maria Penelope Robles, 21, daughter of retired army
colonel Rex Robles, who is one of the founders of Rebolusyong
Alyansa Makabansa, and Kris Yvette Medina, 20, daughter of a dean
in an exclusive school.
They were flagged down by a police car near the corner of
Estrada Street in Ermita when they ignored a traffic light and almost
hit another vehicle.
The officers found a plastic bag containing marijuana on the car’s
floor during a routine inspection, according to Senior Inspector
Wilfredo Estrella, Chief of the Manila Police District’s mobile unit.
The younger Robles allegedly tried to intimidate the arresting
officers by dropping her father’s name.
- Nestor Etolle
The Philippine Star, Feb. 7, 2007
1. What caused the arrest of Maria Penelope Robles and Kris Yvette
Medina?
2. Do you think they must be apprehended? Why?
3. If you were the son/daughter of a wealthy and powerful politician,
would you do the same? Why?
Enrichment
Have pupils form dyads. Let them face each other. One will read orally
while the other listen to be able to guess the ending. He/she should
justify his/her answer.
Katrina lived in an apartment. There was a small park with grass

and trees in front of the building.
One rainy morning when Katrina was waiting for the school bus, she
saw a little kitten. It was wet so that all its fur stuck to its skin and
showed how thin it was.
Katrina was sorry for the little kitten. She worried that it had lost its
mother. She did not want it to go hungry.
What do you think did Katrina do?
IV. Evaluation
Directions: Listen to the situations carefully. Tell what could likely be th

ending to each situation. Write the letter of your answer on a
piece of paper. Justify your answer.
1. A band was playing in the plaza one early morning. Many people were
there. All of them were well dressed. They were standing around the
flagpole. Two of them were holding the string of the big flag.
a. The flag will be raised.
b. The flag will be changed.
c. The flag will be lowered.
2. Mildred is putting on a beautiful long gown. Her mother is helping her.

There is a crown on the table. There are decorated candles, too.
Downstairs, Mildred’s father and brothers are decorating an arch. What
do you think is going to happen?
a. Mildred is going to a wedding.
b. Mildred is going to have her picture taken.
c. Mildred is going to join a Santacruzan.
3. Noel is saying goodbye to his mother and father. He is in a uniform and

a neckerchief. He carries a knapsack on his back. In a bus on the street,
other boys of his age are waiting for him. Everybody is in uniform like
Noel. What do you think is going to happen?
a. The boys are going to play in the school.
b. The boys are going camping.
c. The boys are going to the market.
4. Michael sees some ripe guavas up a tree. He looks around for

something. He does not see any pole. He looks at the tree. It seems
strong enough. What do you think will Michael do?
a. Michael will climb the tree to pick the guavas.
b. Michael will wait for the guavas to fall.
c. Michael will ask his younger sister to pick the guavas.
5. Nena is alone at home. It is past six o’clock. Her mother has not arrived
home from the office. “The traffic must be heavy,” Nena thought.
“Mother will be tired and hungry”. Nena goes to the kitchen. What do
you think will Nena do?
a. Nena will eat alone.
b. Nena will cook rice.
c. Nena will ask a neighbor to cook their food.
V. Assignment
Copy the paragraph and answer the questions that follow.
“I am old and no longer have the strength I once did. Since I was
younger than you, I have spent my days laboring to ensure peace and
justice in my kingdom. You have grown up into fine women. Each of you is
capable of ruling this land. It is time for me to step aside.”
1. What do you think will be the ending of the story?

2. Do you think the queen made a right decision? Why?

Lesson Plan in English Grade 5

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Changing the Meaning of Words Caused by Shift in Stress

 Distinguish changes in meaning of words caused by shift in stress

II. Subject Matter

A. Topic: Changing in the Meaning of Words Caused by Shift in

Value Focus: Cooperation and participation

Ask: How do you pronounce these words?

B. Development of the Lesson

Say: Listen as I read the sentence.

Analysis and Discussion

 If a word is pronounced strongly on the first syllable, the word is

Listen as I say the following words. Give the meaning of each

1. record 6. discount 11. repeat

a. The rebel was tried for treason.

Listen as I read the following sentences. Put a check before each

_____ 1. Camels live in the désert.

 Identify figurative language from a poem heard

II. Subject Matter

A. Topic: Types of Figurative Language

Value Focus: Love for animals

Presentation/Discussion and Analysis

Types of Figurative Language

Say: There are three types of figurative language.Study the following

The moon is like a flower.

My tree is like a duster reading high.

Say: The lines above show simile.

 A simile states a comparison between two unlike objects but have

 A simile contains the words like or as.

Ask: What two things are compared in the first example?

What two things are compared in the second example?

A train is a dragon that roars through the dark.

Who tossed those golden coins.

Say: The examples above show metaphor.

What two things are compared in the first sample?

What two things are compared in the second sample?

Slowly, silently now the moon

The birds have washed their faces

Say: These lines show personification.

Washed their faces and cuddled in a row

 Simile states a comparison of two unlike objects but have something

2. I wandered lonely as a cloud

3. Twinkle, twinkle, little star

4. Maps are really magic wands,

5. A spider walked a tightrope there

2. Mary had a little lamb,

3. They seem like animal eyes in the park

4. The river quivers

Note: For additional exercises on figures of speech, visit this website-

_____ 1. There are no winged fairies, either

_____ 2. Some words clink

_____ 3. After the rain, the fireflies

_____ 4. That when the sun or Koemigotuhl’s height

_____ 5. He is gone on the mountain,

Identify the following figurative language used in each sentence. Write

 Use figurative language to describe people and events

II. Subject Matter

A. Topic: Using Figurative Language to Describe People and Events

Value Focus: Appreciation of God’s gifts

Write S if it is simile, M if metaphor and P if personification.

B. Development of the Lesson

Listen as I read the following sentences.

1. What is meant by “His hands dangled a mile out of his sleeves”?

4. What is a “hair that looked like the sun’s ray?”