LESSON PLAN IN ENGLISH V

DATE:___________________
I. Objectives
Analyze sounds devices ( onomatopoeia, alliteration, assonance )
II. Subject Matter
Topic: . Sound devices ( onomatopoeia , alliteration,assonance)
Materials: Charts/paragraph,pictures, cartolinastrips,activity sheet,
Reference: EN5LC-Ie – 2.11.1 / 2.11.2/ 2.11.3
http://www.literarydevices.com/
Focused Skill: Analyzing
Value: Presence of mind
III. Procedure
A. Setting the Stage
Look at the picture.
Say: What do you see in the picture?Can you imitate the sounds of it?
B. Explaining the students What to Do
Say: Today we discuss about the sound devices using onomatopoeia, alliteration, and assonance.
 What is onomatopoeia?
- Onomatopoeia is when a word’s pronunciation imitates its sound.
Example:
I could hear the crowd murmur as the news spread.
 What is alliteration ?
- Alliteration happens when words that start with the same sound are used close
together in a phrase or sentence. The sound is usually a consonant and the words don’t
have to always be right next to one another.
- One of the fun features of alliteration is when it becomes a tongue twister.
Example: She could feel her son’s sweet smell of success.

What is assonance ?
-Assonance takes place when two or more words close to one another repeat the same
vowel sound but start with different consonant sounds.
- The silken tent.
Example:
A. Modeling
The teacher will give more sample of sound devices ( onomatopoeia , alliteration, assonance)
1. Which example /sentence imitates its sound ?
2. Which sentence start with the same sound are used close together in a phrase or
sentence?
B. Guided Practice
The teacher will present new sentences to analyze the sounds devices. Arrange it on the table
below.
1. The sheep went, “Baa.”
2. Silence your cellphone so that it does not beep during the movie.
3.We light fire on the mountain
5Independent Practice
Group Activity
Analyzing the sound devices used in the sentences.

The large dog said, “Bow-wow!”

Both bees and buzzers buzz.
The bird’s chirp filled the empty night air
Honesty is the best policy.
Let the cat out of the bag.
Group 1: List down the sentences sound devices ( onomatopoeia )
Group 2: List down the sentences sound devices ( alliteration )
Group 3: List down the sentences sound devices ( assonance )
C. Closure
Differentiate the sound devices learned today. ( onomatopoeia, alliteration, assonance )
IV. Evaluation
Directions: Read and analyze the sound devices used in the sentences ( onomatopoeia, alliteration,
assonance ).
1. The early bird catches the worm.
2. The squeaky wheel gets the grease.
3. Go and mow the lawn.
 LESSON PLAN IN ENGLISH V
DATE:___________________
I. Objectives
Use formal and informal English when appropriate to task and situation
II. Subject Matter
Topic: Formal and informal English when appropriate to task and situation
Materials: chart, pictures ,activity sheet,meta cards
Reference: EN5OL -Ie – 3.9
Internet
Focused Skill: Speaking
Value:
III. Procedure
A. Setting the Stage
Look at the picture . Try to analyse which of them are using the formal and informal English based
on the situation portrayed .

Say: What can you say about the picture?

Can you tell something about this?
Based on their actions. Which do you think shows the formal and informal
conversation ?
B. Explaining the students What to Do
Say: Today we discuss about using formal and informal English based on their task and situation.
Say: How do you differentiate the formal and informal English ? Formal English - we use it when
writing essays for school, cover letters, to apply for jobs or e mails and letters at work.
Example:represent , Finally Informal English – we use it with friends, children and
relatives.
Example : stand for, In the end
C. Modeling
The teacher will give more sample of formal and informal English.
Refer to LM.Say: What have you noticed about the samples of the formal and informal English?
Which of the two do you want to use ?
D. Guided Practice
The teacher will present new sample of formal & informal English.
Direction: Write F if the words state formal English and IF for informal English.
____1 . Go up ____ 4. ASAP
____2.Therefore ____ 5.negative
____3. Totally
E. Independent Practice
Group Activity Formal English Informal English
Complete the table below .
Group 1: Abbreviation
television
Group 2: Letter of Expression
photo
Formal English Informal English

Hi Robert
Truly Yours,

Group 3: Slang Formal English Informal English

Children
F. Closure
Right answer
When do we use
formal English ? informal English?
IV. Evaluation
Directions: Arrange the words in the table below
Example: bad - negative
Completely loaded
Smart You can call me if you need anything.
Rich intelligent
I look forward to having from you. Please do not hesitate to contact me. Hope to
hear from you soon. totally

Formal English Informal English

1. 1.
 2. 2.
LESSON PLAN IN ENGLISH V
DATE:___________________
I. Objectives
1. Infer the meaning of unfamiliar words based on given context clues
( synonyms, antonyms, word parts and other strategies )
2. Revise writing for clarity ( correct spelling )
II. Subject Matter
Topic: Meaning of Unfamiliar Words Based on Given Context Clues
Materials: chart, pictures ,activity sheet,context
Reference: EN5V- Ie-12 and 13
Internet
Developing Reading Power 5 p. 17-26
Focused Skill: Inferring
Value: Save the animals.
III. Procedure
A. Setting the Stage
Study the following sentences. Find the meaning of the underlined word. What word in
the sentence hints at the meaning of the unfamiliar word ?
 Attendance in the meeting is mandatory.
The parents thought it was voluntary.
Say: Can you tell the meaning of the unfamiliar word ? What groups of words in the sentence helps
you figure out the meaning of the unfamiliar word ?
 The sky wasovercast and rain was expected in the afternoon.
 Thosand of years ago, primitive people discovered fire and learned to cook their food.
Say :What words in the sentence hint at the meaning of the unfamiliar word ? What kind of context
clue is used in the sentences ?
B. Explaining the students What to Do
Say : Inference clue is a kind of context clue. In an inference clue, some kind of information is given
in the sentence to help you figure out the meaning of the unfamiliar word.
Say: The examples use antonyms as hints to the meaning of the unfamiliar word.
An antonym is a word that means the opposite of a given word. In this kind of
Context clue the antonym of the unfamiliar word is given within the sentence or in the next to help
the reader figure out the meaning of the unfamiliar word.
C. Modeling
Directions: Read the paragraph below. Infer the meaning of the underlined words.
The shark is a sea animals whose prodigious strength and size is unequalled.
A hungry shark attacks its prey viciously. Because of this, many people fear the animal . But the shark
does not deserve such bad reputation. In reality, sharks rarely attack human beings. The animals
does so only when provoked by hunters who invade its territory. Like any other animal, the shark
resents invasion of its home.

1. The elephant is another mammal with prodigious strength Prodigious means

_________.
a. beautiful c. wicked
b. great d. unfriendly
2. Normally, the sharks’ prey are other fishes. What does prey mean ?
a. Animals who eat other animals
b. Animals that are hunted as food
c. All animals that swim
D. Guided Practice
Directions: Read each sentence. Circle the antonym clue. Underline the word
That is explained by the antonym clue.
1. Life in the barrio is not extraordinary. It is mundane.
2. The drinks served today is sparkling but yesterday was flat.
E. Independent Practice
Group Activity
Group 1
Directions: Determine if the sentence has a context clue for the underlined word.
Write Con the first blank if the sentence has a context clue: write NCif it does not have on the blank,
write the kind of context clue used.
 Group 2
Directions :Study the sentences. Find the word or word group that help youunderstand the
meaning of the underlined word. Write the clues on your paper.

Group 3
Directions: Study the following sentences. Select the word or word group that has the same
meaning as the underlined word. Tell the information you used
To figure out the meaning of the unfamiliar word.

F. Closure

Inference clue is a kind of context clue. In an inference clue, some kind of information is given in
the sentence to help you figure out the meaning of the unfamiliar word.

IV. Evaluation

A. Directions: Select the word or word group that has the same meaning as the underlined word.
Tell the information you used to figure out the meaning of the unfamiliar word.

1. The head nurse has many obligations in the hospital.

a. Uniform c. patients
b. Duties d. payments

2. The firemen looked through the debris of the burned building. They tried to
find out how the fire started.
a. Flames c. remains
b. Twisted steel d. broken doors

3. Alvin holds a grudgeagainst me when I did not vote for him in the student
Election.
a. Feeling of forgiveness c. feeling of happiness
b. Feeling of bitterness d. feeling of encouragement

B. Directions: Read each sentence. Circle the antonym clue. Underline the word that is explained
by the antonym clue.
4. The parents were lukewarm in their response. They were not enthusiastic.
5. Mother changed the drab color into something lively.
 LESSON PLAN IN ENGLISH V
DATE:___________________
I. Objectives
Compose clear and coherent sentences using appropriate grammatical structures;
- Conjunctions
II. Subject Matter
Topic: Conjunctions
Materials: chart, pictures ,activity sheet
Reference: EN5G- Ie- 8.3 /8.4
English for All Times 5 Language p. 36-41
Focused Skill: Speaking and Writing
Value: Honesty
III. Procedure
A.Setting the Stage
Directions :Listen carefully as your teacher reads letter of excuse from her student.
- Who were absent from their classes?
- Why was Joyce absent and was able to go to school?
- Did Joyce explain clearly their reasons to be excuse?Why?
A. Explaining the students What to Do
Say :Have you been absent from your class before? When was that? Why were you absent? Tell the
class when you were absent and why. Use these patterns:
I was absent last __________________.
I was absent because _______________.
You have learned that related ideas or thoughts can be joined by the conjunctions and, or,
and but . Compound sentences are then built.
Other conjunctions can also be used. This is to show a clear and precise
relationship between ideas or thoughts. These are as follows :
because when if unless so
so that where although since

When these conjunctions are used, another kind of sentence is built. This sentence is called a
complex sentence.
E. Modeling
Directions: Look at how the ideas below can be combined into complex sentences. Can you explain the
meaning of each combination ?

You rest and sleep. You have a bad cold.

1. You rest and sleep because you have a bad cold.

2. You rest and sleep if you have a bad cold.
3. When you have a bad cold, you rest and sleep.
 Which sentences tell why you have to rest and sleep?
 Which tells a condition for you to rest and sleep ?
When combining two ideas into one sentence, think how they are related
To each other. Then, choose a conjunction that will clearly show that relationship.
F. Guided Practice
Directions: Can you combine the ideas in this paragraph clearly ? Use the appropriate
conjunctions and form complex sentences.

We wanted to go camping. We love the outdoors. We packed our supplies. We boarded the
bus. We sang. We would not feel bored and sleepy.

Did you come up with these complex sentence ?

1. We wanted to go camping because we love the outdoors.
2. After we packed our things, we boarded the bus.
3. We sang so that we would not feel bored and sleepy.
E. Independent Practice
Group Activity

Group 1
Directions: Go around the classroom. Ask classmates to answer the questions or to complete the
statements below.Record every answer.
Group 2
Directions :Choose the most appropriate conjunction to connect the ideas in each sentence.
Group 3
Directions: Complete each into a complex sentence. Add another idea appropriate to the
given conjunction.
F. Closure

Use conjunctions like, because, so that, when, where, if, although, among others, to express clear
relationships.
A complex sentence is made up of two or more ideas combined using the said conjunctions.

IV. Evaluation

Directions: Combine the given ideas into a complex sentence. Use appropriate conjunctions like
because, if, although, unless, so that, before, after, when, were among others.

Example : I like gardening. I love green plants.

Answer: I like gardening because I love green plants.

1. I like farming. It is a man’s work.

2. I started gardening. I was seven.
3. I used pots made of small cans. I was still young for a garden pot.
4. I used animal manure as fertilizer. My plants grew healthy and robust.
5. I save some of my earnings in the bank. I can buy my favorite reading books.
 LESSON PLAN IN ENGLISH V
DATE:___________________
I. Objectives
1. Analyze a 2- stanza poem in terms of its elements ( rhymes, sound devices, imaginary and
figurative language )
2. Distinguish among various types of viewing materials.

II. Subject Matter

Topic: Analyzing a 2- stanza poem in terms of its elements

Materials: chart, poems,activity sheet
Reference: EN5RC – I e – 6 / EN5VC – I e 6
Developing Reader Power 5 p. 35-37
Focused Skill: Analyzing
Value: Appreciate all the creatures of God.

III. Procedure
A. Setting the Stage
Presenting some lines from several poems.
Slides Presentation
B.Explaining the students What to Do
Say :Here are some lines from several poems. Can you tell the meaning of the underlined words ?
What do the underlined words describe ?
Figurative Language describes things in new ways. This kind of Language goes beyond what words actually
mean. Poets often use figurative language meanings.
III. Modeling
Directions: Read the poem. The Night will never stay, by: Eleonor Farjeon
 What do you call the underlined word?
 How did the poet describe the moon?
 Can moon really do what the poet’s suggest?
IV. Guided Practice: MEXICAN PALM By: Emilie F. johnson
My tree is like a duster reaching high.
Stretching forth to sweep the cloudy sky.
How the author describes the tree?
E. Independent Practice
Group Activity
Directions :Study the following lines from some poems. Identify the figurative language used. Tell the
meaning of the figurative words in everyday language.
Group 1: Group 3:
Where carts are blue
Slowly,silently now the moon
And barns are red,
Walks the night in her silver shoon
And the road unwinds
This way and that , she peers and sees
Like a twist of thread.
Silver fruits upon silver trees.
Group 2:
They seem like animal eyes in the dark
That are stealthily searching for prey;
And the road is afraid for it wriggles its tail
And hurriedly slithers away.

F. Closure
Figurative Language describes things in new ways. This kind of Language goes beyond what words
actually mean. Poets often use figurative language meanings.

IV. Evaluation
Directions: Study the lines from poem. Identify the figurative language used. Tell the meaning of the
figurative words in everyday language.
Butterfly, butterfly, light a summer air
Darting up, floating down, drifting everywhere
Are the fairies using you.
As an airplane for a fairy crew ?