Lesson Plans For Multigrade Classes Grades 5 and 6: Learning Area: ENGLISH Quarter: FIRST Week: FOUR

Lesson Plans for Multigrade Classes
Grades 5 and 6
Learning Area: ENGLISH Quarter: FIRST Week: FOUR
Grade Level Grade 5 Grade 6
Content Standards Day 1 Day 1
The learner Listening Comprehension Listening Comprehension
demonstrates text types to listen for different purposes from a variety of texts text types to listen for different purposes from a variety of texts
understanding of…
Oral Language Oral Language
the oral standards of English in order to participate in various oral the oral standards of English in order to participate in various oral
communication demands (situation, purpose and audience) communication demands (situation, purpose and audience)
Vocabulary Development Vocabulary Development

that words are composed of different parts to know that their that words are composed of different parts to know that their meaning
meaning changes depending in context changes depending in context
Grammar Reading Comprehension

command of the conventions of standard English grammar and demonstrated understanding of writing styles to comprehend the
usage when writing or speaking author’s message
Day 2 Day 2
Oral Reading Fluency Oral Reading Fluency
that printed words are made up of interconnected letters with that printed words are made up of interconnected letters with
separate sounds that are blended together to form coherent pattern separate sounds that are blended together to form coherent pattern of
of sounds sounds
Writing and Composition Writing and Composition

different formats to write for a variety of audiences and purposes different formats to write for a variety of audiences and purposes
Viewing Comprehension Viewing Comprehension

the various forms and conventions of print, non-print, and digital the forms and conventions of print, non-print, and digital materials to
materials understand various viewing texts
Day 3 Day 3
Summative Test Summative Test
Performance Standards Day 1 Day 1

The learner… uses linguistic cues to effectively construct meaning from a variety uses linguistic cues to effectively construct meaning from a variety of
of texts for a variety of purposes texts for a variety of purposes
prepares for and participates effectively in a range of conversations prepares for and participates effectively in a range of conversations
and collaboration with diverse partners, building on others’ ideas and collaboration with diverse partners, building on others’ ideas and
and expressing their own clearly and persuasively expressing their own clearly and persuasively
uses strategies to decode correctly the meaning of words in isolation uses strategies to decode correctly the meaning of words in isolation
and in context and in context
uses the correct function of nouns, pronouns, verbs, adjectives, and uses diction (choice of words) to accurately analyze author’s tone,
adverbs in general and their functions in various discourse (oral and mood, and point of view
written)
Day 2
Day 2 uses knowledge of phonics (analytic and synthetic) to effectively
uses knowledge of phonics (analytic and synthetic) to effectively decode grade-appropriate words
decode grade-appropriate words
uses the correct function of nouns, pronouns, verbs, adjectives, and
draft texts using appropriate text types for a variety of audiences adverbs in general and their functions in various discourse (oral and
and purposes written)
evaluates effectively the message constructed and conveyed in applies knowledge of the various forms and conventions of print,
various viewing texts non-print, and digital materials to appropriately comprehend print,
non-print, film and moving texts
Day 3 Day 3
Summative Test Summative Test
Competencies Day 1 Day 1

Identify the elements of literary texts Infer the speaker’s tone, mood and purpose
EN5LC-Id-2.17.3 EN6LC-Id-2.11.1/EN6LC-Id-2.11.2/EN6LC-Id-2.11.3
Use formal and informal English when appropriate to task and Relate an experience appropriate to the occasion EN6OL-Id-1.17
situation
EN5OL-Id-3.9 Infer meaning of figurative language using context clues, affixes and
roots, other strategies
Infer the meaning of unfamiliar words (affixed) based on given EN6V-Id-12.3.2/EN6V-Id-12.4.1.2/EN6V-Id-12.4.2.2
context clues (synonyms, antonyms, word parts) and other
strategies Analyze figures of speech (simile and metaphor)
EN5V-Id-12 & 13 EN6RC-Id-6.8/EN6RC-Id-6.9
Day 2 Day 2
Read with automaticity grade level frequently occurring content Read aloud grade level appropriate text with an accuracy rate of 95-
area words (art) 100%
EN5F-Id-1.8.1.1 EN6F-Id-1.6
Compose clear and coherent sentences using appropriate Compose clear and coherent sentences using appropriate grammatical
grammatical structures: modals structures: aspects of verbs
EN5G-Id-3.6 EN6G-Id-3.3
Write two to three paragraph composition based on the prepared

outline Day 3
EN5WC-Id-2.2.4 Describe different forms and conventions of film and moving pictures
(characterization)
Day 3 EN6VC-Id-5.1.4
Distinguish among various types of viewing materials EN5VC-Id-6
Summative Test
Summative Test
Day 1
Lesson Objectives To identify the elements of literary texts To infer the speaker’s tone, mood and purpose
To use formal and informal English when appropriate to task and To relate an experience appropriate to the occasion
situation To infer meaning of figurative language using context clues, affixes,
To infer the meaning of unfamiliar words (affixed) based on given roots and other strategies
context clues (synonyms, antonyms, word parts) and other To analyze figures of speech – simile and metaphor
strategies
Subject Matter Identifying the elements of literary texts Inferring the speaker’s tone, mood and purpose
Using formal and informal English when appropriate to task and Relating an experience appropriate to the occasion
situation Inferring meaning of figurative language using context clues, affixes,
Inferring the meaning of unfamiliar words (affixed) based on given roots and other strategies
context clues (synonyms, antonyms, word parts) and other Analyzing figures of speech-simile and metaphor
strategies
Learning Resources BOW, TG, LM, dictionary, pictures, enough photocopy of the BOW, TG, LM, dictionary, pictures, enough photocopy of the
appendices, projector, laptop, speakers appendices, projector, laptop, speakers
Procedures Grouping Structures (tick boxes):
Methodology:  Whole Class  Grade Groups

Use letter icons to show describe the parts of the lesson (for example the  Ability Groups
methodology and introduction), where you may address the whole class  Friendship Groups
assessment activities as one group  Other (specify)
 Mixed Ability Groups  Combination of Above
DT Direct Teaching Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
GW Group Work 1. What do you wish for yourself? for your family?
IL Independent 2. (Motivation) Say: I have here a picture. What can you say about the picture? (See Appendix 1)
Learning
3. Say: Today, we are going to read the short story “Good Wishes”, but before that, let us first unlock the unfamiliar words found in
A Assessment
the story. (See Appendix 2)
4. Now, we are going to read the short story, “Good Wishes”. Refer guidelines in reading through DRTA. (See Appendix 3)
5. Ask the pupils a question about the lesson of the story.
DT GW
1. Have a discussion about the different elements of a literary 1. Group the pupils into four (depends on the number of pupils)
text. (See Appendix 4) and let them choose their leader. Tell them that they are
going to portray the lesson of the story through a role play.
2. Go back to the short story “Good Wishes”, let the pupils Tell the pupils that they can relate their own experience that
identify the different elements of the story. is similar/reflects the lesson of the story read. Give them
enough time for this activity.
3. Include also here a discussion about formal and informal
English. (See Appendix 5) 2. Give the pupils the rubrics before going to the other grade
level. (See Appendix 6)
4. Provide guided practice and scaffolding through series of
examples.
GW DT
1. Group the pupils into four (depends on the number of 1. Have a discussion about Simile, Metaphor, Tone, Mood and
pupils) and let them choose their leader. Tell them that they Purpose of the Author. (See Appendix 7)
are going to portray the lesson of the story through a role 2. Go back to the story “Good Wishes”, ask the pupils if they
play. Tell them that they can use formal and informal had observed that there are set of words set in boldface. And
English in their conversations. Give them enough time for ask them if they knew what they were.
this activity.
3. Say that the words that were set in boldface are examples of
2. Give the pupils the rubrics before going to the other grade simile, metaphor and idiomatic expressions. Tell the
level. (See Appendix 6) meanings of each of the words set in boldface.
4. Provide guided practice and scaffolding through series of

examples.
IL IL
1. Let the pupils answer the following questions: 1. Let the pupils answer the following questions:
a. What is the setting of the story? Write the part where a. What is the purpose of the author in writing the
the setting is mentioned. story?
b. Who are the characters in the story? Describe each of b. What is the tone of the author in the story?
the characters. c. What is the mood of the story?
c. Identify the parts in the selection that helped you
described the characters.
d. What is the theme of the story?
e. Let the pupils enumerate the events as they happened in
the story (story plot).`
A A
See Appendix 8 See Appendix 9
Remarks
Reflection
Day 2
Lesson Objectives To read with automaticity grade level frequently occurring content To read aloud grade level appropriate text with an accuracy rate of
area words 95-100%
To compose clear and coherent sentences using appropriate To compose clear and coherent sentences using appropriate
grammatical structures: modals grammatical structures: aspects of verbs
To write a two to three paragraph composition based on the
prepared outline
Subject Matter Reading with automaticity grade level frequently occurring content Reading aloud grade level appropriate text with an accuracy rate of
area words 95-100%
Composing clear and coherent sentences using appropriate Composing clear and coherent sentences using appropriate
grammatical structures: modals grammatical structures: tenses of verbs
Writing a two to three paragraph composition based on the prepared Describing different forms and conventions of film and moving
outline pictures
Learning Resources BOW, TG, LM, pictures, enough photocopy of the appendices, BOW, TG, LM, pictures, enough photocopy of the appendices,
projector, laptop, speakers projector, laptop, speakers
Procedures Teaching, Learning and Assessment Activities
1. Have a review of the previous lesson.
2. (Motivation) Say: I have here a picture of a quotation. I would like you to read it and share your thoughts about it. (See
Appendix 10)
3. Today, we are going to read again the story “Good Wishes”. But before that, let us first unlock the different unfamiliar terms
found in the story. (See Appendix 11)
4. Say: We are now going to read the story, “Good Wishes” (See Appendix 3). While reading, I want you to bear the following
questions in mind, because we are going to answer them after reading:
a. In the story, who was never satisfied in making all his dreams and wishes come true?
b. Who are the characters in the story?
c. Why do you say the boy is greedy?
d. How did the boy learn his lesson?
DT GW
1. Have a discussion about modals. (See Appendix 12) 1. Form the pupils into groups. Have each group read aloud the
selection.
2. Go back to the short story, “Good Wishes”, let the pupils
identify all the modals they can. 2. Give the pupils the reading rubric before going to the other
grade. (See Appendix 13)
GW DT
1. Form the pupils into groups. Have each group read aloud 1. Have a discussion about the different tenses of verbs. (See
the selection. Appendix 14)
2. Give the pupils the reading rubric before going to the other 2. Go back to the short story, “Good Wishes”, let the pupils
grade. (See Appendix 13) identify all the verbs they can and write the correct tense of
the verb.
IL IL
Let the pupils answer Appendix 15 Let the pupils answer Appendix 15
A A
Let the pupils answer Appendix 16 Let the pupils answer Appendix 17
Remarks
Reflection
Day 3
Lesson Objectives To distinguish among various types of viewing materials To describe different forms and conventions of film and moving
To achieve at least 80% level of mastery pictures
To achieve at least 80% level of mastery
Subject Matter Weekly Test Weekly Test
Learning Resources BOW, TG, LM, pictures, enough photocopy of the appendices, BOW, TG, LM, pictures, enough photocopy of the appendices,
projector, laptop, speakers projector, laptop, speakers
Procedures Teaching, Learning and Assessment Activities
OPTION 1: Film Viewing
1. Have a review of the previous lesson.
2. (Motivation) Say: Are you fond of watching films or movies? What movies have you watched? Which from those movies you
have watched, do you like best? Look at the pictures below and guess the title of the movie. (See Appendix 18)
3. Say: Today we are going to watch a video. But this time, it is about being polite and how to and when to use polite words.
While watching, I want you to take down notes examples of polite words, when to use the, and how to use them.
4. Video clip watching (for the video, the teacher may download at:
(https://www.youtube.com/watch?v=hVL3nco-0AM)
OPTION 2: Ask the pupils how to be courageous and brave.
5. Motive Question: What are the different forms and conventions of films and moving pictures? How do they affect/influence the
viewers?
DT
1. Have a discussion about the different forms and conventions of films and moving pictures. (See Appendix 20)
2. Give the importance of the different forms and conventions of films and moving pictures.
GW IL
1. Group the pupils into four (depends on the number of In a ½ crosswise piece of clean pad paper, let the pupils write a
pupils). Let them choose their leader. Tell them that they paragraph how they can show their being polite and being tactful
are going to portray their favorite part of a movie they had when communicating with others.
watched. (For the challenged, have guided writing, for the average, have
sentence stems and they will continue, for the advance, let them
2. Give the rubrics to the pupils before going to the other write.)
grade level. (See Appendix 21) (See Appendix 22 for the rubrics.)
IL
In a ½ crosswise piece of clean pad paper, let the pupils write a GW
paragraph how they can show their being polite and being tactful 1. Group the pupils into four (depends on the number of pupils).
when communicating with others. Let them choose their leader. Tell them that they are going to
(For the challenged, have guided writing, for the average, have portray their favorite part of a movie they had watched.
sentence stems and they will continue, for the advance, let them
write.) 2. Give the rubrics to the pupils before going to the other grade
(See Appendix 22 for the rubrics.) level. (See Appendix 21)
A
ASee Appendix 23
See Appendix 23
Remarks
Reflection
REFERENCES
GRADE 5 GRADE 6
Curriculum Guide English, Grades 5, pp.101-102 Curriculum Guide English, Grades 6, pp. 125
English Expressways Reading 5, pp.180-189 Budget of Work, English 6, First Quarter, Week 4
Budget of Work, English 5, First Quarter, Week 4 LP in English 6
LM, TG
http://www.k12reader.com/worksheet/synonym-circus/
http://dictionary.cambridge.org/grammar/british-grammar/types-of-english- http://leo.stcloudstate.edu/grammar/tenses.html
formal-informal-etc/formal-and-informal-language
https://en.wikipedia.org/wiki/Film http://www.writingenglish.com/glossary.htm#irony
http://examples.yourdictionary.com/examples-of-
irony.html#J0MUcOQ0jAtv17kY.99
http://www.perfect-english-grammar.com/modal-verbs.html http://www.ereadingworksheets.com/figurative-language/
http://www.kidsworldfun.com/greedy-boy.php https://en.wikipedia.org/wiki/Film
https://www.youtube.com/watch?v=o1WJnbJDTS0 https://www.youtube.com/watch?v=o1WJnbJDTS0
Prepared by: Checked by:
MEERA JOY D. BLANCO JOHNNY D. REGLOS Teacher

III MT I/School Head
Appendix 1
Day 1, Grades 5 and 6 English 5 and 6/Q1/W4
MOTIVATION
Directions: Tell something about the picture.
Appendix 2
UNLOCKING OF WORD DIFFICULTY (for the Advanced)
Name: ____________________________________________ Score: __________________
Directions: Read carefully the following sentences and find the meaning of the words set in
italics/boldface. Choose the letter of the correct answer and encircle it.
1. She plucked a blade of grass in her garden. It doesn’t look good.

a. removed b. placed c. no correct answer
2. The boy gulped his milk and smiled. It tasted good.

a. thrown b. swallowed c. no correct answer
3. My heart laments for her. Her mother passed away.

a. weeps b. happy c. no correct answer
4. She had a fervent prayer that she will be able to reach her dreams.
a. sincere b. uncertain c. no correct answer
5. The tourists marveled at the beauty of the nature.

a. distracted b. amazed c. no correct answer
Appendix 2
UNLOCKING OF WORD DIFFICULTY (for the Average)

Name: ____________________________________________ Score: __________________
Directions: Read carefully the following sentences and find the meaning of the underlined words.
Choose the letter of the correct answer and encircle it.
6. Grace plucked a blade of grass in her garden. It might kill her plant.
b. removed b. placed c. no correct answer
7. Ben gulped his milk and smiled. He liked the taste of it.
b. thrown b. swallowed c. no correct answer
8. My heart laments for her. Her mother passed away.

b. weeps b. happy c. no correct answer
9. In fervent prayer, she wished that she will be able to reach her dreams.
b. sincere b. uncertain c. no correct answer
10. The tourists marveled at the beauty of the nature. They wish to come back.
b. distracted b. amazed c. no correct answer
Appendix 2
UNLOCKING OF WORD DIFFICULTY (for the Challenged)

Name: ____________________________________________ Score: __________________
Directions: Read carefully the following sentences and find the meaning of the underlined words.
Choose the letter of the correct answer and encircle it.
11. Grace plucked a blade of grass in her garden. She removed it.
a. removed b. placed c. no correct answer
12. Ben gulped his milk and smiled. He swallowed it immediately.

a. thrown b. swallowed c. no correct answer
13. My heart laments for her loss. My heart weeps with her.
a. weeps b. happy c. no correct answer
14. In fervent prayer, she wished sincerely that she will be able to reach her dreams.
a. sincere b. uncertain c. no correct answer
15. The tourists marveled the nature. They were amazed by its beauty.
a.distracted b. amazed c. no correct answer
Appendix 3
Day 1 and 2, Grades 5 and 6 English 5 and 6/Q1/W4
GOOD WISHES
The boy always wanted to eat stars.
At night, he would look up at the little areas of the sky, and wish so hard that he could
reach out beyond the trees to pluck the twinkling stars, and put them into his mouth.
He lived in a small village deep in the forest. There was nothing much to do at night,
except look up the stars peering through the many leaves and branches, and wish that he could
reach out beyond the tall trees to pluck the little stars from the sky. He wished so hard and so
long, for so many nights, that he finally made it happen.
One day, a stranger came to the village. He brought a sharp instrument which could cut
trees faster than anything the boy had seen. He promised the people in the village that they would
get what they wanted. They would have all their wishes come true if they allowed him to cut the
trees around them.
At the end of the day, many trees had fallen. There seemed to be so much more of the
sky. When evening came, there were also many more stars to be seen, and the boy looked up and
felt even more strongly that he wanted to taste them in his mouth.
The stranger sensed his wish and approached him. “All you have to do,” said the stranger,
“is say your wish out loud for me to hear, and I will grant it.”
The boy looked up at the stranger with pleading eyes, and said, “I want to eat some
stars.”
The stranger smiled and nodded, he looked up at the sky. “Which ones?” he asked the
boy.
“That one,” the boy pointed out. “And that one, and that one, and those over there.” He
swept his arm in an arc across the night sky.
“Go ahead and reach out for them,” said the stranger. “You may eat as much as you
wish.”
The boy believed him. He reached out towards the stars and caught them in his hand. His
wish had come true. He brought the stars to his mouth and ate them in one gulp. He found their
taste to his liking.
The next day, the stranger cut down more trees. That night, more stars shone in the sky.
The boy believed him. He reached out towards the stars and caught them in his hand. His
wish had come true. He brought the stars to his mouth and ate them in one gulp. He found their
taste to his liking.
The next day, the stranger cut down more trees. That night, more stars shone in the sky.
The boy went up to the stranger and asked if he could eat more stars. The stranger smiled
and nodded and told the boy he could do so each night.
The boy flung his arms up into the sky and caught more stars, and ate them as had been
his wish.
Each day, the stranger cut down more trees. Each night, more stars would shine in new
parts of the sky, and the boy had his fill reaching out and tasting the stars of his choice.
The people in the village were all happy that the stranger seemed to grant their every
wish. They allowed him to cut down as many trees as he wanted, until their view of the sky
became larger and larger.
Soon, there were no more trees to cut. The man said goodbye and went away.
That night, the boy ate all the stars in the sky.
In the days and nights that followed, the people saw how the wishes that had been
granted them soon came to an end. Even the boy was hungering for more stars to eat, but the
entire sky grew dark and not a single star could be seen.
The villagers became restless and most of them were rendered sick. They began to fight
among themselves for many small reasons. In the day, they lamented the loss of their trees, and
at night, they were saddened by the loss of all the stars.
One day, another stranger came. He brought a single tree and told the villagers that they
could have it since they appeared to have lost their forest. They allowed him to plant the tree, and
promised to make it grow, until they had their forest to live in again.
The second stranger also told them that they should stop fighting among themselves. He
said that, so they would remember. Each time they look at the star, they would think of peace,
and that would put a stop to all their fighting.
The boy saw the star placed on top of the tree. He wished that he could reach the star and
take it. He wanted so much to eat it.
The second stranger approached the boy and told him that it was the star of peace. He
explained that it was not meant to be eaten. He said that it was there to remind people at night,
when fears and wishes fought inside them, that peace reigned in the sky and it should also reign
in their lives.
“The stars are like the trees,” said the second stranger to the boy. “Each one reminds us
that we should still the greed in our hearts. Each tree, each star, teaches us the ways of peace.”
The boy looked at the star atop the tree. Tears came to his eyes. He felt so sorry that he
had eaten all the stars in the sky. He began to choke, and felt a fervent wish to give back the stars
so that the trees and the sky would again light up their lives.
The second stranger told the boy to stop crying. “Wish upon the star of peace, and you
will get your wish for all time.”
The boy wished as hard as he could, and soon his mouth tasted the salt of all his past
tears. He saw the faces around him, all wishing for more trees and more stars so they could
regain their happy lives in peace.
Stars stumbled out of the boy’s mouth. All the stars he ever ate twinkled back to life.
Some flew to the single tree and attached themselves to its many branches. The tree glittered in
splendor, and the villagers all fell to their knees and marveled.
The stars kept coming out of the boy’s mouth. They soared in all directions up to the
night sky, and took their places until everything again seemed familiar.
The boy was filled with joy at the sight of so many stars, that he hadn’t realized how
much he had wished to satisfy his hunger. But now that they were all back in the sky, he was
grateful that the second stranger had given them all a second chance to regain their happy lives.
In the days and nights that followed, the single tree grew and bore fruit amid its many
glittering stars. The stars flew out of the tree to scatter the fruits all around before they, too, took
their rightful places in the sky.
The fruits grew into trees and more trees, until the villagers regained the happy forest of
their lives. At night, they saw less of the many stars in the sky, but they had their trees, and they
knew the stars would remain where they were meant to be.
The boy grew up to be a man, only too happy to see but a few stars. The sight of one was
enough to remind him to still the hunger in his heart. As a man, he remembered that peace came
only to boys and girls, and men and women, of good wishes.
Appendix 4
Day 1, Grade 5 English 5/Q1/W4
ELEMENTS OF LITERARY TEXTS AND THEIR DEFINITION
1. The characters are the people or animals in the story.
2. The setting talks about the place and the time that the events in the story
happened.
3. The theme is the central idea/main subject of a story.
4. The plot is made up of the events that happened in the story. It consists of
the beginning, the middle, and the ending.
a. Beginning – it gives the problem faced by the main character
b. Middle – it represents the actions made by the characters to solve the
problem
c. Ending – it gives the solution to the problem
Appendix 5
Day 1, Grade 5 English 5 /Q1/W4
FORMAL AND INFORMAL ENGLISH USAGE
We use formal language in situations that are serious or that involve people we don’t know well.
Informal language is more commonly used in situations that are more relaxed and involve people
we know well.
Formal language is more common when we write; informal language is more common when we
speak. However, there are times where writing can be very informal, for example, when writing
postcards or letters to friends, emails or text messages. There are also examples where spoken
English can be very formal, for example, in a speech or a lecture. Most uses of English are
neutral; that is, they are neither formal nor informal.
Formal language and informal language are associated with particular choices of grammar and
vocabulary.
Contractions, relative clauses without a relative pronoun and ellipsis are more common in
informal language.
Compare
She has decided to accept the job. formal
She’s decided to accept the job. informal: She’s = contraction
Compare
The girl whom I met in Brunei was interested in
formal
working in Singapore.
The girl I met in Brunei was interested in working informal: relative clause without the relative
in Singapore. pronoun whom
Compare
We went to Paris for the weekend. We have a
Formal
lot of things to tell you.
Informal: ellipsis (more likely to be written
Went to Paris for the weekend. Lots to tell you.
or texted than spoken)
Appendix 6
RUBRICS FOR ROLEPLAY

Criteria 4 Points 3 Points 2 Points 1 Point
Content/ All ideas made sense. All ideas made Not all ideas made No ideas made sense.
Ideas Stayed on track. sense. Stayed on sense. Some parts All parts went off the
Included many track. Included went off the track. track. No interesting
interesting details. some interesting Included a few detail was included.
details. interesting details.
Acting Feelings and ideas were Feelings and ideas Feelings and ideas No feelings and ideas
Skills expressed in in were expressed. were not properly were expressed.
interesting ways. Emotions were expressed. It lacked Lacked strong
Various emotions and strongly expressed. strong emotions where emotions.
strong acting prowess it was needed most.
were displayed.
Fluency/Or Strong beginning and Strong beginning Weak beginning. Few Weak beginning. No
ganization sentences were tied and sentences were sentences were tied sentences were tied
together. Details were tied together. together. Details were together. Details were
presented in order. Details were mixed up or not in not in order. Many
Presentation began with somewhat order. Many sentences sentences began with
different words. Some presented in order. began with the same the same words. Most
sentences are short and Presentation began words. Most of the of the sentences were
complex. Many power with different sentences were short. short.
words were used. words. Some Few words were used.
sentences were
short and some
were long. Some
power words were
used.
Volume Voices were clearly Voices were clearly Voices were not loud Voices were very
and Quality heard and all the words heard, most were enough to be heard by soft. Some words
of Voice were enunciated properly the whole class. Some were mispronounced
properly with the pronounced with words were properly and not properly
correct stress and correct stress and stressed and stressed.
pauses. pauses. pronounced.
Group All members were able Most members Some members were Few members were
Dynamics to contribute ideas and were able to able to contribute able to contribute
organized the final contribute ideas ideas and organize the ideas and organized
output together. and organized the final output. the final output.
final output.
Total
Appendix 7
DISCUSSION ON SIMILE, METAPHOR, TONE, MOOD AND PURPOSES OF THE

AUTHOR
SIMILE
Simile is stated comparisons of two unlike objects having something in common. It uses the
words like and as in comparing
Examples of simile:
1. He walks as quiet as a mouse.
2. The soldier was brave as a lion.
3. Our District Supervisor is as busy as a bee.
4. Her nose is as cold as ice.
5. Your weight is as light as a feather.
METAPHOR
Metaphor makes a direct comparison of two unlike things that have something in common. It
does not use the words like and as.
Example:
1. The sun is a ball of fire.
2. Her brother was a tower of strength during those hard times.
3. The dictionary is the bankbook that guides us in the use of words and their meanings.
Mood is defined as the feelings or emotions that are evoked in the reader by the selection/poem.
Conversely, tone expresses the attitude the author has towards the subject or topic of the
selection/poem.
Inferring the speaker’s tone, mood or purpose may be done by determining the purpose of the
author in writing the poem or selection. It may be done through keen observation on the way the
speaker’s read the lines and through analyzing of the words used in the poem or selection.
Appendix 8
ASSESSMENT (for the Advanced)
Name: __________________________________________________Score: ______________
Directions: Fill in the different information about the story “Good Wishes”.
TITLE OF THE STORY:
CHARACTERS: SETTING:
PLOT:
THEME:
Beginning:
Middle:
Ending:
Appendix 8
ASSESSMENT (for the Average)
Name: __________________________________________________Score: ______________
Directions: Fill in the different information about the story “Good Wishes”.
TITLE OF THE STORY:

___________________________________________________________
Characters: __________________________________________________________________
Setting:______________________________________________________________________
Theme: ______________________________________________________________________
Plot
Beginning:___________________________________________________________________
Middle: ______________________________________________________________________
Ending: ______________________________________________________________________
Appendix 8
ASSESSMENT (for the Challenged)

Name: __________________________________________________Score: ______________
Directions: Read the story “Baby Fish Looks at Land” and identify the elements of the literary
text.
BABY FISH LOOKS AT LAND
“Mother, what is land?” Baby Fish asked Mother Fish. “May I go and find out?”
But his mother would not let him go. Baby fish was very much disappointed. He did not
like to eat and play. Mother fish was afraid Baby Fish might die so she allowed him to go. Baby
Fish was very happy, but his mother was very sad. Baby Fish swam and swam. Soon he became
hungry. He saw one live shrimp. He caught the shrimp and was about to swallow it when he felt
a tug in his mouth. He tightened his bite on the shrimp. But he felt himself pulled upward and
fast.
“This shrimp must be very strong,” thought Baby Fish. He was not frightened. He opened
his mouth. He struggled to set himself free but the pull upward was strong. Then he felt himself
being lifted out of the water and being tossed to the land.
Identify the element of the literary text from the story you just read. Choose your answer
from the boxes below.
character setting conflict

plot theme
1. In the water
3. Mother Fish and Baby Fish

4. Soon he became hungry.
5. He caught the shrimp and was about to swallow it
when he felt a tug in his mouth.
6. Obedience
Appendix 9
Name: __________________________________________________Score: _____________

Directions: Read the following sentences carefully and answer the questions that follow. Choose
the letter of the correct answer and encircle it.

What is the meaning of the sentence?
a. The District Supervisor is always working.
b. The District Supervisor is doing nothing.
c. No correct answer
2. Your voice is a music to my ear means ________.

a. I love listening to your voice.
b. I don’t like to hear your voice.
3. Chita is her Daddy’s pet.

Daddy’s pet means ______________________.
a. favorite animal
b. favorite child
4. It is a direct comparison of two unlike objects. It does not use like or as.
Which of the following is being described in the statement?
a. simile
b. metaphor
c. no correct answer
5. These are commonly used figurative statements that makes use of the words like
or as.
Which of the following best fit to the description?
a. simile
b. metaphor
Appendix 9
Name: __________________________________________________Score: _____________

a.The District Supervisor is always working.
c.No correct answer

a.I love listening to your voice.

Daddy’s pet means ______________________.
a. favorite animal
b. favorite child
Example: You are the apple of my eyes.
a. simile
b. metaphor
or as. Example: Her lips are as red as cherries.
a. simile
b. metaphor
Appendix 9
Name: __________________________________________________Score: _____________

a. The District Supervisor is always working.
b.The District Supervisor is doing nothing.
c.No correct answer

b.I don’t like to hear your voice.
c.No correct answer

Daddy’s pet means ______________________.
a. favorite animal
b. favorite child
Example: You are the apple of my eyes.
a. simile
b. metaphor
or as. Example: Her lips are as red as cherries.
a. simile
b. metaphor
Appendix 10
Directions: Give your idea about the message of the quotation.

Appendix 11
UNLOCKING OF UNFAMILIAR WORDS (for the Advanced)
Name: ______________________________________________Score: _________________

Directions: Match the unfamiliar words in Column A with their meaning in Column B. Write the
letter of the correct answer on the space provided before each item.
Column A Column B
_____1. peering a. Go to the councilor and talk about the
matter.
_____2. stranger b. Queen Elizabeth rules UK.
_____3. approached c. Blake screwed up his eyes looking
keenly at the fog
_____4. reign d. Willie coughed with the mouthful of
soda.
_____5. choked e. I am not known in that particular place.
Appendix 11
UNLOCKING OF UNFAMILIAR WORDS (for the Average)
Name: ______________________________________________Score: _________________
Column A Column B
_____1. peering f. Go to
_____2. stranger g. rule
_____3. approached h. looking keenly
_____4. reign i. coughed

_____5. choked j. not known
Appendix 11
UNLOCKING OF UNFAMILIAR WORDS (for the Challenged)
Name: ______________________________________________Score: _________________
Column A Column B
_____1. peering k. Go to
_____2. stranger l. rule
_____3. approached m. looking keenly
_____4. reign n. coughed

_____5. choked o. not known
Appendix 12
MODAL VERBS
MODALS are special verbs which behave very irregularly in English. They are verbs used with
other verbs.
Here's a list of the modal verbs in English:
can could may might will
would must shall should ought to
Modals are different from normal verbs:

1: They don't use an 's' for the third person singular.
2: They make questions by inversion ('she can go' becomes 'can she go?').
3: They are followed directly by the infinitive of another verb (without 'to').
Probability:
First, they can be used when we want to say how sure we are that something happened / is
happening / will happen. We often call these 'modals of deduction' or 'speculation' or 'certainty'
or 'probability'.
For example:
 It's snowing, so it must be very cold outside.

 I don't know where John is. He could have missed the train.
 This bill can't be right. £200 for two cups of coffee!
Ability
We use 'can' and 'could' to talk about a skill or ability.
For example:
 She can speak six languages.

 My grandfather could play golf very well.
 I can't drive.
Obligation and Advice
We can use verbs such as 'must' or 'should' to say when something is necessary or unnecessary,
or to give advice.
For example:
 Children must do their homework.

 We have to wear a uniform at work.
 You should stop smoking.
Permission
We can use verbs such as 'can', 'could' and 'may' to ask for and give permission. We also use
modal verbs to say something is not allowed.
For example:
 Could I leave early today, please?

 You may not use the car tonight.
 Can we swim in the lake?
Habits
We can use 'will' and 'would' to talk about habits or things we usually do, or did in the past.
For example:
 When I lived in Italy, we would often eat in the restaurant next to my flat.
 John will always be late!
Past modals
The past modals are 'could have + past participle', 'should have + past participle' and 'would have
+ past participle'.
Appendix 13
RUBRICS FOR READING

Expression Reads with varied Reader reads with Reader read in a quiet Reader reads in a
and volume and expression. volume and voice. The reading quiet voice as if to
Volume The reader sounds like expression. sounds natural in part get words out. The
they are talking to a However, of the text, but the reading does not
friend with their voice sometimes the reader does not always sound natural like
matching the reader slips into sound like they are talking to a friend.
interpretation of the expressionless talking to a friend.
passage. reading and does
not sound like they
are talking to a
friend.
Phrasing Reader reads with good Reader reads with a Reader reads in two- Reader reads word-
phrasing; adhering to mixture of run-ons, three word phrases, by-word in a
punctuation, stress and mid-sentence not adhering to monotone voice.
intonation. pauses and some punctuation, stress and
choppiness. There intonation.
was a reasonable
stress and
intonation.
Smoothnes Reader reads smoothly Reader reads with Reader reads with Reader frequently
s with some breaks but occasional breaks extended pauses or hesitates while
self-corrects with in rhythm. The hesitations. The reader reading, sound out
difficult words and/or reader has has many “rough words and repeats
sentence structures. difficulty with spots”. words or phrases. The
specific words reader makes
and/or sentence multiple attempts to
structures. read the same
passage.
Pace Reader reads at a Reader reads fast Reader read Reader reads slowly
conversational pace and slow moderately slowly. and laboriously.
throughout the reading. throughout the
reading.
Reading Reader reads the text Reader reads 80- Reader reads 75-79% Reader reads 70-74%
Fluency 95-100% correctly. 84% correctly. correctly. correctly.
Total
Appendix 14
TENSES OF VERBS
In English, there are three basic tenses: present, past, and future. Each has a perfect form,
indicating completed action; each has a progressive form, indicating ongoing action; and each
has a perfect progressive form, indicating ongoing action that will be completed at some definite
time. Here is a list of examples of these tenses and their definitions:
Perfect Progressive
Simple Forms Progressive Forms Perfect Forms
Forms
Present take/s am/is/are taking have/has taken have/has been taking
Past took was/were taking had taken had been taking
Future will/shall take will be taking will have taken will have been taking
Simple Forms
Present Tense
Present tense expresses an unchanging, repeated, or reoccurring action or situation that exists
only now. It can also represent a widespread truth.
Example Meaning
The mountains are tall and
Unchanging action
white.
Every year, the school council
Recurring action
elects new members.
Pb is the chemical symbol for
Widespread truth
lead.
Past Tense
Past tense expresses an action or situation that was started and finished in the past. Most past
tense verbs end in -ed. The irregular verbs have special past tense forms which must be
memorized.
Example Form
Regular -ed
W.W.II ended in 1945.
past
Ernest Hemmingway wrote "The Old
Irregular form
Man and the Sea."
Future Tense
Future tense expresses an action or situation that will occur in the future. This tense is formed by
using will/shall with the simple form of the verb.
The speaker of the House will finish her term in May of 1998.
The future tense can also be expressed by using am, is, or are with going to.
The surgeon is going to perform the first bypass in Minnesota.
We can also use the present tense form with an adverb or adverbial phrase to show future time.
The president speaks tomorrow. (Tomorrow is a future time adverb.)
Progressive Forms
Present Progressive Tense

Present progressive tense describes an ongoing action that is happening at the same time the
statement is written. This tense is formed by using am/is/are with the verb form ending in -ing.
The sociologist is examining the effects that racial discrimination has on society.
Past Progressive Tense
Past progressive tense describes a past action which was happening when another action
occurred. This tense is formed by using was/were with the verb form ending in -ing.
The explorer was explaining the latest discovery in Egypt when protests began on the
streets.
Future Progressive Tense
Future progressive tense describes an ongoing or continuous action that will take place in the
future. This tense is formed by using will be or shall be with the verb form ending in -ing.
Dr. Jones will be presenting ongoing research on sexist language next week.
Perfect Forms
Present Perfect Tense
Present perfect tense describes an action that happened at an indefinite time in the past or that
began in the past and continues in the present. This tense is formed by using has/have with the
past participle of the verb. Most past participles end in -ed. Irregular verbs have special past
participles that must be memorized.
Example Meaning
The researchers have travelled to many
At an indefinite
countries in order to collect more significant
time
data.
Women have voted in presidential elections Continues in the
since 1921. present
Past Perfect Tense
Past perfect tense describes an action that took place in the past before another past action. This
tense is formed by using had with the past participle of the verb.
By the time the troops arrived, the war had ended.
Future Perfect Tense

Future perfect tense describes an action that will occur in the future before some other action.
This tense is formed by using will have with the past participle of the verb.
By the time the troops arrive, the combat group will have spent several weeks waiting.
Perfect Progressive Forms
Present Perfect Progressive
Present perfect progressive tense describes an action that began in the past, continues in the
present, and may continue into the future. This tense is formed by using has/have been and the
present participle of the verb (the verb form ending in -ing).
The CEO has been considering a transfer to the state of Texas where profits would be
larger.
Past Perfect Progressive
Past perfect progressive tense describes a past, ongoing action that was completed before some
other past action. This tense is formed by using had been and the present perfect of the verb (the
verb form ending in -ing).
Before the budget cuts, the students had been participating in many extracurricular
activities.
Future Perfect Progressive
Future perfect progressive tense describes a future, ongoing action that will occur before some
specified future time. This tense is formed by using will have been and the present participle of
the verb (the verb form ending in -ing).
By the year 2020, linguists will have been studying and defining the Indo-European
language family for more than 200 years.
Appendix 15
INDEPENDENT LEARNING (for the Advanced, Average, and Challenged)
Think of a topic related to the selection and develop an outline similar to the one below.
Then write a two-three paragraph.
Topic: Farm Animals
I. Chickens
A. Gives us eggs.
B. Gives us meat.
C. Gives us feathers.
II. Cow
A. Gives us milk.
B. Give us meat.
C. Gives us leather.
III. Goats
A. Gives us milk.
B. Gives us meat.
IV. Ducks
A. Gives us eggs.
B. Gives us meat.
______________________________________________________________________________
Topic: _________________________________________
I. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
II. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
III. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
IV. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
Appendix 16
Name: ______________________________________________Score: __________________
Directions: Use each modal inside the pie in a sentence.
may leave
can go will see
ought to perform
should wait
Appendix 16
Name: ______________________________________________Score: __________________
Directions: Read the following sentences and choose the correct modal from the box
below and write it on the blank.
can go may leave
will see should wait
ought to perform
1. You ______________ the hall now.

2. I ______________ you in the office this afternoon.
3. You ______________ for they might come.
4. You ______________ with your friends.
5. You _______________ your duties as a school administrator.
Appendix 16
Name: ______________________________________________Score: __________________
Directions: Read the following sentences and choose the letter of the correct modal
from among the choices and encircle it.
1. You ___________________ the hall.

a. should wait b. will see c. may leave
2. I ______________ you in the office this afternoon.

b. a. should wait b. will see c. may leave
3. You ______________ for they might come.

c. a. should wait b. will see c. may leave
4. You ______________ with your friends.

a. can go b. will see c. may leave
5. You _______________ perform your duties as school administrator.

a. could write b. shall eat c. ought to perform
Appendix 17
ASSESSMENT (for the Advanced and Average)
Name: ______________________________________________Score: __________________
Directions: Answer the following. Write the correct aspect of the verb on the blanks.
1. walk (present)
Mother __________ to market. (simple)
2. cook (future)
Aunt Jane __________ dinner for us this evening. (simple)
3. water (past)
Jude __________ the plants. (simple)
4. play (past)
She _______________ in the plaza. (simple)
5. read (past)
They _______________ books in the library. (simple)
Appendix 17

Name: ______________________________________________Score: __________________
Directions: Read the following sentences. Choose the correct tense of the verb in the parenthesis
and underline it.
1. Mother __________ to market. (goes, went, will go)
2. Aunt Jane __________ dinner for us. (cooks, cooked, will cook)
3. Jude __________ the plants. (waters, watered, will water)
4. She _______________ in the plaza last Sunday. (plays, played, will play)
5. They _______________ books in the library. (reads, read, will read)
Appendix 18
MOTIVATION
Look at the pictures below and guess the title of the movie.
Appendix 18
Appendix 18
Appendix 18
Appendix 18
Appendix 19
THE DIFFERENT FORMS AND CONVENTIONS OF FILMS AND MOVING
PICTURES
A film, also called a movie, motion picture or photo play, is a series of still
images which, when shown on a screen, creates the illusion of moving images due to the
phi phenomenon.
The different forms and conventions of films are:
 Characterization - describe the depiction of a character in a movie
 Acting is the work of an actor or actress, which is a person
in theatre, television, film, or any other storytelling medium who tells the story by
portraying a character and, usually, speaking or singing the written text or play.
 Dialog – the things that are said by the characters in a movie; a discussion/
conversation between two or more people
 Setting or set up – the time, place, circumstances in which a film takes place
 Direction – the instructions given to the actors and other people working on a
film
 Blocking is the positioning and movement of the characters to tell the story in
visual term
 Lighting - the use of various light sources, both artificial and natural, to achieve
some aesthetic or practical effect while illuminating a scene.
Appendix 20
RUBRICS FOR ROLEPLAY

Content/Id All ideas made sense. All ideas made Not all ideas made No ideas made sense.
eas Stayed on track. sense. Stayed on sense. Some parts All parts went off the
Included many track. Included went off the track. track. No interesting
interesting details. some interesting Included a few detail was included.
details. interesting details.
Acting Feelings and ideas were Feelings and ideas Feelings and ideas No feelings and ideas
Skills expressed in in were expressed. were not properly were expressed.
interesting ways. Emotions were expressed. It lacked Lacked strong
Various emotions and strongly expressed. strong emotions where emotions.
strong acting prowess it was needed most.
were displayed.
Fluency/Or Strong beginning and Strong beginning Weak beginning. Few Weak beginning. No
ganization sentences were tied and sentences were sentences were tied sentences were tied
together. Details were tied together. together. Details were together. Details were
presented in order. Details were mixed up or not in not in order. Many
Presentation began with somewhat order. Many sentences sentences began with
different words. Some presented in order. began with the same the same words. Most
sentences are short and Presentation began words. Most of the of the sentences were
complex. Many power with different sentences were short. short.
words were used. words. Some Few words were used.
sentences were
short and some
were long. Some
power words were
used.
Volume Voices were clearly Voices were clearly Voices were not loud Voices were very
and Quality heard and all the words heard, most were enough to be heard by soft. Some words
of Voice were enunciated properly the whole class. Some were mispronounced
properly with the pronounced with words were properly and not properly
correct stress and correct stress and stressed and stressed.
pauses. pauses. pronounced.
Group All members were able Most members Some members were Few members were
Dynamics to contribute ideas and were able to able to contribute able to contribute
organized the final contribute ideas ideas and organize the ideas and organized
output together. and organized the final output. the final output.
final output.
Total
Appendix 21
RUBRICS FOR WRITING
CRITERIA 4 3 2 1 SCORE
Word Usage Use of polite Some words are Many words in Very few
words is simple not so clear but the song are polite words
but the polite words not used were used.
comprehensive. are used appropriately;
correctly. the uses of
polite words
are quite
incorrect.
Language All sentences Many sentences Some Not all
Convention are are sentences are sentences are
grammatically grammatically grammatically grammatically
correctly. correctly. Few correctly. A correctly. So
No spelling, spelling and number of many spelling,
punctuation or punctuations spelling, punctuation
grammatical errors, minor punctuation or and
errors. grammatical grammatical grammatical
errors. errors. errors that it
interferes with
the meaning
Quality of Very Somewhat Give some new Give no new
Writing informative and informative and information information
organized organized but poorly and very
organized. poorly
organized.
TOTAL:
Appendix 22
WEEKLY TEST (for the Advanced, Average, Challenged)
Name: ____________________________________________ Score: ___________________
I. ELEMENTS OF A LITERARY TEXT (8 points)

Directions: Read the following selection and then fill in the information about the elements
of a literary text that follow.
GRACE’S CANOE TRIP

The bright sun gazes down on Grace and her family as they canoe through the calm,
crystal clear waters of Gray Lake. The paddles, looking tired and worn out from their
long day, slowly push the water back, causing them to drift forward with each stroke. The
huge Arkansas sun bakes their skin like cookies in an oven. Grace’s mind is an ocean of
places she would rather be when she notices a splashing sound in the distance. Suddenly,
Grace and her family stumble upon an immense waterfall. Grace wonders if Niagara Falls
could possibly be as beautiful as this waterfall. With a sudden burst of energy, Grace
paddles at the speed of light. She is on cloud nine as she approaches the waterfall that
must stretch upwards for a hundred miles.
Lesson: determination and courage

Title: _________________________________________________________________________
Setting:______________________________________________________________________
Characters (with description):

1. ___________________________________________________________________________
2. ___________________________________________________________________________
Plot:
Beginning:___________________________________________________________________
Middle:______________________________________________________________________
Ending:______________________________________________________________________
Theme:______________________________________________________________________
II. SIMILE, METAPHOR, TONE, MOOD, AND PURPOSE OF THE AUTHOR (7 points)
Directions: Read the following sentences carefully and answer the questions that follow.

a.The District Supervisor is always working.
c.No correct answer


Daddy’s pet means ______________________.
a. favorite animal
b. favorite child
a. simile
b. metaphor
or as.
a. simile
b. metaphor
III. DIFFERENT FORMS AND CONVENTIONS OF FILMS AND MOVING

PICTURES (5 points)
Match Column A with Column B. Write the letter of the correct answer on the space
provided.
Column A Column B
_____1. Things that are said by the characters in a movie a. Dialog
_____2. The time, place, circumstances in which a film takes place b. Directions
_____3. The use of various light sources c. Film
_____4. Instructions given to the actors and other people d. Lighting
_____5. Motion picture or photoplay e. Setting
IV. MODALS AND TENSES OF VERBS (5 Points)
Choose the correct word to complete each sentence and underline it.
1. Sue _______ drink milk in a feeding bottle. (used to, ought to, shall)
2. Now she _______ glass whenever she drinks milk. (uses, used, will use)
3. I
4. Conie _______ sleep on her parent’s bed when she was small. (used to, ought to,
shall)
5. I ______ buy my mother a gift on her birthday. (will, may, might)
6. The family ______ live in Manila in the 1990’s. (used to, ought to, shall)
ANSWER KEYS
Appendix 1
Day 1, Grades 5 and 6
MOTIVATION
Pupils give their idea about the picture.
Appendix 2
UNLOCKING OF WORD DIFFICULTY (for the Advanced, Average and Challenged)
1. A
2. B
3. A
4. A
5. B
Appendix 8
Day 1, Grade 5
ASSESSMENT (for the Advanced and Average) (answers may vary)
Title of the Story: The Greedy Boy
Characters: Sam, Tom and their parents
Setting: in the town of Bethlehem
Theme: Greed leads to loss.
Plot
Beginning: Sam and Tom are twins. They had a race to determine who will get the larger portion
of their father’s fortune.
Middle: They held the race. Sam returned home before sunset and Tom did not.
Ending: Tom lose the race.

1. Setting
2. Character
3. Conflict
4. Plot
5. Theme
Appendix 9
Day 1, Grade 6
ASSESSMENT (for the Advanced, Average and Challenged)
1. B
2. A
3. B
4. B
5. A
Appendix 11
UNLOCKING OF UNFAMILIAR WORDS (for the Advanced, Average and Challenged)
1. D
2. C
3. B
4. E
5. A
Appendix 17
Day 2, Grade 5
ASSESSMENT (for the Advanced) (answers vary)
1. Should join
2. Shall eat
3. May go
4. Could write
5. Ought to perform

1. A
2. B
3. C
4. A
5. C
Appendix 18
Day 2, Grade 6
ASSESSMENT (for the Advanced and Average)
1. Walked
2. Will cook
3. Watered
4. Played
5. Read

1. Went
2. Will cook
3. Watered
4. Played
5. Read
Appendix 19
MOTIVATION
First Picture: Batman
Second Picture: Despicable Me
Third Picture: Frozen
Fourth Picture: Ang Probinsyano
Fifth Picture: Encantadia
Appendix 23
WEEKLY TEST (for the Advanced, Average, Challenged)
I. ELEMENTS OF A LITERARY TEXT (8 points)
Title: The Ant and the Dove
Setting: in the forest
Characters:
1. Ant
2. Dove
Plot:
Beginning: An ant was thirsty and he fell into the water.
Middle: A dove saw him and helped him.
Ending: The ant returned the help of the dove when he was about to be trapped by a
hunter.
Theme: Kindness
II. SIMILE, METAPHOR, TONE, MOOD, AND PURPOSE OF THE
AUTHOR (7 points)
1. B
2. A
3. B
4. B
5. A
6. C
III. DIFFERENT FORMS AND CONVENTIONS OF FILMS AND
MOVING PICTURES (5 points)
1. A
2. E
3. D
4. B
5. C
IV. MODALS AND TENSES OF VERBS (5 Points)
1. Used to
2. Uses
3. Used to
4. Will
5. Used to

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Lesson Plans For Multigrade Classes Grades 5 and 6: Learning Area: ENGLISH Quarter: FIRST Week: FOUR

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Lesson Plans for Multigrade Classes

Vocabulary Development Vocabulary Development

Grammar Reading Comprehension

Writing and Composition Writing and Composition

Viewing Comprehension Viewing Comprehension

Performance Standards Day 1 Day 1

Competencies Day 1 Day 1

Write two to three paragraph composition based on the prepared

Procedures Grouping Structures (tick boxes):

Methodology:  Whole Class  Grade Groups

5. Ask the pupils a question about the lesson of the story.

4. Provide guided practice and scaffolding through series of

1. Have a review of the previous lesson.

OPTION 2: Ask the pupils how to be courageous and brave.

Prepared by: Checked by:

MEERA JOY D. BLANCO JOHNNY D. REGLOS Teacher

Directions: Tell something about the picture.

UNLOCKING OF WORD DIFFICULTY (for the Advanced)

Name: ____________________________________________ Score: __________________

1. She plucked a blade of grass in her garden. It doesn’t look good.

2. The boy gulped his milk and smiled. It tasted good.

3. My heart laments for her. Her mother passed away.

5. The tourists marveled at the beauty of the nature.

UNLOCKING OF WORD DIFFICULTY (for the Average)

8. My heart laments for her. Her mother passed away.

UNLOCKING OF WORD DIFFICULTY (for the Challenged)

12. Ben gulped his milk and smiled. He swallowed it immediately.

ELEMENTS OF LITERARY TEXTS AND THEIR DEFINITION

1. The characters are the people or animals in the story.

3. The theme is the central idea/main subject of a story.

FORMAL AND INFORMAL ENGLISH USAGE

RUBRICS FOR ROLEPLAY

DISCUSSION ON SIMILE, METAPHOR, TONE, MOOD AND PURPOSES OF THE

ASSESSMENT (for the Advanced)

Name: __________________________________________________Score: ______________

TITLE OF THE STORY:

Name: __________________________________________________Score: ______________

TITLE OF THE STORY:

ASSESSMENT (for the Challenged)

BABY FISH LOOKS AT LAND

character setting conflict

3. Mother Fish and Baby Fish

ASSESSMENT (for the Advanced)

Name: __________________________________________________Score: _____________

1. Our District Supervisor is as busy as a bee.

2. Your voice is a music to my ear means ________.

3. Chita is her Daddy’s pet.

ASSESSMENT (for the Average)

Name: __________________________________________________Score: _____________

6. Our District Supervisor is as busy as a bee.

7. Your voice is a music to my ear means ________.

8. Chita is her Daddy’s pet.

ASSESSMENT (for the Challenged)

Name: __________________________________________________Score: _____________

11. Our District Supervisor is as busy as a bee.

12. Your voice is a music to my ear means ________.

13. Chita is her Daddy’s pet.

Name: __________________________ Score:

Name: ____________________________________Score:

Name: ____________________________________Score:

Name: ______________________________________Score: _

Name: ______________________________________Score: _

Name: ______________________________________Score: _

Name: ______________________________Score: _

Name: ______________________________Score: _

Name: ______________________________Score: _

Name: ____________________________Score:

Name: ____________________________Score:

Name: ____________________________Score:

Name: ____________________________Score:

Name: __________________________ Score: _