School: BABUYAN ELEMENTARY SCHOOL Grade Level: V

DETAILED LESSON Teacher: MARYJUN C. EJOS Learning Area: ENGLISH

PLAN Teaching Dates and
Time: SEPTEMBER 4-8, 2023 (WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Knowledge: Infer the meaning of unfamiliar compound words using text clues and classify whether it is open, closed or hyphenated.
B. Skills: Combine two words to form compound words based from the given meaning and write sentences about it.
C. Attitude: Show self-reliance in inferring the meaning of unfamiliar compound words.

A. Content Standards
B. Performance
Standards
C. Learning
Competencies/Objectives Infer meaning of unfamiliar words (compound words) based on given context clues (antonyms, synonyms, word parts) and other strategies (EN5V-Ia-
Write for the LC code 12-13)
for each
II. CONTENT Compound Words
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 5 LAS
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials Learning Activity Sheets at Learning Modules
from Learning
Resource (LR) portal Luke 6:30
“Give to everyone who asks you, and if anyone takes what belongs to you, do not demand it back.”
B. Other Learning TV, laptop, pentel pen, manila paper, illustration board, wifi modem
Resources
IV. Preliminaries:
PROCEDURES
 Opening Prayer and Greetings
 Checking ng attendance
 Setting of Classroom rules

A. Review previous Unscramble the letters often

● Review the previous ● Review the previous
lesson or presenting the seen in filling out forms using
discussions discussions
 new lesson the words from the word bank
below.
1. eamn -
2. dsersda –
3. diyrhatb –
4. eag –
5. ecalphtrib -

B. Establishing a purpose
● Present the objective by ● Present the objective by ● Present the objective by ● Present short directions
for the lesson
allowing learners to read the allowing learners to read the allowing learners to read the about the day’s activity
objectives. objectives. objectives.
C. Presenting Activity Activity
● Presentation of summary of
examples/instances of the
new lesson Directions: Write the pupils’ outputs
compound name of the
following pictures then use
it in a sentence.

Group Reporting
D. Discussing new concepts -How do you feel during the
and practicing new skills #1 activity?
-Is it difficult?
- have you seen these forms
before?
E. Discussing new concepts Compound words or 1. Context clues - are parts
and practicing new skills #2 compounds are words of sentence or
formed by putting two o
paragraph that comes
more words together to
 form a new word with a new before or after the
meaning. This new meaning unfamiliar words. These
of the compound word may
words are hints that
be the same as the
individual meaning of its help define an unusual
component words or may word.
be different. To understand 2. Synonyms - are words
the meaning of the with similar meanings.
compound, it is important to
determine the meaning of These serve as context
each word that makes up clue to the meaning of
the new word. unfamiliar words.
3. Antonyms - are those
words with opposite
meanings. It can refer
to the opposed idea of
an unknown word in
the sentence or
Compound words may be paragraph.
classified into three types:
1. Closed - two or more
words written as one word.
Examples: newspapers,
raincoats, homeroom,
bookmark 2. Open - two or
more words written
separately with a space.
Examples: time zone, home
port, mother tongue, hot
dogs 3. Hyphenated - two
or more words connected
with a hyphen (-).
Examples: son-in-law, one-
half, mother-of-pearl, name-
calling
F. Developing mastery Directions: Read the Directions: Identify from
following sentences. Identify among the other words in the
the compound word in each same sentence the context
sentence and classify if it is clues of each italicized
open, closed, or compound word that give hint
 hyphenated compound
word. Write your answer in
your answer sheet.
Example: Andrew is eating
an ice cream while he was
reading his favorite book.
Answer: ice cream - open
Begin here: 1. Mary was
surprised when she opened
the jack-in-the-box. 2.
Those girls were deaf, and
had to communicate using
sign language. 3. The girls
followed him to his hideout
on the top of a hill next to
the sea. 4. It started to
suffer a power overload,
which got more and more
serious as the girls went on
communicating. 5. The
chief-of-police arrested the
crook.
G. Finding practical
to its meaning.
1. Reaching the hillcrest, they
saw the destruction made by
the busted dam including the
trees and plants on the other
hilltop. What is the synonym
of the word hillcrest that can
be found in the sentence?
Answer: ______________ 2.
Mr. Mercado gives a piece of
advice to his son-in-law. The
husband of his daughter
wants to go abroad. What is
the context clue of the word
sonin-law that can be found
in the sentence? Answer:
______________ 3. The
keywords must be in
uppercase because it is
easier to emphasize if they
are written in capital letter.
What is the context clue of
the word uppercase that can
be found in the sentence?
Answer: ______________ 4.
You’ve got a new wristwatch
which is similar to my two-
year-old timepiece. What is
the synonym of the word
wristwatch that can be found
in the sentence? Answer:
_____________ 5. His
statement was an example of
falsehood for he did not tell
the truth. What is the
antonym of the word
falsehood that gives hint to its
meaning that can be found in
the sentence? Answer:
____________
Activity
applications of concepts and Group 1
skills in daily living

Group 2

H. Making generalizations A form is a document

and abstractions about the with spaces in which you can
lesson write on, check or select. It
usually has printed parts and can
sometimes contain a serial
number or barcode.
It is important to give the correct
information at all times.
Knowledge in filling out of
forms is something that can be
useful for you even outside the
four walls of the classroom. It is
something that you need to do
every time you enter offices,
school, banks and other
premises.

I. Evaluating learning Answer the following question.

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish to
share with other teachers?

Prepared by: Checked by:

MARYJUN C. EJOS IRISH MAE T. HEGNA, MAED

Teacher- I School Head