School OPOL COMMUNITY Grade

COLLEGE Level
Grade 5

Corpuz, Jonafe Learning Grammar Awareness

Area
Teacher Dado, Elena
Dadulo, Mary Sheen

Teaching November 23, 2023 3rd Quarter Week 1

WEEKLY LESSON Dates
Thursday 10:30-1:30pm Quarter
PLAN and Time

I. OBJECTIVES

The learner will be able to demonstrate the command of the conventions of

standard English grammar and usage when writing or speaking.
A. Content Standards

B. Performance At the end of the lesson, the learners will be able to use the correct functions
Standards of prepositions in general and their functions in various discourse (oral and
written).

C. Learning Compose clear and coherent sentences using appropriate grammatical

Competencies/ structures: prepositions.
Objectives
Write the LC code for
each EN5G-IIIa-7.3.1

II. CONTENT Prepositions

(Subtopic) Prepositions of Place

II. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages English Expressways: Reading and Language (Teacher’s Manual) pp. 185 -
188
https://docs.google.com/document/d/
1CaBaW6xormbeC689lecJ9zqQDyUR5DTs/edit

2. Learner’s Materials K to 12 Grade 5 Learners Material in English pp. 20-23

pages

3. Textbook pages [Castillo,Kristine Erika C. & Angeles, Evelyn B., 2016, (Joy in Learning
English 5 pp. 195 – 197) Vibal Group, Inc.]

4. Additional Materials (Montano, Ricky C., 2020, pp. 1-29)

from Learning
https://lrmds.deped.gov.ph/detail/15781/prepositions of place
Resource (LR) portal

B. Other Learning (BYJU Learning Program, 2023)

Resources
 https://byjus.com/english/prepositions/

IV. PROCEDURES

A. Reviewing previous What is a preposition of time?

lesson or presenting
A preposition of time is a preposition used to indicate when a particular
the new lesson
action takes place.
The most common prepositions of time are at, in, on, from, after, until and
during.
Example:
We will be meeting on Friday.
The supermarket will be closed from 9 p.m.
Can you come after some time?
We have been asked to work from home until the end of the month.
The whole country was asked to stay home during the pandemic to ensure
their well-being.

B. Establishing a purpose The purpose of the lesson is the following:

for the lesson
1. Recognize prepositions of place.
2. Identify different prepositions of place used in the sentence.
3. Using the correct functions of prepositions in a sentence.
4. Follow rules and directions using prepositions of place.

C. Presenting The teacher will present pictures and let the students analyze the positions
examples/instances of of the mouse in the picture.
the new lesson/
Motivation part
 Then the teacher asks the students what they observed in their answers.

D. Discussing new Prepositions of place - are words or group of words that indicate the
concepts and place or position of something.
practicing new skills
Here are some commonly used prepositions of place.

on between
in among
at next to
under opposite
by beneath
above underneath
inside near
over below

It is significant to use the correct preposition in a sentence. Study the chart

below.
Use of the Preposition
To refer to a place, use the
prepositions
in (the point itself)
at (the general vicinity)
on (the surface), and
inside (something contained).
To refer to an object higher than a
point, use the prepositions over
and above.
To refer to an object lower than a
point, use the prepositions below,
beneath, under and underneath.
To refer to an object close to a
point, use the prepositions by, near, store.
next to, between, among and
opposite.
Examples
a. They will meet in the lunchroom.
b. She was waiting at the corner.
c. He left his phone on the bed.
d. Place the pen inside the drawer.
a. The bird flew over the house.
b. The plates were on the shelf
above the cups.
a. Basements are dug below
ground.
b. There is hard wood beneath the
carpet.
c. The squirrel hid the nuts under a
pile of leaves.
d. The cat is hiding underneath the
box.
a. The gas station is by the grocery
b. The park is near her house.
c. Park your bike next to the garage.
d. There is a deer between the two
trees.
e. There is a purple flower among
the weeds.
f. The garage is opposite the house.
E. Developing mastery Try and Learn:
The teacher will present a flashcard. Students will be called one by one to
construct a sentence using the prepositions of place presented.

Directions: Read the sentences below and underline the prepositions.

1. Judy is at the train station now.

2. I hid the ball under the table.
3. Justin lives across the street.
4. The Opol Park is located between Opol Community College and Opol
Central School.
5. Right behind the school of OCC is the house of my instructor.

F. Finding practical Learn Some More:

applications of
Group Activity through Game
concepts and skills in
daily living Preposition Scavenger Hunt
1. Make a long list of prepositions.
2. Then do a preposition scavenger hunt.
3. Hide something in the classroom such as a piece of candy or some other
desirable object.
4. Direct the pupils to the hidden object using only prepositions.
For example: The hidden object is under your chair, around the classroom,
beside the teacher’s table, in the box and so on.

G. Making generalizations Remember:

and abstractions about
Prepositions of place are words or group of words that indicate the
the lesson
place/location or position of a person, place or thing.
*The teacher will ask the students to give a few examples of prepositions of
place and use it in a sentence.

Why is it necessary for us to use the prepositions of place?

Prepositions of place give you the ability to tell others where something is
located.
Can you imagine if you are to ask your brother or sister about a book they
borrow and they answer you plainly like “it is the table. I left it there. Maybe
I forgot it’s computer or the basket.” It could be troublesome to understand
what they mean without using the prepositions of place. It would be easier
when they would answer “it is on the table. I left it there. Maybe I forgot it is
beside the computer or inside the basket.” It allows you to express precise
details and nuances. They help you convey not just what happened but how
it happened, where it happened and when it happened. This precision is
 crucial in both everyday conversation and formal writing.

H. Evaluating learning A. Read each sentence. Underline the prepositions. There may be more than
one preposition in each sentence.
1. The balloon flew above the village.
2. Jean-Pierre Blanchard floated over the English Channel.
3. Buoyancy keeps balloons in the air.
4. The balloon landed in the forest behind a field.
5. The cat is under the table.
6. Cara is waiting for her boyfriend in front of the cinema.
7. The mouse is on the mat.
8. The convenience store is next to the pharmacy.
9. I stand in between Lily and Leo.
10. Claire is standing by the door.
11. The old temple is hidden among the trees.
12. Your handkerchief is underneath your coat.

B. Look at the pictures below and fill in the blanks with correct prepositions
of place.

1.The cat is sitting ______the cushion.

2. The children are singing _____ of their school flag.

3. The boy puts the toys _____ the box.

4. The girl is walking ______ the bridge.

5. The girl standing ______ the bride.

 6. The car is _______ the trees.

C. Use the word opposite in a sentence.

Use the word inside in a sentence.

I. Additional activities Directions: On your paper, answer each question in a complete sentence
for application or using the suggested preposition in the parenthesis.
remediation
1. Where is the new telephone? (on top of)
2. When is the cellular phone not allowed in school? (during)
3. When will you call me again? (at)
4. Where are the telephone wires buried? (underneath)
5. Where is the typhoon heading to? (toward)

J. Assignment 1. What is a preposition of direction?

2. Give 5 examples.
3. Use each example in a sentence.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the 12 students

evaluation

B. No. of learners who require additional 6 students

activities for remediation

C. Did the remedial lessons work? No. of Yes, 6 students

learners who have caught up with the
lesson

D. No. of learners who continue to require 0

remediation

E. Which of my teaching strategies worked Gamification, Incorporating Extrinsic Motivation and

well? Why did these work? Socratic Method.
 F. What difficulties did I encounter which my Student’s participation. Our assigned students were too
principal or supervisor can help me solve? shy and way more focused on Mathematics lessons than
in English.

G. What innovation or localized materials did Using things that can be found from student’s bags.
I use/discover which I wish to share with Traditional IM’s, and candies.
other teachers?

Prepared by:

Corpuz, Jonafe; Dado, Elena; and Dadulo, Mary Sheen

Discussants

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