3rd Monthly English 5 10 Lesson Plan

HOLY CHILD ACADEMY
LESSON PLAN
SUBJECT: English 5 DATE: January 3-4, 2023
TOPIC: Grammar - Common Prepositions
RESOURCES: English 5 Book
iTEP - All About Prepositions
OBJECTIVES: At the end of the lesson, the students should be able to.
1. Identify and define common prepositions.
2. Use prepositions correctly in sentences.
3. Apply the use of prepositions in various contexts.
LESSON STRUCTURE
1. ROUTINE
● Greetings
● Checking of Attendance
2. MOTIVATION
PICTOWORDS
3. LESSON PROPER (Lesson for the Day & Strategies)
a preposition is “a word or group of words that is used with a noun, pronoun, or noun
phrase to show direction, location, or time, or to introduce an object.” Simply put,
prepositions are connector words. These connectors customarily tie a noun to an idea.
An example of this is in the sentence, “I went to the store.” “To” connects the location of
“store” to where the person went.
4. PRACTICE FOR MASTERY (Seatwork, Quiz, Activity)
Preposition Treasure Hunt
A. Divide students into small groups and give each group a set of index cards with different
prepositions written on them.
B. Explain that they will go on a preposition treasure hunt around the classroom. Each group will
find objects and place them according to the prepositions written on their cards.
C. For example, if a group has the preposition "under," they need to find an object and place it
under something in the classroom. Encourage creativity and exploration.
D. After the hunt, have each group present their findings to the class, explaining the
prepositions they used and the objects they found.
5. GENERALIZATION
Prepositions are common in the English language. There are about 150 used with the most
common being: above, across, against, along, among, around, at, before, behind, below,
beneath, beside, between, by, down, from, in, into, near, of, off, on, to, toward, under, upon,
with and within.
6. VALUES INTEGRATION / REAL LIFE APPLICATION
● Collaboration
7. ASSIGNMENT
Answer Exercise activity in your book.
Prepared by:
Allen Glenn P. Obillo
HOLY CHILD ACADEMY
LESSON PLAN
TOPIC: Grammar - Prepositional Phrases
Writers Room - Prepositional Phrases
1. define a prepositional phrase and identify its components (preposition and object).
2. use prepositional phrases in their writing to add detail and improve sentence structure.
3. identify and correct common errors when using prepositional phrases in their writing.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
What’s on the Map?
A prepositional phrase is simply a group of words that consists of a preposition and the
object of the preposition. It can also include words that modify the object. Normally, the
modifier will be a noun or the infinitive or gerund form of the linking verb.
Prepositional Phrase Error Correction
Write a few sentences on the board that contain common errors with prepositional phrases
(e.g., "She ran the park." instead of "She ran in the park.").
1. Instruct students to work individually or in pairs to identify and correct the errors in the
sentences.
2. After giving students time to work, discuss the corrections as a class, emphasizing correct
preposition usage and placement.
3. Encourage students to explain their reasoning behind the corrections and address any
lingering questions or misconceptions.
5. GENERALIZATION
Remember that prepositions are always in prepositional phrases. If you see one of the
above words in a prepositional phrase, then it’s likely a preposition.
● Critical Thinking
7. ASSIGNMENT
Search what is Modals
Prepared by:
HOLY CHILD ACADEMY
LESSON PLAN
TOPIC: Grammar - Making Requests and Asking Permission
basicESL - Modal Verbs
OBJECTIVES: At the end of the lesson, the students should be able to:
1. make requests and ask for permission using polite language,
2. understand the importance of using appropriate language when making requests and
asking for permission,
3. practice making requests and asking for permission in different contexts.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
1,2,3 ACTION!
A modal verb is an auxiliary (helping) verb that expresses a particular quality of a verb.
Modal verbs are used with the infinitive (base form) of the main verb to modify its
meaning. Several modal verbs are used to make requests.
Role Plays
a. Divide students into small groups and give each group a set of role-play cards.
b. Instruct students to act out different scenarios where they need to make requests or ask for
permission.
c. Encourage students to use the phrases they learned in the previous activity and provide
feedback and guidance as they perform the role plays.
5. GENERALIZATION
It is socially important to look at the people when you are talking to them, then you have to
ask for permission with a pleasant and polite voice. On the other hand, people have to give
permission with a logical explanation and in a polite way.
7. ASSIGNMENT
Review what is an organizer.
Prepared by:
HOLY CHILD ACADEMY
LESSON PLAN
TOPIC: Reading - Filling in a Graphic Organizer
Humber College-Intervening Words in Subject-Verb Agreement
1. understand the purpose and importance of graphic organizers.
2. develop the skills to effectively fill in a graphic organizer.
3. practice using graphic organizers to organize information and improve their writing skills.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
FILL IT!
Graphic organizers are visual tools to support comprehension. Using graphic organizers is
a strategy that supports comprehension by helping students focus on the concepts
being taught, increasing both short and long-term memory.

Filling in a Graphic Organizer
● Provide each student with a graphic organizer worksheet and instruct them to choose a
topic they are interested in. The topic can be related to any subject, such as animals,
sports, or hobbies.
● Give students a set time (e.g., 10 minutes) to brainstorm and write down as much
information as they can on sticky notes related to their chosen topic.
● Instruct students to transfer the information from their sticky notes onto the appropriate
sections of their graphic organizer worksheet.
● Circulate the classroom and provide opportunities for students to ask questions and
provide guidance as needed.
5. GENERALIZATION
A graphic organizer is a visual display or chart that shows the relationship between ideas,
facts, and information.
●
7. ASSIGNMENT
Bring the assigned material for PETA.
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Primary and Secondary Sources
RESOURCES: English Book Grade 6
WGU.EDU - What is the Difference Between Primary and Secondary?
1. Understand the difference between primary and secondary sources.
2. Identify examples of primary and secondary sources.
3. Analyze the reliability and credibility of primary and secondary sources.
4. Apply knowledge of primary and secondary sources in research projects.
LESSON STRUCTURE
1. ROUTINE
● Greeting
2. MOTIVATION
P/S: What is it?

A primary source is an original material created at the time a historical event occurs, or soon
afterward, and can be original documents, creative works, material published in modern times,
institutional and government documents, or relics and artifacts.
Secondary sources are created by someone who did not experience firsthand or participate
in the events or conditions being researched. Secondary sources are used to interpret and
analyze primary sources. These sources are one or more steps removed from the event and
may contain pictures, quotes, or graphics of primary sources.
Primary vs. Secondary Sources
5. GENERALIZATION
Primary and secondary sources are the two types of materials used for research, and while
both are important to creating well-developed projects, they are vastly different. Primary
sources offer raw information, or the first-hand evidence compiled by research, whereas
secondary sources interpret or analyze the information from primary sources.
7. ASSIGNMENT
Answer Exercise in your book.
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Grammar/Language - Asking Permission (Modals)
English Study Online - Different Ways of Asking Permission
1. use appropriate language to ask for permission in English.
2. understand different contexts in which permissions are required.
3. respond appropriately to permission requests.
LESSON STRUCTURE
1. ROUTINE
● Greeting
2. MOTIVATION
Permission Granted
Asking for permission is an essential aspect of communication, whether you are at work,
school, or home. It is a way to show respect and consideration for others while also ensuring
that you are following the rules and guidelines set in place. There are various ways to ask for
permission, and it is essential to know the appropriate approach depending on the situation.
Say It Right
● Divide the class into pairs.
● Provide each pair with a scenario card that requires asking permission.
● Students take turns practicing the dialogues, using the appropriate language structures
and phrases.
● Encourage creativity and engagement in their conversations.
5. GENERALIZATION
Permission is to explain the reason for your request. Providing context can help the person
you are asking understand why you need permission and can make them more willing to grant
it.
7. ASSIGNMENT
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Grammar/Language - Making Requests (Modals)
Order of Adjectives - Ginger Software.com
1. understand and use modal verbs for making requests.
2. practice using modals in context through engaging activities.
3. demonstrate their understanding of modals by creating and presenting their own
requests.
LESSON STRUCTURE
1. ROUTINE
● Greeting
2. MOTIVATION
WORD WAR
Words are presented on the screen and the students will identify if it’s an adjective or not.
When we make a request, we ask someone for something, or we ask someone to do
something. There are different ways of asking for something. We usually ask for something in a
polite and indirect way, for example, using can, could, would you mind if and may.
Practice Exercise
5. GENERALIZATION
Modal verbs are used to add more information to the main verb. They are always followed
by the main verb in the infinitive form without to (base form). Also modal verbs don’t change
their form – meaning you don’t add -s, -ing or -ed to them.
7. ASSIGNMENT
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Reading - Different Text Types
Explainwell.org - Types of Text
1. Understand the unique characteristics and features of each literary text type.
2. Analyze and compare different literary text types to develop critical thinking skills.
3. Apply knowledge of literary text types to enhance reading comprehension and
appreciation.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
WHAT’S MY TYPE?
Text types refer to the broad categories of writing or genres that present stories, ideas, and
information in distinct ways. Each text type has unique characteristics and structures to guide
readers and writers.

Role Play
● Divide students into small groups and assign each group a different literary text type.
● In their groups, students will create a short role play based on the assigned text type,
incorporating the unique characteristics and features discussed earlier.
● Students will perform their role plays for the class, allowing them to demonstrate their
understanding of literary text types in a creative way.
5. GENERALIZATION
A text is a piece of writing that you read or create.
● Collaboration and Critical Thinking
7. ASSIGNMENT
Bring the following Materials for PETA.
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Grammar - Using Simple Past and Past Perfect Tense
RESOURCES: Language in Literature 7
KPU Pressbooks - Simple Past, Past Perfect
OBJECTIVE: At the end of the lesson, the students should be able to:
1. define and identify the simple past and past perfect tense.
2. use the simple past and past perfect tense in spoken and written communication.
3. differentiate between the simple past and past perfect tense and use them
appropriately in sentences.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
PAST IS PAST!
The simple past tense is formed by using the past form of the verb. verbs can be regular or
irregular with regards to their past form.
The past perfect tense is formed by using the auxiliary verb 'had' followed by the past
participle form of the main verb. So, the structure is as follows:
Subject + Had + Past participle.

BOARDWORK AND SEATWORK
5. GENERALIZATION
The past perfect, also called the pluperfect, is a verb tense used to talk about something that
happened before something else that is also in the past.
7. ASSIGNMENT
Answer Exercises on your book.
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Recognizing Symbols
Del Mar Edu - Symbolism
1. identify and understand various symbols in literature and everyday life.
2. explain the significance and meaning behind different symbols.
3. analyze and interpret the use of symbols in texts.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
Engage the students by asking them to share their favorite book and why they like it.
A symbol is anything that hints at something else, usually something abstract, such as an idea
or belief. A literary symbol is an object, a person, a situation, or an action that has a literal
meaning in a story but suggests or represents other meanings.
Identifying Symbols
a. Display a poem or a short story on the board that contains symbols, such as "The Road Not
Taken" by Robert Frost.
b. Read the text aloud and ask the students to identify any symbols they notice. Write these
symbols on the board.
5. GENERALIZATION
A symbol has a literal meaning in a story but suggests or represents other meanings. Not all
symbolism is obvious; often it is subtle and indirect.
7. ASSIGNMENT
Answer the exercise in your book.
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Employing Appropriate Stance and Behavior
Actions or gestures are essential for your listener to help convey your meaning -
Marlon Etngay
1. understand the importance of employing appropriate stance and behavior in various
social settings.
2. identify and demonstrate appropriate stance and behavior in different situations.
3. practice employing appropriate stance and behavior through interactive activities and
role-playing.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
Read Aloud
Body language refers to an interaction where behavior is used to convey and represent
meaning using our movement. We can say "I don't like you" without saying anything with a
simple shrug of the shoulders and a roll of eyes. Better yet, a warm smile and an outstretched
hand say, “I’m so glad to see you.= If you want to say, "I'm so happy to see you," you may smile
and reach out your hand. Every time we meet someone, we send and receive nonverbal
communication cues even if we don't realize it. Even though the world tells us to "be ourselves,"
there is a time and a place for nonverbal cues. If you want your listener to understand what
you're saying, you may use the types of nonverbal clues.
Role-playing
● Divide the class into small groups and assign each group a social setting (e.g., job
interview, school assembly, family gathering).
● Provide each group with props and costumes related to their assigned social setting.
● Instruct each group to create a short role-play scenario that showcases appropriate
stance and behavior in their given setting.
● Encourage students to be creative and practice their acting skills while demonstrating
the appropriate behaviors.
5. GENERALIZATION
Actions or gestures are essential for your listener to help convey your meaning.
7. ASSIGNMENT
Be ready for PETA. Bring the following materials.
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Gerunds and Gerund Phrases
Owl.Purdue.Edu - Gerunds and Gerund Phrases
1. Identify and define gerunds and gerund phrases.
2. Use gerunds and gerund phrases correctly in written and spoken English.
3. Analyze the functions of gerunds and gerund phrases in sentences.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
LET’S G!
A gerund is a verbal that ends in -ing and functions as a noun. The term verbal indicates that a
gerund, like the other two kinds of verbals, is based on a verb and therefore expresses action or
a state of being. However, since a gerund functions as a noun, it occupies some positions in a
sentence that a noun ordinarily would, for example: subject, direct object, subject
complement, and object of preposition.
Independent Practice
● Distribute the handout containing sentences with gerunds and gerund phrases to each
student.
● Instruct students to identify the gerunds or gerund phrases in each sentence and write
them down.
● Circulate the classroom to provide individual support and guidance.
5. GENERALIZATION
A gerund is a verbal ending in -ing that is used as a noun. A gerund phrase consists of a
gerund plus modifier(s), object(s), and/or complement(s). Gerunds and gerund phrases virtually
never require punctuation.
7. ASSIGNMENT
Answer the exercise in your book.
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Understanding Colloquialism
RESOURCES: English Book 9
Grammarly - Colloquialism
1. define and identify colloquial language in written and spoken texts.
2. understand the purpose and effects of using colloquial language.
3. apply their knowledge of colloquialism by using it appropriately in their own writing and
speaking.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
JUMBLED WORDS
Colloquialism is "a local or regional dialect expression", meaning words or expressions that are
unique to different regions. Colloquialism is a word or expression that was used in a certain
historical time or place. It is also an informal way of speaking/writing.
SEATWORK
5. GENERALIZATION
Colloquial language shows up in your conversations with family and neighbors. It’s the
phrases in your journal and in texts to your friends. Basically, it’s the language that you use when
you’re not thinking about what language to use.
● Critical thinking
7. ASSIGNMENT
Answer the Exercise in your book.
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Determining Connotations
Grammarly - Colloquialism
1. understand the concept of connotation and its importance in language.
2. determine the connotations of words and phrases.
3. analyze and describe the impact of connotations on the overall meaning of a text.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
WHAT DO YOU MEAN?
Connotation is a meaning of a word that includes personal feelings. Unlike denotation, which
is the definition of a word you can find in a dictionary, connotation involves the experiences
you may associate with a word when you hear it. Every person may have different connotations
for a word based on their backgrounds and ways of thinking, while the denotative meaning
stays the same.
SEATWORK
5. GENERALIZATION
Connotation refers to a meaning suggested or implied by the use of a particular word,
beyond its literal (denotative) meaning. Connotation impacts how readers perceive the overall
meaning of what a writer or speaker is trying to communicate. Depending on how a word has
been used over time, or the context in which it is being used, the term may have a positive,
negative or neutral connotation.
7. ASSIGNMENT
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Expanding Ideas Using the Principles of Cohesion
Course Hero - Expanding Ideas Using Principles of Cohesion and Coherence
1. expand their ideas using the principles of cohesion.
2. understand the importance of cohesion in writing.
3. apply the principles of cohesion in their own written work.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
WHATCHU THINK?
Cohesion relates to how words and sentences 'stick together' and make sense. It is the flow of
sentences and paragraphs from one to another tying together. It is achieved through using four
methods: (1) reference words (e.g. he, she, it, them); (2) repeated words/ideas; (3) transition
signals (also called cohesive devices); and (4) substitution (replacing one word with another).
When sentences, ideas, and details fit together clearly, readers can follow along easily, and the
writing is coherent. The ideas tie together smoothly and clearly.
SEATWORK
5. GENERALIZATION
Cohesion is the degree to which sentences “glue.” Coherence is the logical division of
the writing into internally consistent units (usually paragraph units).
7. ASSIGNMENT
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Expanding Sentences Through Noun Modification
Learn English - Noun Modifiers
1. identify and use noun modification to expand sentences.
2. create more descriptive and engaging sentences using noun modification.
3. analyze and revise sentences for improved noun modification.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
WHATCHU THINK?
A modifier is a word, phrase, or clause that modifies—that is, gives information about—
another word in the same sentence. A modifier can be an adjective (a word that modifies a
noun, like "burger"), but it can also be an adverb (a word that modifies a verb). A modifier can
even be a phrase or clause.
SEATWORK
5. GENERALIZATION
Modifiers, as their name implies, are words that modify. Specifically, they’re words that
modify their sentences’ meanings.
7. ASSIGNMENT
Prepared by:
HOLY CHILD ACADEMY

LESSON PLAN
TOPIC: Recognizing Ellipsis
Grammarly- Ellipsis
1. Understand the concept of ellipsis in the English language.
2. Recognize and identify ellipsis in written texts.
3. Apply the knowledge of ellipsis in constructing meaningful sentences.
LESSON STRUCTURE
1. ROUTINE
● Greetings
2. MOTIVATION
WHATCHU THINK?
An ellipsis indicates that words have been omitted from a quotation. This mark consists of
spaced periods.
A three‐dot ellipsis indicates that you are omitting something from a sentence that continues
after the ellipsis.
When to use ellipses

1. Use an ellipsis to show an omission, or leaving out, of a word or words in a quote. Use ellipses
to shorten the quote without changing the meaning.
2. Use an ellipsis to show a pause in a thought or to create suspense. (Suspense is when a

reader is excited to know what is going to happen next.)
3. Use an ellipsis to show a break, or trailing off, of a thought.

SEATWORK
5. GENERALIZATION
The ellipsis (pronounced il-LIP-sis) is a type of punctuation that represents a pause or that
something has been intentionally left out. Specifically, it shows that words have been cut from a
direct quote, so the reader knows the original passage has been modified.
7. ASSIGNMENT
Prepared by:

3rd Monthly English 5 10 Lesson Plan

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3rd Monthly English 5 10 Lesson Plan

Uploaded by

Copyright:

Available Formats

HOLY CHILD ACADEMY

4. PRACTICE FOR MASTERY (Seatwork, Quiz, Activity)

HOLY CHILD ACADEMY

3. LESSON PROPER (Lesson for the Day & Strategies)

6. VALUES INTEGRATION / REAL LIFE APPLICATION

HOLY CHILD ACADEMY

● Encourage creativity and engagement in their conversations.

HOLY CHILD ACADEMY

HOLY CHILD ACADEMY

4. PRACTICE FOR MASTERY (Seatwork, Quiz, Activity)

HOLY CHILD ACADEMY

Subject + Had + Past participle.

HOLY CHILD ACADEMY

HOLY CHILD ACADEMY

HOLY CHILD ACADEMY

● Circulate the classroom to provide individual support and guidance.

HOLY CHILD ACADEMY

HOLY CHILD ACADEMY

HOLY CHILD ACADEMY

HOLY CHILD ACADEMY

HOLY CHILD ACADEMY

When to use ellipses

2. Use an ellipsis to show a pause in a thought or to create suspense. (Suspense is when a

3. Use an ellipsis to show a break, or trailing off, of a thought.

4. PRACTICE FOR MASTERY (Seatwork, Quiz, Activity)

You might also like