English 5 Q3

NOT
5
English
THIRD QUARTER LESSONS
Department of Education ● Republic of the Philippines

English- Grade 5
Alternative Delivery Mode
THIRD QUARTER LESSONS
First Edition, 2020
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Published by the Department of Education – Division of Ozamiz City

Schools Division Superintendent: Jean G. Veloso, CESO VI
Development Team of the Module

Authors: Annalee V. Mojello, Dexter C. Calibo, Lou E. Peñaranda
Reviewers: Federico B. Araniego Jr.; Jasmine I. Gaogao

Illustrator and Layout Artist: Kirstie D. Fuentes SST I; Desi G. Aninao, PDO
II
Management Team
Chairperson: Jean G. Veloso, CESO VI
Schools Division Superintendent
Co-Chairpersons: Audie S. Borres, CESE

Assistant Schools Division Superintendent
Members Anacleta A. Gacasan, CID Chief ES

Federico B. Araniego, EPS-English
May P. Edullantes, EPS-LRMS
Jasmine I. Gaogao, PSDS
Desi G. Aninao, PDO II
Mary Ann Grace J. Manili, Librarian II
Printed in the Philippines by

Department of Education – Division of Ozamiz City
Office Address: IBJT Compounds, Carangan, Ozamiz City
Telefax: (088)545-09-90
E-mail Address: deped1miz@gmail.com
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TABLE OF CONTENTS
Lesson Number Topic Page
1 Writing a 3-Paragraph Feature Article 1
2 Writing a Clear and Coherent Sentences 2

Using Appropriate Grammatical Structure
-Prepositions
3 Writing a Clear and Coherent Sentences 4

Using Appropriate Grammatical Structure-
Prepositional Phrase
4 Asking Permissions and Responding to Question 6
5 Following and Giving Directions 8
6 Giving Information 12
7 Giving Explanation 14
8 Use a Particular Kind of Sentence for a Specific 18

Purpose and Audience-Expressing Opinions
and Emotion
9 Distinguish Text-Types According to Purpose 19

- To Persuade
10 Distinguish Text-Types According to Features 21

(Structural and Language)-Problem and Solution

(Structural and Language) Cause and Effect

(Structural and Language) Comparison
and Contrast
13 Infer the Meaning of Unfamiliar Words 28

(Compound, Affixed)
14 Infer the Meaning of Given Context Clues 30

(Synonyms, Antonyms and Word Parts)
15 Infer the Meaning of Unfamiliar Words Based 31

on Other Strategies (Health
16 Infer the Meaning of Unfamiliar Words Based 35

on Other Strategies (Science)
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TABLE OF CONTENTS
Lesson Number Topic Page
17 Infer the Meaning of Unfamiliar Words 39

Based on Other Strategies (Mathematics)
18 Provide Evidence to Support Understanding 41
19 Infer the Speaker’s Tone, Mood and Purpose 44
20 Identify Point of View 46
21 Remind Others to Stay on Topic 49
22 Link Comments to the Remarks of Others 53
23 Use Appropriate Strategies to Keep the 57

Discussion Going
24 Infer the Target Audience 63
25 Infer the Purpose of Visual Media to the 66

Target Audience
26 Observe Accuracy, Appropriate Rate and 68

Proper Expression in Choral, Echo and
Shadow Reading
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LESSON 1 WRITING A 3-PARAGRAPH FEATURE ARTICLE
What’s In
Essay Writing: Who do you look up to?
Write about one of your heroes in a 2-short paragraph form.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________
What I Need to Know

This lesson is designed and developed to the purpose of writing a 3-paragraph
feature article which served as self and loved ones awareness on how to get away
from the disease Corona Virus which alarmed the whole world of its effect and
damage brought once you will be contaminated with the virus.
Did you hear from the news about the pandemic which killed thousands of people
around the world this time?
Did any member of your family make you aware that observing proper
hygiene could help us get away from this deadly disease?
This is the second lesson you will learn from this module.
After going through this lesson, you are expected to:
1. Write a 3-paragraph feature article about facts read, viewed and listened
to about Corona Virus.
What’s neW
We are all mandated to wear a mask.
Questions Answer
1. What does it tell us to do?
2. When do we wear mask?
3. Who told us to wear mask?
4. Why does it tell us to do it?
What Is It
Tell something about the given pictures below.
1
What’s More
Staying at home is the best way to protect ourselves from the virus.
1. Where do we expect to see this notice?

2. What information does it give?
3. Why does it give that information?
4. Who will benefit from that notice?
5. Write a 3-paragraph feature article about the information in your own words
What I Have Learned

Fill in the blanks with the correct answer to complete the paragraph below.
To protect yourself from ___________________, you need to wear a __________ every

time you go out from home. When you are in a crowd, observe __________ and __________
put some __________in hands from time-to-time. Washing hands with soap and clean
__________ is also advised. Drink a lot of __________ and have a daily _________ to make
you fit.
If nothing important, better to __________ at home. Remember, Corona Virus is a
disease that can cause __________. Save yourself, save your __________.
What Can I Do
Read the feature article about “Mr. Optimism” and answer the wh- questions.
WRITING A CLEAR AND COHERENT SENTENCES

LESSON 2 USING APPROPRIATE GRAMMATICAL
STRUCTURE-PREPOSITIONS
What I Need to Know

This lesson is designed and developed to the purpose of having a clear
understanding on the appropriate usage of grammatical structures – Prepositions.
After going through this lesson, you are expected to write clear and coherent
sentences using the appropriate grammatical structures – prepositions.
2
What’s In
Drill Review
Write FA if the given statement is a characteristic of Feature Article and NA if not.
1. It has a catchy title or headline.
2. It needs to be published on a specific period of time.
3. It focuses on a specific topic.
4. It has required number of words.
5. It entertains the readers.
What’s neW
Read the given paragraph below.
This is Leo’s room. The room is messy. The laptop is on the

bed. The red jacket is under the bed. The T-shirts are out of the
drawers. The juice bottle is near the plant. The goggles are in
the shoes. The red marker is near the laptop. The yellow T-shirt
is opposite the green bag. The chips are above the drawer. The
storybooks are below the table. The clock is beside the photo.
The lamp is in front of the poster. The yellow jacket is behind
the door. The radio is up on the rack. His identity card is lying
on the floor. The STOP sign is at the door.
What Is It
Answer the following questions below to help Leo find his belongings.
1. Where is the laptop? ______________________________
2. Where is the red jacket? ______________________________
3. Where is the juice bottle? ______________________________
4. Where is the red marker? ______________________________
5. Where are the goggles? ______________________________
What’s More
Write a clear and coherent sentence with each preposition listed below.
1. above ____________________________________________________________________
2. across - ___________________________________________________________________
3. after - ____________________________________________________________________
4. next to ____________________________________________________________________
5. underneath ________________________________________________________________
What I Have Learned

Choose the correct preposition in each number to compose a clear and
coherent sentences. Underline the correct answer.
1. This is something I cannot agree (at, with, to)

2. I always wake up (on, at, in) 6am.
3. My mom took a walk (around, in, above) the block.
4. I leaned (against, over, under) the wall.
5. He swam (over, above, across) the ocean.
What I Can Do
Write five sentences describing what you see in the picture below. Use a
preposition in each sentence.
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WRITING A CLEAR AND COHERENT SENTENCES
LESSON 3 USING APPROPRIATE GRAMMATICAL STRUCTURE
– PREPOSITIONAL PHRASE
What’s In
Drill Review
Write the correct prepositions in each given number.
What I Need to Know

This lesson is designed and developed to the purpose of having a clear
understanding on the appropriate usage of grammatical structures – Prepositional
Phrases. This is the third lesson you will learn from this module.
Write clear and coherent sentences using the appropriate grammatical structures
– prepositional phrases.
What’s neW
Look at the picture below and observe the placement of each thing.
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What Is It
Complete the following sentences by writing the appropriate prepositional
phrases.
1. The clock is _________________________________________________.
2. The ball is __________________________________________________.
3. The cat is ___________________________________________________.
4. The table is _________________________________________________.
5. The flowers are ______________________________________________.
What’s More
Write a sentence with each prepositional phrase.
1. on the weekend ______________________________________________________________
2. under the table _______________________________________________________________
3. during the break ____________________________________________________________
4. behind the door _____________________________________________________________
5. over the fence ______________________________________________________________
What I Have Learned

A prepositional phrase is a group of words consisting of a preposition, its object, and any
words that modify the object. Most of the time, a prepositional phrase modifies a verb or
a noun.
Underline the prepositional phrase in the sentence below.

1. The girl in the white hat asked a question.
2. The car with the red colour is my favourite.
3. The chopped down the largest tree in the forest.
4. The door by the kitchen was locked.
5. I ran towards the light because I am scared.
What I Can Do
Rewrite the sentence adding a preposition phrase from the list inside the box.
1. She wants to visit her friend.

________________________________________________________
2. There is a party. over the bridge
________________________________________________________
through the door
3. Did you see the dog?
________________________________________________________ to the museum
4. He will drive.
inside the house
________________________________________________________
5. They ran. with the cat
________________________________________________________
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ASKING PERMISSIONS AND RESPONDING TO
LESSON 4
QUESTION
What’s In
Drill Review
Use the words in the preposition bank below to complete the sentences.
about at in under from until up
1. The dog was hidden _____ the table.

2. Ramon climbed _____ the tree.
3. The book was _____ frogs.
4. My mom is going to pick me _____ school.
5. Carla can’t wait _____ the weekend.
What I Need to Know
This lesson is designed and developed to have a clear understanding of the kind of
sentence used for a specific purpose-asking permission, -responding to questions.
This is the first lesson you will learn from this module.
After going through this lesson, you are expected to write sentences asking
permission and responding to questions.
What’s neW
Read the two groups of sentences written below.
A.
1. Hey, can I borrow your pen?
2. Hey Mike, may I turn-on the air-conditioner?
3. Could I have some coffee?
4. May I go out, please?
5. Would you mind if I close the door?
B.
1. Yes, you can borrow the pen.
2. Sure, you may turn-on the air-condition.
3. I’m sorry you couldn’t.
4. Yes, you may.
5. No. Go ahead.
What’s Is It
1. What kind of sentences are in group A?
2. Does each sentence ask permission?
3. What kind of sentences are in group B?
4. What do they respond?
What’s More
Write a sentence asking permission for each given picture.
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What I Have Learned
Ask for permission. Write the correct questions to ask your teacher.
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What Can I Do
Using the same picture, write the correct response of the teachers asked by you.
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
LESSON 5 FOLLOWING AND GIVING DIRECTIONS
What’s In
Drill Review
Ask permission. Use: Can I/ May I
1. Ask your father to watch TV.
2. Ask your mother to go on a picnic with your friends.
3. Ask your teacher to change your seat.
4. Ask your teacher of English to speak Tagalog.
5. Ask your friend to use his computer.
What I Need to Know
This lesson is designed and developed to have a clear understanding of the

kind of sentence used in giving and following directions.
After going through this lesson, you are expected to write sentences in giving
directions and to follow directions.
What’s neW
Read the following piece of writing.
Experiment: Red and Blue Skies
It is not always easy to believe that all the colors in the sky come from the
different way particles in the atmosphere reflect and absorb sunlight. But you can
demonstrate it for yourself with this very simple experiment. The effects are quite
subtle, and not always easy to see, so you need to condut the experiment in a very
dark room. Fill a straight glass with cold water, then add half a teaspoonful of milk.
Now try shining the torch at the glass from different agles and watch how the color of
the milky water changes very slightly. Hold the torch close to the glass for a better
effect. Add another hafl-teaspoonful of milk and repeat. Finally, add a full
teaspoonful of milk, ad try shining the torch at the glass from a varity of different
angles.
What Is It
Read through the text again. On a separate sheet of paper, draw a flow chart that
shows the instructions in the correct order.
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What’s More
FOLLOIWNG DIRECTIONS
Complete the faces by following the directions below.
1. Make face number 1 happy.

2. Make face number 7 sad.
3. Make face number 9 scared.
4. Give number 5 red hair.
5. Give face number 8 short, brown hair.
6. Give face number 3 a hat.
7. Give face number 6 long, black hair.
8. Draw face number 4 as your mom.
9. Make face number 2 mad.
What I Have Learned
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10
What I Can Do
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LESSON 6 GIVING INFORMATION
What’s In
Drill Review
From the given picture below, what are the easy steps that we need to follow to
help prevent the spread of COVID-19?
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
What I Need to Know
After going through this module, you are expected to:
Use particular kind of sentence for a specific purpose and audience – giving information
EN5G-IIIf-1.8.8
What’s neW
Read the passage below.
Maya’s New Backpack
Maya was excited to start the new school year. She was excited to see her
friends again and to meet her new teacher. She was most excited about using her new
backpack. She sat down on the floor with all of her school supplies and her bright pink
backpack.
First, Maya put her crayons in the backpack. She would use the crayons to
draw pictures for her new teacher, Mrs. Smith. Next, she put her scissors in the
backpack. She could use the scissors to cut out hearts for her best friend. Next, Maya
put in her new princess pencils. She thought of all the stories she would write with them.
Finally, Maya put a bottle of glitter glue in her backpack. It would make everything
she made sparkle.
When she had everything put in its place, Maya carefully zipped up the
backpack and put it next to the door. She smiled as she thought of what a great year
it would be.
What’s Is It
Answer the following questions. Write your answers in a complete sentence.
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1. What was Maya excited about? ___________________________________________
2. What was the first thing Maya put in her new backpack?
_______________________
3. What did Maya put in her backpack right before she put her glitter glue in?
_____________________________________________________________________
4. What did Maya plan on using her scissors for?
_______________________________
5. What was the name of Maya’s new teacher?
_________________________________
What’s More
From the given picture above, write 5 FACTUAL sentences about CORONA VIRUS.
You may include the precautionary measures to avoid it.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
What I Have Learned
A sentence that gives information is called ___________________. It states

_____________ about the certain topic or in a given situation. It is sometimes referred
to as ________________ and it ends with a ________________________.
What Can I Do
Write a 7-sentence paragraph about yourself.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
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LESSON 7 GIVING EXPLANATION
What I Need to KnOW

Use particular kind of sentence for a specific purpose and audience – making explanation
EN5G-IIIf-1.8.9
This lesson is designed and developed to have a clear understanding about a kind of sentence
used in making an explanation.
After going through this lesson, you are expected to write a paragraph explaining to a given
topic.
What’s In
Write 5 simple sentences about computers.

1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
What’s neW
Read the short story about COVID19.
THE STORY OF COVID-19
The COVID-19 pandemic was announced on 11 March 2020 by the World

Health Organization, marking a turning point for the public health systems serving
the health of constituent populations across the globe. This declaration moment is
important for narrative on COVID-19 because it is the point at which it is accepted
that the virus is not only travelling to different countries, but is now circulating in
those countries. Governments are now required to take action to moderate the
impact of the infection, reducing harm for the polity until the virus – through the
mutation of its biological properties, human immunity, vaccines or some combination
of these – takes its place, we hope, among the many other microbes with which
human life has found co-existence.
14
The WHO declaration is also an important moment for the COVID-19 story
because it reveals how data about notifications of diagnosed infection and deaths are
used to make decisions and therefore reveals how, in the circumstances of a pandemic,
it is keenly apparent that numerical and narrative futures constitute each other.
Pandemics are narrated into meaningful existence and COVID-19 is no

exception. In Australia, for instance, news stories on the novel coronavirus have
escalated since January 2020 to become headlined on many broadcast and digital
news platforms. This pattern of media interest conforms to what has been seen in
previous outbreaks. Swine flu in 2009 was a significant media event that did not go
unremarked in the interviews and focus groups I and colleagues conducted with
members of the general population variously impacted by the pandemic threat.
Ebola, too, was a prominent news story in 2014 as was Zika in the run up to the
Olympics in Rio de Janeiro in 2016.
COVID-19 resembles these other outbreaks and pandemics, but the news stories
about it seem to have a distinctively numerical quality. The number of known
infections in a particular place over a period of time gives an index of the
transmissibility of an infection. Mortality rates – a measure of the proportion of people
that die with an infection – are also woven into pandemic stories, in general. But
COVID-19’s numbers seem to be its story. News feeds continually update the counts of
diagnoses and deaths, and have numerically tracked the contagion from a supposed
source in China to other countries, notably South Korea, Iran and Italy, and then to
most other parts of the world. This pandemic by numbers approach charts the
particular transmissibility and severity of this virus, but also lends itself to our
increasingly complex small-screen media diet, where numbers and graphs alongside
images and videos more easily convey the COVID-19 story than do long form narrative
texts.
COVID-19 also comes into a context where public health systems have
increasingly turned to mathematical models to make decisions about how to manage
various infections, notably HIV and influenza. Models are used to decide how to apply
resources and strategies to best effect. For example, modelling has shown how HIV can
be prevented by HIV treatments, because they reduce the likelihood of the
transmission of the virus. For influenza, models are used to calculate what proportion
of the population needs to be vaccinated to protect the whole population from an
emerging infection. These models can be adjusted to fit what is known about the
biosocial properties of a particular infection, the efficacy of treatments and vaccines,
and cost. In the case of COVID-19, for example, models may be indicating that
containment will reduce the speed and scope of transmission and therefore reduce
mortality, the burden on the health system, and ultimately the cost for governments.
COVID-19 may be a fully-fledged algorithmic pandemic in the sense that its storyline
is transparently about its numbers and because it is managed in terms of the models
that combine numerical indices of transmission, mortality, burden, and cost.
Mathematical models and narratives also have a point of contact in relation

to futures and pasts: they both offer means of trying to shape what might happen
through action in the present guided by understandings of what has happened.
Decision-makers want to know how to act now to reduce the future impact of a
pandemic and models support these decisions by analysing pre-existing data about
transmission, mortality, the benefits and costs of treatments, vaccines and
containment, for example. Modelling, then, looks to what the future might be by
assessing a pandemic’s past numbers. This is strictly true even during the course of a
particular pandemic. Narratives on pandemic futures also recall the past, for
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example, through reference to the 1918-1919 influenza pandemic, swine flu in 2009,
and other outbreaks, and on that basis orient the narrator and their interlocutors to
possible futures. Public policy statements about containment requirements and news
media vision of empty supermarket shelves both reflect action in the present that is
predicated on pasts and aims to shape futures.
For all its life threatening, anxiety-making potential, though, the numerical
narrative on COVID-19 is surprisingly impersonal. Stories of the many lives affected by
the pandemic and the full tenor of its corporeal horrors are crowded out by
governmental advice and updating of the numbers. One reason for this separation of
pandemic knowing and lived experience is their incommensurability. Pandemics are
constituted in the sheer scale and spread of their numbers, so much so that no one
person can experience a pandemic without recourse to some signification of this
calculated, collective plight. Infections, in contrast, are visceral and personal, including
for those who devote themselves to providing care. Moreover, narrative arguably
meets its limits in the experience of an infection because, like traumatic experience,
living through a debilitating one is not an easy story to tell. Some accounts of how
people experienced the 1918-1919 pandemic remark on the lack of affect, giving the
impression that emotion was bracketed aside as irresponsible, impossible or even a
luxury.
Numerical narrative, then, may not only be one of the ways we can know a
pandemic is happening; it may provide the means of living with emerging threat. As
they say, time – and numbers – will tell how things turn out for COVID-19.
What Is It
Answer the following questions.
1. Why is the WHO declartion important for narrative on COVID-19 pandemic?
_________________________________________________________________________________
_________________________________________________________________________________
__________
2. How are the stories about the pandemic narrated?

_________________________________________________________________________________
_________________________________________________________________________________
__________
3. How are the updates of the COVID-19 pandemic reported?

_________________________________________________________________________________
_________________________________________________________________________________
__________
4. What are being used to decide how to apply resources and strategies? Are
they effective? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
__________
What’s More
Explain why proper hand washing is important.
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________
What I Have Learned
Explain the following.
1. What is a novel CORONA VIRUS?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. How does the virus spread?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. How can we protect ourselves from it?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What I Can Do
17
Explain why staying at home is the simplest, yet the most effective way to fight
against corona virus.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________
USE A PARTICULAR KIND OF SENTENCE FOR A

LESSON 8 SPECIFIC PURPOSE AND AUDIENCE –
EXPRESSING OPINIONS AND EMOTIONS
What’s In
Directions: Make a dialog of 4 to 6 characters using the different kinds of sentences for
specific purpose expressing opinions / emotions.
What I Need to Know
Use a particular kind of sentence for a specific purpose and audience –

expressing opinions/emotions EN5G-IIIh-1.8.10
What’s neW
A. Interrogative Sentences
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
B. Exclamatory Sentences
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
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What Is It
Kinds of Sentences According to Purpose and audience (expressing opinions and
emotions)
1. Interrogative sentences ask a question and end with question marks.

Examples:
1. Why are you late?
2. What time is it?
3. Where is the library.
4. Do you have any more cough drops?
5. Have you brushed your teeth today?
2. Exclamatory sentences exclaim, or show great emotion and end with exclamation
marks.
Exclamatory sentences can begin with question words.
Use exclamation marks only when necessary. It's easy to overuse them.
Examples:
1. Wow!
2. That magic trick was amazing!
3. What wonderful weather we are having today!
4. How lovely to see you!
5. You broke the lamp!
What’s More
Direction: Make a one week (1week) diary using prepositions and the prepositional
phrase together with the interrogative and exclamatory sentences.
What I Have Learned

Kinds of Sentences According to Purposes and audience that express opinions/emotions
1. Interrogative sentences ask a question and end with question marks.

2. Exclamatory sentences exclaim, or show great emotion and end with exclamation
marks.
Exclamatory sentences can begin with question words.
Use exclamation marks only when necessary. It's easy to overuse them.
What I Can Do
Directions: Construct a short story using interrogative and exclamatory sentences
DISTINGGUISH TEXT-TYPES ACCORDING TO

LESSON 9
PURPOSE – TO PERSUADE
What’s In
Directions: Which of the following sentences below persuade the reader. Write check
(/) on the space provided.
1. Who was the first female astronaut? 1. _______________

2. Buckle your seatbelt even for short trips. 2. _______________
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3. Please put the stamped envelopes in this box. 3. ______________
4. You must be joking! 4. _______________
5. What a thrill that ride was! 5. _______________
6. In 1776, there were fifty-three newspapers in London. 6. _______________
7. Who were the first people to use paper money? 7. _______________
8. Insert the diskette in this slot. 8. _______________
9. Insects outnumber people by millions to one. 9. _______________
10. What an amazing story that is! 10. ______________
What I Need to Know
Distinguish text-types according to purpose – to persuade EN5G-IIIa-3.2.4
What’s neW
Directions: Encircle the declarative and imperative sentences.

1. Give us some examples.
2. Well, a group of lions is a pride.
3. What is a group of leopards called?
4. Have you ever heard of a leap of leopard?
5. What a great name that is for those cats!
6. A gam is a group of whales.
7. Then, what is a pod?
8. Look up both words in a dictionary, please.
9. Either noun can be used for whales.
10. One is just as weird as the other.
What Is It
Kinds of Sentences According to Purpose and audience that persuade
1. Declarative sentences (also called assertive sentences) give information. They may
state a fact or an opinion and end with periods.
Examples:
1. He likes riding my bicycle around the park.
2. Her essay is better than yours.
3. Their cat chases rabbits.
4. Harry Potter is the boy who lived.
5. Her brother has lived in Alabama for seven years.
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2. Imperative sentences give a command, a request, advice, a suggestion, a warning,
or a wish. A period, a question mark, or an exclamation mark can follow them.
Examples:
1. Be quiet. (a command)
2. Please have a seat. (a request)
3. Watch out! (a command)
4. Enjoy yourselves. (a wish)
5. Shut the door please.
What’s More
Direction 1.3: Make a one week (1week) diary using prepositions and the
prepositional phrase together with the declarative and imperative sentences for
specific purposes.
What I Have Learned
• Declarative sentences (also called assertive sentences) give information.

They may state a fact or an opinion and end with periods.
• Imperative sentences give a command, a request, advice, a suggestion,
a warning, or a wish. A period, a question mark, or an exclamation mark
can follow them.
What I Can Do
Directions: Read a story/selection/passage available at home. List down
sentences that persuade the reader.
DISTINGUISH TEXT-TYPES ACCORDING TO

LESSON 10 FEATURES (STRUCTURAL AND LANGUAGE) –
PROBLEM AND SOLUTION
What’s In
Directions: Write 5 problems you encounter at home, school and community during
this time of pandemic. In every problem write possible ways to resolved it.
What I Need to Know
Distinguish text-types according to features (structural and language) –

problem and solution EN5RC-IIIb-3.2.5
What’s neW
Directions: Read and analyze the passage. Place in a graphic organizer, the
problems and solution present in the selection.
21
In the early 1800’s, the United States needed room to grow. The problem was most
people lived in the east. The cities were crowded. New land was expensive. Young
families could not afford to buy farms.
Then, as a solution, the United States government purchased land from France.
The government also acquired land from Mexico. Soon the country stretched all the
way to the Pacific Ocean. People looked to the setting sun outstretched arms and
said, “Go west.” Settlers rode in wagons and on horses. They followed long and dusty
trails across hot plains for thousand miles. There was no shelter. People slept in tents
on the ground. They had to watch out for wild animals like wolves and snakes. The
trip west could take months.
Then a railroad was built that stretched from the east coast to the west coast,
which made travel faster. More people poured into the new lands. The settlers
quickly built small towns where farming, fishing, and mining were good.
What Is It
Text Types (Different Types of Writing)
Text types in literature form the basic styles of writing. Factual texts merely seek to
inform, whereas literary texts seek to entertain or otherwise engage the reader by
using creative language and imagery. There are many aspects to literary writing,
and many ways to analyze it, but four basic categories are descriptive, narrative,
expository, and argumentative.
Descriptive text type

Description is used in all forms of writing to create a vivid impression of a person,
place, object or event e.g. to:
• describe a special place and explain why it is special.

• describe the most important person in your life.
Descriptive writing is usually used to help a writer develop an aspect of their work
Examples: to create a particular mood, atmosphere or describe a place so that the
reader can create vivid pictures of characters, places, objects etc.
Description is a style of writing which can be useful for a variety of purposes:

• to engage a reader's attention
• to create characters
• to set a mood
Language
• aims to show rather than tell the reader what something/someone is like.
• relies on precisely chosen vocabulary with carefully chosen adjectives and adverbs.
• is focused and concentrates only on the aspects that add something to the main
purpose of the description.
• sensory description - what is heard, seen, smell, felt, tasted. Precise use of
adjectives, similes, metaphors to create images/pictures in the mind e.g. their noses
were met with the acrid smell of rotting flesh.
• strong development of the experience that "puts the reader there" focuses on key
details, powerful verbs and precise nouns.
Narrative text type

Based on perception in time. Narration is the telling of a story; the succession of
events is given in chronological order.
22
The basic purpose of narrative is to entertain, to gain and hold readers' interest.
Narratives sequence people/characters in time and place but differ from recounts
in that through the sequencing, the stories set up one or more problems, which
must eventually find a way to be resolved. The common structure or basic plan
of narrative text is known as the "story grammar". Although there are numerous
variations of the story grammar, the typical elements are:
• Settings — when and where the story occurs.

• Characters— the most important people or characters in the story.
• Initiating event — an action or occurrence that establishes a problem and/or goal.
• Conflicts/goal — the focal point around which the whole story is organized.
• Events — one or more attempts by the main character(s) to achieve the goal or
solve the problem.
• Resolutions — the outcome of the attempts to achieve the goal
The graphic representation of these story grammar elements is called a story

map.
Types of Narrative
There are many types of narrative. They can be imaginary, factual or a
combination of both. They may include fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends, historical
narratives, ballads, slice of life, personal experience.
Features:
• Characters with defined personalities/identities.
• Dialogue often included - tense may change to the present or the future.
• Descriptive language to create images in the reader's mind and enhance the
story.
Structure
In a Traditional Narrative the focus of the text is on a series of actions:
Orientation
(Introduction) in which the characters, setting, and time of the story are
established. Usually answers who? When? Where? E.g. Mr. Wolf went out hunting
in the forest one dark gloomy night.
Complication or problem
The complication usually involves the main character(s) (often mirroring the
complications in real life).
Resolution
There needs to be a resolution of the complication. The complication may be
resolved for better or worse/happily or unhappily. Sometimes there are a number
of complications that have to be resolved. These add and sustain interest and
suspense for the reader.
Furthermore, when there is plan for writing narrative texts, the focus should be
on the following characteristics:
• Plot: What is going to happen?
• Setting: Where will the story take place? When will the story take place?
• Characterization: Who are the main characters? What do they look like?
• Structure: How will the story begin? What will be the problem? How is the
problem going to be resolved?
• Theme: What is the theme / message the writer is attempting to communicate?
23
problem and solution - is a pattern of organization where information in
a passage is expressed as a dilemma or
concerning issue (problem) and something that
was, can be, or should be done to remedy the
issue solution).
What’s More
Directions: Cite an example of a problem that you can solve. Follow the
structure below.
PROBLEM
EVENT
EVENT
EVENT
SOLUTION
What I Have Learned

Text Types (Different Types of Writing)
Text types in literature form the basic styles of writing. Factual texts merely
seek to inform, whereas literary texts seek to entertain or otherwise engage the
reader by using creative language and imagery. There are many aspects to
literary writing, and many ways to analyze it, but four basic categories are
descriptive, narrative, expository, and argumentative.
Descriptive text type

Description is used in all forms of writing to create a vivid impression of a
person, place, object or event e.g. to:
• describe a special place and explain why it is special.
• describe the most important person in your life.
Descriptive writing is usually used to help a writer develop an aspect of their
work
Examples: to create a particular mood, atmosphere or describe a place so that

the reader can create vivid pictures of characters, places, objects etc.
Description is a style of writing which can be useful for a variety of purposes:

• to engage a reader's attention
• to create characters
• to set a mood
Narrative text type

Based on perception in time. Narration is the telling of a story; the succession of
events is given in chronological order.
The basic purpose of narrative is to entertain, to gain and hold readers'

interest.
24
problem and solution - is a pattern of organization where information in a
passage is expressed as a dilemma or concerning issue (problem) and something
that was, can be, or should be done to remedy the issue solution).
What I Can Do
Directions: Write a problem-solution text about the Covid-19 of our country.

LESSON 11 FEATUERS (STRUCTURAL AND LANGUAGE)
-CAUSE AND EFFECT
What’s In
Directions: Underlined color RED if it the phrase is a Cause and color BLACK if it is
an Effect.
1. so we switched on the light
2. She is very beautiful
3. Ana sliced the mango into two
4. because it is very warm
5. I did not do my homewor
What’s neW
Directions: Read the following sentences. Write C if it states a cause and E if it states an
effect.
1. There was a fire. __
2. So, all of the people are busy. __
3. Because of the heavy rain. ____
4. Mother reminded me to bring my raincoat. ___
5. Since the child is very active. ____
6. The plants were watered with fertilizers. ____
7. Mother scolded me.____
8. The machines are regularly oiled. _____
9. If we talk about a funny joke. _____
10. I have sprained an ankle. ____
What Is It
Cause and effect - noting a relationship between actions or events such that one or
more are the results of the other / s.
- a combination of action and reaction.
25
What’s More
Directions: Complete the sentences by giving the possible cause or effect.
1. Prune and water plants regularly _________________________.
2. __________________ because silence is observed in the library.
3. _______________ if we talk about funny joke.
4. ___________________if the cleaners do their responsibilities.
5. We were not able to catch our train _____________________.
6. _________________________because there was a fine harvest.
7. The man committed a crime therefore ____________________.
8. There was a sudden crashing sound _____________________.
9. __________________________ when the moon casts the shadow on the earth.
10. Bring your raincoat and umbrella ____________.
What I Have Learned

Cause – a person or thing that gives rise to an action, phenomenon or condition.
- brings about an event but it can also be a thing or a person
- answers the question why or what caused it or what the reason was.
Effect – a change which is a result or consequence of an action or other cause.
What I Can Do
Directions: Write 10 effects of Covid-19 pandemic

LESSON 12 FEATURES (STRUCTURAL AND LANGUAGE)
-COMPARISON AND CONTRAST
What’s In
Directions: Use the following words in a sentence
1. same
2. however
3. even though
4. also
5. likewise
What I Need to Know
Distinguish text-types according to features (structural and

language) – comparison and contrast EN5RC-IIIb-3.2.7
What’s neW
Directions: Make a compare and contrast essay on the topic “MY
PETS”
26
What Is It
Compare and contrast- to note what is similar and different about two or
more things.
- to analyze two subjects by either comparing or contrasting them
- to illuminate subtle differences or expected similarities between two objects.
What’s More
Directions: Compare and contrast the Lion and Tiger using the format below
TIGER
LION
CONTRAST
CONTRAST CONTRAST
What I Have Learned

Compare and contrast - to note what is similar and different about two or
more things.
- to analyze two subjects by either comparing or contrasting them
- to illuminate subtle differences or expected similarities between
two objects.
What I Can Do
Directions: Compare and contrast paper bags and plastic bags
27
INFER THE MEANING OF UNFAMILIAR
LESSON 13
WORDS (COMPOUND, AFFIXED)
What’s In
Directions: Write the two words found in each word.
1. Sunday
2. afternoon
3. cupcakes
4. pancakes
5. applesauce
6. strawberry
7. Chinatown
8. anybody
9. anytime
10. doorbel
What I Need to Know

Infer the meaning of unfamiliar words (compound, affixed) EN5V-IIIa-20.3
What’s neW
Write the compound word that mean the following.
1. ache or pain at the back of the body
2. cake fried on a pan
3. room where classes are held
4. cloth to cover
5. store where books are sold
6. marker placed between pages of the book
7. a set of shelves or cabinet for holding books
8. person who spends much time reading a book
9. used to protect the eyes from the sun’s glare
10. bell by the door
What Is It
Inferring
Inferring means to deduce or conclude (information) from evidence and reasoning

rather than from explicit statements.
Inferring is defined as the process of figuring something out through reasoning.
Inferring means to derive as a conclusion from facts or premises.
28
Inferring is to conclude from evidence or by reasoning.
• Context clues are hints that an author gives to help define a difficult or unusual word
within a book. The clue may appear within the same sentence as the word to which it
refers or it may follow in the next sentence. Because most of our vocabulary is gained
through reading, it is important that we are able to recognize and take advantage of
context clues.relies on precisely chosen vocabulary with carefully chosen adjectives and
adverbs.
• sensory description - what is heard, seen, smell, felt, tasted. Precise use of adjectives,
similes, metaphors to create images/pictures in the mind e.g. their noses were met with
the acrid smell of rotting flesh.
• strong development of the experience that "puts the reader there" focuses on key
details, powerful verbs and precise nouns.
What’s More
Directions: Pick out the compound words from the sentences.
1. Daylight begins at early morning.

2. We put all our toys in the playroom.
3. I got sunburn when we went to the beach.
4. The teacher told the pupils to underline the correct answer.
5. We have P.E. in the afternoon.
What I Have Learned

Inferring
Inferring means to deduce or conclude (information) from evidence and reasoning
rather than from explicit statements.
through reading, it is important that we are able to recognize and take advantage
of context clues.
What I Can Do
Directions: Read each sentence and fill in the blank with a compound word.
Choose your answer below.
haircut firemen stomachache

drugstore backyard cornfield
1. The ___________________did their best to save the burning building.

2. Please go to the _________________for some medicine.
3. Grandfather went to the barbershop for a __________________.
4. We will go to the ____________________to harvest fruits and vegetables.
5. I have _____________________maybe because I ate too much.
29
INFER THE MEANING OF GIVEN CONTEXT CLUES
LESSON 14
(SYNONYMS, ANTONYMS AND WORD PARTS)
What’s In
Directions: Arrange the letters and give the meaning of the given word.
LYVELO __________________ 1. beautiful

GEELTAN __________________ 2. graceful
EAAADPTLB __________________ 3. pliant
TRANFRAG __________________ 4. sweet
NIIHGSN __________________ 5. sparkling
What I Need to Know

. Infer the meaning of given context clues (synonyms, antonyms, word parts)
EN5V-IIIa-20.4
What’s neW
Read the questions below. Then encircle the word that best answer each question.
1. Which word is the opposite of passive?
creative active addictive
2. Which word refers to the surroundings?
environment natural accident
3. Which word would describe an artist?
intensive creative nutritive
4. Which word means correct reasoning?

logical historical critical
5. Which word describes a person who loves and loyally supports his country?
poetic patriotic romantic
6. Which word means a plan presented for action?
classical renewal proposal
7. Which word means essential?
destructive substantive inventive
8. Which word suggests hot weather?
tropical political theatrical
9. Which word has something to do with the study of living things?
biblical biological surgical
10. Which word means sharing or understanding the feeling or ideas of one another?
strategic symbolic sympathetic
What Is It
Synonyms - are words that have similar meaning.
Antonyms - are words that have opposite meaning.
30
What’s More
Directions: Choose from the words given in the box to fill in each blank with the correct
antonyms. Write its letter (A to J) in each blank.
(A.) attracted (D.) older (G.) narrow (J.) show

(B.) like (E.) undecided (H.) up
(C.) Top floor (F.) small (I.) continued
Delia and her friend Kylie were at the 1. __________ (ground floor) of the shop. Delia
wanted to buy a birthday present for her 2. __________ (younger) brother. The shop was
rather 3. __________ (wide). The girls 4. __________ (stopped) going around the shop.
Delia was 5. __________ (decided) as to what to get for her brother. As they were walking
6. __________ (down) touching at some 7. __________ (big) mugs on the cabinet,
something 8. __________ (distract) her attention. It was a blue mug with pictures of
spacecrafts on it. Brother will surely 9. __________ (dislike) this. Delia thought to herself.
Delia turned to 10. __________ (hide) her friend Kylie the gift she had for her brother.
What I Have Learned

through reading, it is important that we are able to recognize and take advantage
of context clues.
What I Can Do
Directions: Choose the correct letter of the synonyms for each underlined word. Write
your answers in the blanks.
__________ 1. The pupils were given lessons on personal hygiene.

a. speech b. manners c. health habits
__________ 2. The government is doing commendable work for the poor citizens.
a. excellent b. praiseworthy c. honorable
__________ 3. Trained medical doctors are scare in the rural areas.

a.rare b.inadequate c.insufficient
__________ 4. Ancient jars are expensive.

a. antique b.historical c.preserved
__________ 5. Large sums of money were appropriated for health projects.

a.reserved b.budgeted c. calcu
INFER THE MEANING OF UNFAMILIAR WORDS

LESSON 15
BASED ON OTHER STRATEGIES (HEALTH)
What’s In
Directions: Read the sentence and predict the same or opposite meaning of the
word.
Write S if the word pairs are synonyms, and A if antonyms.
31
___1. contagious -communicable
___2. supplement – addition
___3. well – ill
___ 4. growth – development
___ 5, organic – inorganic
____6. Obese – overweight
____7. hydrate – dehydrate
____8. exhausted – rested
____9. skinny – lean
____10. sanitary – dirty
What I Need to Know

Infer the meaning of unfamiliar words based on other strategies - Health EN5V-IIIa-20.5
What’s neW
Clock
Read the story below.
The Discontented Pendulum

(An adaptation)
By Jane Taylor
FACE: Okay, tell me. . . who among did it?

WHEELS AND WEIGHTS [Aloud]: Surely not we!
HANDS: Don’t look at us. It’s not we either.
PENDULUM [Sheepishly]: I did it! The truth is. . . I’m tired of tick-tocking and swaying for
fifty years. I give up!
FACE [Angrily]: You lazy thing! How could you!
PENDULUM: It is easy for you, Lady Face, to set yourself above me and accuse me of
laziness.
You do nothing but look pretty and stare at people and watch all that goes on in the
kitchen.
How would you like to be in the dark closet and do nothing but wag back and forth
year after year like I do? I’m tired of my life. After thing it over last night, I figured out
how many times I have to tick while the Hour Hand just goes around once. Have you any
idea how many times that is?
MINUTE HAND [Brightly speaking up]: Forty-three thousand two hundred times!
PENDULUM: Right! And in one week, how many times must I wag?
MINUTE HAND [Thinking]: Six hundred four thousand eight hundred.
PENDULUM: Exactly! And in one year?
MINUTE HAND [Thinking harder]:. .Er-r-r. Let me think.

HOUR HAND: Take your time, dear; you can do it.
32
MINUTE HAND [Shouting]: Thirty-one million four hundred and forty-nine
thousand six hundred! Half ticks and half tocks.
There is silence. Everyone waits for the Pendulum to say whether the answer is
correct or not. And then. . .
PENDULUM: Very good, smart fellow! Now, you all see why I’m tired of
ticktocking. It’s too much to ask of anyone. So please count me out.
FACE: Mr. Pendulum, would you mind wagging six times, only six times to
please a lady?
PENDULUM: With pleasure! Here. . . tick-tock, tick-tock.
FACE: Thank you, I hope it did not tire you.
PENDULUM: Of course not. Sixty times would not tire me, nor six hundred, nor
six thousand, but when it comes to thirty-one million. . . ugh! That’s too much
to ask of anyone.
FACE: It tires you to think about all those wags, but it does not tire you to wag
one wag at a time. Isn’t that true?
PENDULUM: Yes, but thirty-one million!
FACE: You say it in a minute, but you have to do it a whole long year---winter,
summer, spring, and fall. Think about it. Nobody hurries you.
HOUR HAND: Look at it this way. Spring cannot come until you have
comfortably tick-tocked so many million more times.
MINUTE HAND: And the leaves cannot turn red in autumn, and Jack Frost
cannot appear before you give the signal.
FACE: You see. Time is in your hands and so much depends on you. Would you
rather let people down?
PENDULUM [Overjoyed]: That’s so! I’m an important person! [Jumping] Ye-
hey! You’re right! I don’t have to rush. There’s always a year’s tick-tocking. So,
all get back to work.
ALL: Yeah, back to work!
With this, the Wheels begin to turn; the Hands begin to move. Lady Face smiles
brightly and the Pendulum proudly sways back and forth---tick-tock, tick-
tock, tick-tock---as if nothing
Happened.
What Is It
Inferring
Inferring means to deduce or conclude (information) from evidence and
reasoning .It is defined as the process of figuring something out by reasoning.
Context clues are bits of information within a text that will assist you in
deciphering
the meaning of unknown words. Since most of your knowledge of vocabulary
comes from reading, it is important that you recognize context clues. By
becoming more aware of particular words and phrases surrounding a difficult
word, you can make logical guesses about its me
What’s More
A. Directions: Match the word in Column A with their meanings in Column B.

Column A Column B
1. fable a. a fictional story, in prose or verse, that features animals,
2. countenance legendary creatures, plants, inanimate objects, or forces of
3. motionless nature
4. speechless b. extreme tiredness; fatigue.
5. satisfaction c. support.
6. stoppage d. unable to speak, especially as the temporary result of
7. comfortably shock or some strong emotion
8. laziness e. a cessation of work
33
9. disagreeable f. not pleasant or enjoyable
10. weariness g. the quality of being unwilling to work or use energy;
idleness.
h. fulfillment of one's wishes, expectations, or needs, or the
pleasure derived from this.
i. not moving
j. satisfied, cheerful
k. none of the above
B. Directions: Read the story again.

Think it over answering the following questions:
1. What is the title of the story?
2. Where did the story happen?
3. Who are the characters of the story?
4. What can you say about the problem of the story?
5. How was the problem solved?
6. Why is the pendulum discontented?
7. Why did the pendulum stop swaying?
8. How was the pendulum encouraged to go back to work?
9. How did the pendulum behave like some people? Cite situations for your
answer.
10. What lesson does the story teach?
What I Have Learned

The meaning of unfamiliar words may be inferred through context clues such
as synonyms, antonyms, word parts and other strategies. Context clues provide
further information about a word or phrase that helps readers understand its
meaning. These clues offer insight - either directly or indirectly - into the portion
of text that's difficult to understand.
Context clues are bits of information within a text that will assist you in
decipheringthe meaning of unknown words. Since most of your knowledge of
vocabulary comes fromreading, it is important that you recognize context clues.
By becoming more aware of particular words and phrases surrounding a difficult
word, you can make logical guesses about its meaning. Let's explore various
examples of context clues to see how they work.
The following are the different types of context clues:
• Brief definition or restatement as context clues

Example: If you visit the province of Bohol, you will likely see many chocolate
hills or geological formation which are rounded natural elevation of land lower
than a mountain.
• Synonyms as context clues
Example: Today is an idyllic day - sunny, warm, and perfect for walking in the
park.
• Examples as context clues
Example: I knew Mark’s ailurophobia was in full force because he began
trembling and stuttering when he saw my cat, Ludwig, slink out from under the
bed.
• Antonyms as context clues
Mila is gregarious, unlike his brother who is quiet and shy
• Explanations as context clues
Example: I called him a nuisance because he annoyed me with his incessant line
of questioning.
34
What I Can Do
Directions: Read each sentence carefully and try to get the meaning of the
highlighted word from its context.
1. Roel wants for his safety now.
a. the condition of being protected from or unlikely to cause danger c. pressure
b. harmful d. in good health.
2. Aerobic exercise helps to build up stamina.

a. inactivity b. workout c. ballgame d. relevant
3. Eating junk foods is unhealthy habits.

a. good health b. harmful to health c. sickly d. good
4. Marlon is a soldier and a frontliner.

a. forefront b. mentor c. animal d. actor
5. Examples of vigorous -intensity physical activity are swimming, jogging or

running and playing ballgames. What is meant by the word vigorous?
a. weak b. strong c. frail d. moderate
6. The x-ray shows a slight abnormality in your spine that explains the pain
you've been experiencing.
a. standard b. regularity c. common d. malformation
7. If symptoms persist, consult your doctor.

a. stop to continue b. continue to exist, be prolonged c. halt
d. abandon
8. For many people, the infirmary is a relief; for some others it is a hell.
a happy and sad place b. a hospital c. a small school
d. small room
9. Mother, who is a teacher, always tells us that being with little children and
seeing them play every day is therapeutic.
a. curative or medicinal b. emotional stress c. detrimental d. harmful
10. I got down with influenza after walking in the rain for hours because I
couldn’t get a ride.
a. a good feeling c. severe cough
b. a viral infection that attacks your respiratory system d. pandemic

LESSON 16
BASED ON OTHER STRATEGIES (SCIENCE)
What’s In
Draw a line to match each word in column A with its synonym in column B.
A B
1. timid a. unfriendly
2. appreciation b. understanding
3. distrust c. support
4. affection d. mockery
5. encouragement e. admiration
6. hostile f. shy
7. condemn g. love
35
8. ridicule h. certainty
9. confidence i. doubt
10. considerate j. criticize
What I Need to Know
Infer the meaning of unfamiliar words based on other strategies - ScienceEN5V-IIIc-

20.5
What’s neW
How do you imagine a future with Robots? What will you do if you are faced
with a robot who thinks, talks, and feels like you? Read the selection and find
out.
Robots Cry, Too

An Adaption
As Robie entered the bookstore, his sensor noticed an attractive sign by the shelves
of greeting card. It read, “Always give your family a gift of love.” Then the labels
Mother, Father, Brother, Sister, and Friend flashed against Robie’s sensor. His
antennae dropped as he taught, “What is a loved one? What is a family? “What is
a mother, a brother, a sister, or a friend?”
Then, up came a pretty girl. She looked at some gift items at a nearby counter.
Robie’s sensor light blinked red. A human child like the girl would know about
family.
Robie boldly asked her, “Tell me, please, what is a loved one? What gifts do you
give your loved ones?”
“Sorry, but I don’t know,” came the reply. “I don’t usually give them anything.
Father, Mother, my sister Alice, and my little brother Joshua don’t except anything
from me, anyway. But perhaps, this time. . .Excuse me. I have to go.” And the
pretty girl disappeared.
Robie thought about the girl’s reply. He thought he now had an idea of the
meaning of loved one, family, and so on. But he had an errand to do and he set
about it. He delivered a box of Thank-You cards to the manager of the bookstore.
And for this, he received a hundred-peso bill. As he received the money, his sensory
light quickly flashed green. The pretty girl appeared once more. This time, the girl
went to the greeting card shelves. With her little fingers, she picked out one card
after another, read the message, and then, turned it over to see the tag price, then
she shook her head as she quickly returned each card and to the shelf. Once more,
she disappeared from Robie’s sensor.
Just then, the pretty girl reappeared. She now had with her a little box that jingled
with coins. She poured out the coins at the counter.
With a smile, the store cashier said, “Looks like you’re ready to spend your
savings.”
“Yes, I am,” the pretty girl replied. “I’ll give my family these little gifts as a sign of
my love even if they already know I love them. Exactly, eighty pesos for this comb
for Mother, a handkerchief for Father, a pencil case for my brother, and a set of
crayons for my sister.”
Hearing this, Robbie’s antennae a stood straight up. His sensor flashed purple. The
pretty girl’s family was so lucky, he thought. He rolled up to the pretty girl.
Holding out the cards, Robie pleaded, “Please accept this greeting card for you
and give the rest to your family. Tell them that a small robot loves them.”
Tears of joy rolled down Robie’s metallic eyes as he rolled out of the bookstore, his
wheels clicking noisily and merrily, perhaps the most merrily ever!
36
1. How do you know that Robie is a robot?
2. What questions did Robie think when his sensor noticed a sign and labels at
the greeting card shelves?
3. What did Robie request the pretty girl to do with the greeting cards he
bought?
4. What strong and happy feeling did Robie express to the pretty girl?
5. Would you wish you were Robie? Why or why not?
6. What do you think is the meaning of the word sensor in Sentence 1? What
word gives you a clue to the meaning?
7. What could be the meaning of the word pleaded in Sentence 2? How do you
know?
What Is It
Inferring
reasoning rather than from explicit statements.
• Context clues are hints that an author gives to help define a difficult or unusual
word within a book. The clue may appear within the same sentence as the word to
which it refers or it may follow in the next sentence. Because most of our
vocabulary is gained through reading, it is important that we are able to recognize
and take advantage of context clues.relies on precisely chosen vocabulary with
carefully chosen adjectives and adverbs.
• strong development of the experience that "puts the reader there" focuses on
key details, powerful verbs and precise nouns.
• Synonyms are words that express similar or almost the same meaning.
• Antonyms are words which mean the exact opposite or almost the opposite of
each other.
What’s More
Read each passage, note the underlined science and technology words, and
answer the questions that follow.
1. A country inspector came over to check on the mechanical teacher. This
teacher had been giving the students test after test in Geography, and they had
been doing badly in their scores.
a. Why is the word mechanical used to describe the teacher?
b. What does the word mechanical mean?
c. The word mechanic is from the Greek word mechane which means machine.
What does the word mechanic refer to?
2. My school offers robotics, and I am enrolled in it. My interest in robotics
began when I was five years old and I was able to fix my broken toy dump truck
and made it work again.
a. What is the root word of robotics?
b. What is a robot?
c. If robots are machines designed to resemble a person and perform human
tasks, what does robotics refer to?
3. Computers can do millions of calculations; they can add, subtract and
compare one number with another in just a second or few seconds.
a. Is the word calculations a noun, verb, a adjective?
37
b. What does the ending –s in the word indicate?
c. What is the root word?
d. What does calculations mean? How did you know?
What I Have Learned

The meaning of many unfamiliar words may be inferred through context clues
such as synonyms, antonyms, word parts and other strategies.
reasoning rather than from explicit statements.
• Context clues are hints that an author gives to help define a difficult or unusual
word within a book. The clue may appear within the same sentence as the word to
which it refers or it may follow in the next sentence. Because most of our
vocabulary is gained through reading, it is important that we are able to recognize
and take advantage of context clues.relies on precisely chosen vocabulary with
carefully chosen adjectives and adverbs.
• strong development of the experience that "puts the reader there" focuses on
key details, powerful verbs and precise nouns.
• Synonyms are words that express similar or almost the same meaning.
• Antonyms are words which mean the exact opposite or almost the opposite of
each other.
What I Can Do
Read each sentence carefully and infer the meaning of the highlighted word.
Write the letter of the correct answer.
1. The twinkling stars illuminate the universe.
a. light b. make c. clean d. beautify
2. The lake is placid in fair weather.
a. peaceful b. deep c. beautiful d. sparkling
3. The celestial bodies are held in place by gravity.
a. small b. huge c. earthly d. heavenly
4. The violent storm ruined the crops in Ilocos Sur.
a. raging b. long c. exciting d. loud
5. We will be our own adversary if we do not control our emotions.
a. opponent b. helper c. assistant d. friend
6. Flowers bloom in profusion in localities where the weather is always fair.
a. beds b. abundance c. scarcity d. gay colors
7. Robie entered the bookstore and his sensor noticed a sign.
a. gadget b. equipment c. device d. appliance
8. Avoid uncouth remarks or you will have enemies.
a. delight b. rough c. sympathetic d. courteous
9. All the birds have abandoned the land. They have to look for another
place to live.
a. left b. stayed c. arrived d. spread all over
10. Many people suffered during the drought. The plants had wilted and the
rivers and brooks had dried up.
a. hurricane b. strong typhoon c. flood d. lack of rainfall
38
LESSON 17
BASED ON OTHER STRATEGIES (MATHEMATICS)
What’s In
Multiple Choice. Read the underlined word in the sentence. Circle the answer
choice that has the same meaning as the underlined word.
1. The student replied to the teacher with a witty answer and the class laughed.
a. funny b. mean c. word d. wrong
2. I looked at my brother with a glare after he broke my toy.
a. confusing b. dirty look c. difficult d. good
3. Fireworks on the 4th of July give off a beautiful glimmer in the sky.
a. glow b. bright c. look d. appearance
4. When we go camping, my father will ignite the fire so we can roast
marshmallows,
a. start b. call c. see d. strike
5. He chose to delete the unhealthy foods from his meal and make better choices.
a. include b. make more c. remove d. add
6. My grandpa will doze during television shows he watches when he is tired.
a. cheer b. nap c. discuss d. act
7. The curious puppy emptied the bag while he sniffed around looking for
something to chew.
a. Problem b. interested c. happy d. unhappy
8. Each day during the spring there is a slight increase in temperature until
summer arrives.
a. Small b. increase c. bright d. big
9. The tower will topple if it has too much weight at the top
a. pounds b. grow c. fall over d. fly
10. The students who put in the best effort will be included in the
celebration.
a. Attitude b. hard work c. completion d. character
What I Need to Know

Infer the meaning of unfamiliar words based on other strategies - Mathematics
EN5V-IIIe-20.5
What’s New
Read the poem.
Mathematics of Life
Add the Opportunities

Subtract the Errors
Multiply the Victories
Divide the Obstacles
Integrate your Calibre
Differentiate your Weakness
Inverse the Destiny
Simplify the Struggles
to
Solve your Life
39
Answer the following questions:
1. What is being described in the poem?

2. What are the four fundamental operations involve in the poem?
3. How is mathematics being connected to our daily living?
4. Why does the poet wants to relate our lives to Mathematics?
5. Cite some unfamiliar words that you can find in the poem.
What Is It
Inferring the Meaning of Unfamiliar Compound Words in Mathematics
Unfamiliar Words – words that you can read, but you don’t know what they
mean. Words which are not in your vocabulary.
Compound Words – are words which are made up of two or more words, usually
two words, which are put together to form a new meaning.
Examples of compounded words in mathematics:

• Cardinal Number – is a number or integer that indicates how many.
Cardinal means important and number refers to an element of one various
mathematical sets.
• Proper Fraction - a fraction that is less than one, with the numerator less than
the denominator.
Proper means suitable or correct and fraction is a numerical quantity that is not
a whole number
What’s More
Determine the meaning of each of these compound words through the meaning
of each of the small words. Then, check your findings against the dictionary
meaning of the word.
1. Ordinal number 6. Problem-solving
2.Square root 7. Mixed number
3. Whole number 8. Exponential form
4. Right angle 9. Improper fraction
5. Complex function 10. Even number
What I Have Learned

Remember this:
You can infer the meaning of an unfamiliar compound word or term in
Mathematics by looking into its meaning in the dictionary or by looking into the
meaning of each of the small words that make up the compound.
What I Can Do
Directions:
Underlined the compounded words in Mathematics in each sentence.
1. Prime numbers have only one factor, 1 and itself.

2.Composite numbers have 2 or more factors.
3. Teacher Liza let the students count the apples starting with odd numbers.
4. Michelle draws a triangle having an obtuse angle.
5. The pyramid built by the Egyptians has many acute angles.
40
6. Science and poetry open complementary angles of vision onto human
experience.
7. 93° and 87° are supplementary angles.
8. The parking lot at the back of the mall has a lot of parallel lines.
9. Those intersecting lines on the globe will never look the same again.
10. Perpendicular Lines are lines that are at right angles (90deg) to each
other.
PROVIDE EVIDENCE TO SUPPORT

LESSON 18
UNDERSTANDING
What’s In
Read each pair sentences carefully. From the second sentence, pick out the word
with the meaning of the underlined word in the first sentence. Write your
answer on the blank.
____________1. A steaming soup is good especially during cold days. Sip it while it
is hot.
____________2.My aunt feasts on fruits to loose some pounds in her weight. She
also eats lots of vegetables.
____________3.Magnolia and Selecta Ice Cream companies sell frozen delights.

They make food items like popsicles, ice cream in cups, drumsticks and the like.
____________4.I love watching the lapping of the waves on the shores. The sound
made by the splashing of the waves is music to me.
____________5.In cities, the air is a layer of smog. It is filled with smokes coming
from vehicles and factories.
What I Need to Know

Provide evidence to support understanding EN5LC-IIIa-20.15
What’s neW
Read the poem below.
Back Home
Home! You’re a special place

You’re where I want to wake up,
Where meals are served steaming.
Where families feast on fresh delights of the sea.
Where air is fresh and clean and pure over the sea.
Here in this big city,
Most food is either frozen or canned,
And the air is a blanket of smog.
I wish I could be back home

Where vegetables come fresh from the garden.
Where we broil fish that comes straight from the sea,
Where chicken meat hasn’t sat in a freezer for a day.
41
I wish I had a fairy’s wand to whisk me home
Where no factories and noisy cars pollute the air;
Where the silence of the night is broken
Only by the lapping of the waves on the shore,
Where fireflies, instead of electric bulbs,
Light up the night.
Home, that’s where I want to be,

And I hope someday, soon, that’s where I will be.
What Is It
Based from the poem above, answer the given questions and provide evidences
for your understanding.
1.What is the title of the story?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______.
2.What kind of home is the speaker in the poem talking about?Why?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
3.Where is the speaker presently living?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________.
4. What does the speaker’s hope someday?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________.
5. If you were the author or speaker of the poem, where do you like to live?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________.
What’s More
Provide evidence to support your understanding by answering the question after
reading the paragraph.
Ultra and the Kitten
Ultra was lying down on the back porch. Freddie, his master, was sitting on
the steps reading newspaper. Suddenly, ultra leaped up, ran down the steps,
and stopped in front of the shrubs growing in front of the house. Ultra sniffed
and wagged its tail, then, he barked as he looked over at Freddie.
Freddie went over to the shrubs to see what ultra was barking about. He
parted two branches. There on the ground was a kitten, somehow separated
from its mother. Freddie patted Ultra and told him to sit.
42
1.What was the dog doing in the back porch? What about his master?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________.
2.What did Ultra suddenly do?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________.
3.Why do you think it was barking over the shrubs?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________.
4.What do you think would Ultra do after seeing the kitten?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________.
What I Have Learned

To provide evidence to support your understanding , like reading the
story/poem, selection or paragraph is to comprehend every details of it.
We identify sufficient evidences to justify our understanding by answering
question from simple to complex one.
What I Can Do
Read the selection and answer the given question. Support your answers by
providing evidences.
Long time ago, banditry was a very common and much feared. But Generoso
rode Hanupol’s back with great confidence. When they were just a few meters
from the dangerous spot, a group of twelve armed men encircled them. Generoso
was helpless. What could he do against twelve outlaws heavily armed with guns
ang daggers? Two of them stopped forward to seize the horse. Before they could
make another step, Hanupol flicked its light golden tail and made a loud
shrieking cry.
1.How did Generoso feel during the situation?

_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________.
43
2.What did Hanupol do to defend Generoso from the bandits?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________.
3. If you were Generoso, what would you do to defend yourself?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________.
INFER THE SPEAKER’S TONE, MOOD AND

LESSON 19
PURPOSE
What’s In
Directions: Identify the mood of the person presented in each situation.

Chose answer in the box below.
sadness joyful excited fear pity
1. Francisca always shouts in her happy voice.

2. She said, “Hello, Antonio! Let’s go!
3. My eyes feel nothing except my tears.
4. Tina saw the thin ragged beggar and gave him her last peso.
5. Clara groped in the dark. She touched something slimy and hairy. She shrieked
and could not move.
6. Ana felt like walking on air and that everybody loved her as she went up the new
things he saw.
7. Tony was going to the city for the first time. He couldn’t sit tight. He pointed at
the new things he saw.
8. Aling Pinang looked at her colorful garden. Her plants were all flowering and it
was a sight to see.
What I Need to Know
Infer the speaker’s tone, mood and purpose EN5LC-IIId-2.8.1/2.8.2/2.8.3
What’s neW
Mood is the feeling you get while reading a story. This could be happiness, sadness,
darkness, anger, suspicion, loneliness, or even excitement. You can think of mood as
the atmosphere of the story.
The mood of a story can change how we identify the thesis and the characters. For
example, if we read a short story about a lovable nanny, we would expect positive
words like cheerful, loving, and caring. However, we could take that same idea of a
44
nanny and make it more of a horror story by changing the atmosphere with
aggravated, cold, and enraged. We have thesame character, but the author's message
and description is much different.
The mood or the thoughts and feelings people have when they think of that kind
of subject, is dark or unsettling. However, the writer might choose humorous
words and sentences to discuss the subject.
In literature, the tone of a literary work expresses the writer's attitude toward or
feelings about the subject matter and audience.
In literature the tone of a work relates to the choice of words an author uses.
These words might be humorous, sad, thoughtful, serious, or otherwise.
What Is It
What helped us in inferring speaker’s mood?
• through their actions and what they say
How can we tell the mood of a person or a character in a story?

• through his/her actions and utterances / statements
What’s More
Directions:Infer the mood of the person who said each sentence.
1. Today is the day I’ve been waiting for.
2. I hate you so much.
3. We won! We won the game!
4. Shiela yelled for a very big snake crawling towards her.
5. I can’t thank you enough for the help you’ve given me.
What I Have Learned

The general mood tells about emotion or feeling expressed in the paragraph or
selection. It is basically the emotion that the author wants the reader to
experience.
One effective tool in creating mood is imagery-word pictures that bring a scene
vividly to life. Each of the story’s image helps to share the experience with by
appealing to our senses of sight, touch and sound.
What I Can Do
Read each paragraph carefully then select the correct letter. Circle the letter of
your choice.
1.I have a funny classmate. He talks fast and aloud. He walks like a banana trunk
at bending from side to side. Winking his eye all the time, he makes girls laugh
at him. H e knows off by making the teacher angry. The general mood of this
paragraph is______________________.
a.happiness b.anger c.boredom d.fear
2.Joseph was taken to the hospital. He had a fever and had rashes all over his
body.The physician examined him and his blood was tested. He was diagnosed to
have dengue fever. The paragraph expresses a feeling of ____________________.
45
a.sadness b.anxiety c.boredom
d.depression
3.Ely went to the city curiously. He looked at tall buildings interestedly. When he
saw a cross, he mechanically crossed himself but soon knew it was a weather vane
not a cross. What does the paragraph express?
a. Excitement b. worry c.joy d.triumph
4. “Don’t worry! The storm will soon stop and we will have a good harvest.” What
was the speaker trying to express?
a.eagerness b.sadness c.hope d.peace
5.”Quick, out of the jeepney!It’s burning.” The words “It’s burning shows_________.
a.excitement b.joy c.triumph d.fear
LESSON 20 IDENTIFY POINT OF VIEW
What’s In
Form a phrase out from the given scrambled letters.
OIPTN FO WIEV
What phrase did you form?

Do you know how to identify how the story being told?
What I Need to Know
Identify point-of-view EN5LC-IIIg-3.17
What’s neW
Point of view means who is telling a story.
When a story is written from the first-person point of view,
• the story is told by a character in the story
• The story uses the first- person pronouns I, me, we, and us.
• The story gives the thoughts and feelings of only one character – the character
telling the story.
When a story is written from the second-person point of view,
• The story is told by a narrator who addresses the characters.
• ( you, yours)
When a story is written from the third- person point of view,
• the narrator is an observer of events but is not a character in the story.
• the story uses the third-person pronouns he, she, her, him, they, and them.
• The narrator may reveal the thoughts and feelings of all of the characters, some
of the characters, or none of the characters.
What Is It
Write the point of view from which each of the following paragraphs are written.
Underline the pronouns that show the point of view.
46
1. We were all exhausted. The hike took three hours longer than we expected. It
was dark by the time we reached our campsite, and no one had the energy to
eat supper. I quickly pitched my tent and climbed inside. I was asleep before my
head hit my pillow.____________________________________
2. Charles rushed home after school. Tonight was the night of the playoff game.
Charles had been waiting all seasons for this game and he was ready. His
parents, friends and relatives would all be there watching
him.__________________________________
3. Once upon a time, in a far-off land, there lived a lovely maiden. She lived
with her mother and grandmother. The three women had a little to eat, but
they were happy. They spent their ways gathering flowers from their garden to
sell to the villagers.______________________________________
What’s More
Write a short paragraph about a personal experience from first-person point of
view. Number os words should be at least 150- 200 words.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________
47
What I Have Learned
POINT OF VIEW
FIRST PERSON: - The story is told by a character.
- ( I, we, me)
SECOND PERSON: - The story is told by a narrator who addresses the

characters.
- ( you, yours)
THIRD PERSON: - The story is told by a narrator who is not in the story.
- (he, his, her, it, names of people, them)
What I Can Do
Read each sentence and identify and write which point of view it is written
from. Give the signal words that indicates what type of point of view it is.
Ex. Susan bought some chips from the market.
Answer: Third Person Point of View - Susan
1.I am going to tell you an exciting story about something that happened
yesterday.
48
______________________________________ ----_________________________________
2.You are a very good at basketball.
______________________________________ ----_________________________________
3,They are going to the mall to do some Christmas shopping.
______________________________________ ----_________________________________
4.She is one of the tallest players on the team.
______________________________________ ----_________________________________
5.John and David walked to the park to fly their kite.
______________________________________ ----_____________________________
LESSON 21 REMIND OTHERS TO STAY ON TOPIC

What’s In
Directions: Say it or Filter it! List at least 5 words/phrases that are nice to say to
someone about her new dress, write it in SAY IT jar , and write at least 5
words/phrases that are bad to say in the FILTER IT jar.
49
What I Need to Know

1. remind others to stay on topic; EN50L-llIa-2.7
2. keep conversation going
3. determine the body language and facial expressions
4. identify which ones describes good or poor social skills
1. “Oh no! I just got a bad grade on my Science quiz.”

A. “That’s the easiest class in the world” B. “I’m really sorry to hear that.”
C. “Why do you think you got a bad D. “Wow you are really not smart.”
grade?”
2. “Just one more week until vacation!”

A. “Where are you going for vacation?” B. “You seem really excited!”
C. “Seems like forever, doesn’t it?” D. “Big deal! My vacation will probably be
better than yours!”
3. “What’s your favorite flavor of ice cream?”

A. “None of your business.” B. “Ice cream is gross. Anyone who likes ice
cream is a loser!”
C. “I can’t decide. They’re all so delicious!” D. “Chocolate! What’s yours?”
4. “My family saw that new movie yesterday.”

A. “My family sees LOTS of movies!” B. “I don’t really care. Movies are boring.”
C. “That movie is for babies!” D. “Did you like it? I heard it was
amazing!”
What Is It
It is important to stay on topic so everyone can follow along and participate. If
the topic of conversation changes too many times or too quickly, the conversation
becomes difficult to follow. Through reading the social cues like body language and
facial expressions, one can be guided and will be reminded to remain on the topic.
Staying on topic is important if you want to have a successful conversation. Sometimes

we’re not interested, but being a good friend means that we talk about things our
friend likes, and by listening to understand, we make the other person feel heard and
valued.
A great way to participate in a conversation and to stay on topic is to ask questions.

Emphasize that this helps them learn more about the current topic. Students can
practice the self-talk statement, “I will stay on topic and get more information about it
by asking questions” to help with this.
What’s More
A: Directions: Social Cues. Match the words with the pictures, by writing the correct
number into the circle.
50
1. Happy 5. Sad
2. Hurt 6. Scared
3. Interested 7. Confused
4. Angry 8. Bored
5. Worried 9. Nervous
B: Directions: Look at the characters below and finish the sentences. Be sure to look
at their body
language and their facial expressions.
This boy is feeling _______________________________.
I can tell because _______________________________

__________________________________________________________________
_________________________.
Something that I can say or ask this person:
This boy is feeling _______________________________.

_______________________________________________________________
____________________________.
51
This girl is feeling _______________________________.

_____________________________________________________________
______________________________.
What have I Learned
What I Can Do
Directions: Social skills. Identify which ones describe Good or Poor social skills.
Write letter “G” for Good social skills and “P” for Poor social skills.
1. Sharing your toys with other people. 1.

2. Not covering your mouth when you sneeze. 2.
3. Interrupting other people’s conversation. 3.
4. Trying to make people annoyed. 4.
5. Congratulating someone if they beat you at a game. 5._______________
6. Saying “Please” and “Thank you”. 6._______________
7. Making fun of other people. 7.
8. Talking loudly when you’re supposed to be quite. 8.
9. Giving good eye contact to whoever is speaking. 9.
10. Being friendly and kind to other people. 10.
Assessment (Post-Test)
The couple is feeling ____________________________.

_________________________________________________________
__________________________________.
Something that I can say or ask them:
52
This person is feeling ___________________________

_________________________________________________________
__________________________________.
Something that I can say or ask him:
The boy is feeling ____________________________.

___________________________________________________________
________________________________.
Something that I can say or ask him:
LESSON 22 LINK COMMENTS TO THE REMARKS OF OTHERS
What’s In
Directions: Link comments to the remarks of others. Draw a line to match the given
remarks on column A to the comments/actions listed in
column B.
Column A Column B
“I want to go to the movies this I heard they have
weekend”, my sister said. really good pizza.
One guest said, “So many people

came to the fundraiser”.
What will you see?
I didn’t do so well in Math test. Yeah! I can’t believe
the score!
Did you see the game last night? I’m glad to were able to
raise a lot of money
I want to try the new restaurant It’s okay. I’m sure you’ll
in town. do better next time.
53
What I Need to Know

1. link comments to the remarks of others EN5OL-IIIc-2.8
2. stay on topic
3. Determine the non-violent communication
What’s neW
Directions : Making Choices. Write the choices according to what society labeled as
GOOD or BAD choices.
Hitting Helping Sharing Bully Talking mean

Play with friends Say bad words Hug Hurting people Being kind
What Is It
The first thing we should remember when linking comments to the remarks of others
is to stay on the topic. We can stay on topic once we do non-violent communications
and read body languages or facial expressions, these are indirect remarks or social
cues from other people or apart from ourselves. Through these, one can assure to link
their comments and stay on topic successfully.
Nonviolent Communication (abbreviated NVC, also called
Compassionate Communication or Collaborative Communication) is an approach
to nonviolent living developed by Marshall Rosenberg beginning in the 1960s.
... NVC is taught as a process of interpersonal communication designed to improve
compassionate connection to others.
54
Non-violent communication (NVC) contains four basic components: Observations,
Feelings, Needs/Values, and Requests (referred to as OFNR). They are used when
empathizing with our self and others, or in sharing our honest self-expression.
Social cues are verbal or non-verbal signals expressed through the face, body, voice,
motion and guide conversations as well as other social interactions by influencing our
impressions of and responses to others.
NVC and social cues are indirect remarks of others. Reading or knowing these will help
us link our comments properly.
What’s More
Directions: Listening to what matter and using request. Share your honest
self-expression (NVC).
1. Write down one thing that you have felt you needed in the past week, but did not
receive. (A turn playing video games? Ice cream?)
2. How did it feel when you did not receive this? (Hurt? Angry? Sad?)
3. Write down why receiving this was important to you.

(“I think it is important to take turns and my brother would not let me play when
it was my turn. I wanted my brother to listen to me and to be fair.”)
55
4. Using your answers above, what could you have said to your brother (when you
were calm) to help him understand your feelings, needs, and requests after this
happened? (“I felt hurt when I could not have a turn playing video games. I would
like to be heard and to have a turn when
it is my turn.”)
What have I Learned
What Can I Do
Directions: Write a comment or ask questions about what someone is saying.
What could you comment on or ask about in the situations below?
I am having such a bad

day.
I am having a party this

weekend.
I went to the movies last

Sunday.
I am really tired today.
I got new shoes.
56
Directions: Write a compliment that you could say back toeach of these people.
USE APPROPRIATE STRATEGIES TO KEEP THE

LESSON 23
DISCUSSION GOING
What’s In
Directions: Answer the question by placing pictures of you or cutouts from a
magazine.
57
1
4 2
3
What I Need to Know
1. use appropriate strategies to keep the discussion going EN5OL- IIIe-3.7

2. express your ideas meaningfully
3. ask question to clarify
4. note details through comparing and contrasting
(Note: The activities in this lesson can be done by group or individually.)
What’s neW
Directions : Graffiti Wall. Draw meaningful images or words that reflects your
answers/ideas to the main topic.
58
What Is It
To keep a discussion going their are few strategies can be used such as Gallery
Walk; Graffiti Wall; posing or asking right questions; noting details through
comparison and contrast; predicting what will happen next and writing a
simple story to a given situation.
Asking good question is one that allows for multiple perspectives. It shows that
the topic can be viewed from a variety of angles, even though they may not all
be equally relevant or helpful.
The Compare & Contrast strategy strengthens students' writing skills by

providing a simple structure that helps them organize information and develop
their ideas . It helps students to look at different concepts and to relate them
and see how they are different from one another
What’s More
Directions : List important details. Compare and contrast the given pictures for each
number. Write your answers inside the proper circles.
59
Example: Tiger Lion
-has strips in
Similarities: -king of the
the body -wild animals jungle
-heavier -ran fast - huge mane
hair around
face
1. Sarah Geronimo Regine Velasquez
Similarities:
2.
dog cat
Similarities:
What have I Learned
60
What I Can Do
A SICK CLASSMATE
One morning, Miss Luna said to her Grade 5 class, “ I got a
letter from Teresa’s mother. Teresa cannot come to school.
She is sick. The doctor told her to stay in bed for a few days. What
shall we do for Teresa?”
“ Let us visit her this afternoon,” said Linda.
“ Yes, let us visit her,” said the other children. That afternoon,
the children went to visit Teresa. The girls brought her some fruits.
The boys brought her a can of biscuits. Miss Luna brought her some
roses.
Teresa was sleeping when they arrived. Soon, she woke up.
She was happy to see her teacher and classmates.
Directions: Choose the correct question in the box for the given answers in each number in
Column A. Write it on the space provided in Column B.
⚫ Who brought some fruits to Teresa?

⚫ What did the boys brought for their sick
classmate?? ⚫ When did the class went to visit Teresa?
⚫ Where did Miss Luna heard the news?
⚫ Which food Teresa likes?
⚫ Who is the teacher of the Grade 5 class?
⚫ What is the title of the story?
Column A : Column B :
1. Miss Luna 1.
2. A Sick Classmate 2.
3. girls 3.
4. a can of biscuits 4.
5. afternoon 5.
A: Directions : What do you think will happen next? Encircle the letter of the
correct answer.
1. a. The boy outside will get inside the room.

b. The boy will sleep outside.
c. The boy inside will go outside.
2. a. The child will be shot.

b. The car stops immediately.
c. The child is hit by the car.
61
3. a. The driver will stop the car.
b. He will go home to change.
c. He will call the police.
4. a. She will pull the cord from the wall.

b. She will put water on the iron.
c. She will call the fire department.
5. a. The fallen boxer will lose the fight.

b. The crowd will carry the fallen boxer
on their shoulders.
c. The referee will win the game.
B: Directions: Write a story form from the given situation.

1. It is Saturday. Your friends, Anna and Jake , are inviting you to swim in the river.
_________________________________________________________________________________
__
_________________________________________________________________________________
__
_________________________________________________________________________________
_
_________________________________________________________________________________
_
_________________________________________________________________________________
__
_________________________________________________________________________________
_
2. Your classmate is not wearing a mask because she forgot to bring one.
_________________________________________________________________________________
__
_________________________________________________________________________________
__
_________________________________________________________________________________
__
_________________________________________________________________________________
__
_________________________________________________________________________________
_
_________________________________________________________________________________
__
62
LESSON 24 INFER THE TARGET AUDIENCE
What’s In
Directions: Infer the purpose of visual media to the target audience.
What I Need to Know
Infer the target audience EN5VC-IIIe-3.7
63
What’s neW
Directions: Determine images/ideas that are explicitly used to influence viewers.
Write the answer beside the pictures.
What Is It
Target audience – is the person or group of people a piece of writing is intended
to reach. It is the writer is aiming for or trying to reach.
Task
• Why is the target audience important?
• Can I create a target audience profile?
• What information do I need to include?
64
Target Audience Profile
1. Create a made-up person who typically reflects your chosen target
audience.
2. Get the details (name, age, sex, residence, financial status, type of job,
educational attainment, interests and hobbies.
3. Choose an image from the Google to suit your description and would
reflect your target audience.
What’s More
Directions: Select an advertisement in a newspaper or magazine. Answer the
following questions.
1. Who produced the ad?
2. Who is the ad targeted to?
3. What are the clues in each ad that reveal who the ad is trying to reach?
4. What section of the newspaper or magazine you find the ad?
5. What techniques are used to attract attention?
6. How is photography used? Is it effective?
What I Have Learned

Types of Target Audience
1. Everyone
2. Demographics
3. Location
4. Subculture
5. Super cultures
6. Needs
7. Attitudes and opinions
8. Personality
9. Lifestyle
10. Fans
11. Costumers
12. Target Market
What I Can Do
Directions: Choose an advertisement in the television. Answer the following
questions.
1. Who produced the ad?
2. Who is the ad targeted to?
3. What are the clues in each ad that reveal who the ad is trying to reach?
4. What techniques are used to attract attention?
5. How is photography used? Is it effective?
Summary
Target audience – is the person or group of people a piece of writing is intended to
reach. It is the writer is aiming for or trying to reach.
Task
• Why is the target audience important?
• Can I create a target audience profile?
• What information do I need to include?
65
Target Audience Profile
1. Create a made-up person who typically reflects your chosen target audience.
2. Get the details (name, age, sex, residence, financial status, type of job,
educational attainment, interests and hobbies.
3. Choose an image from the Google to suit your description and would reflect your
target audience.
Types of Target Audience

1. Everyone 7. Attitudes and opinions
2. Demographics 8. Personality
3. Location 9. Lifestyle
4. Subculture 10. Fans
5. Super cultures 11. Costumers
6. Needs 12. Target Marke
INFER THE PURPOSE OF VISUAL MEDIA TO

LESSON 25
THE TARGET AUDIENCE
What’s In
Directions: List down 5 reading materials that can be found in you home.
Are they good to read? Why?
What I Need to Know
Infer the purpose of the visual media EN5VC-IIIf-23.8
What’s neW
Directions 1: Listen a news broadcast in the television.
Write important points of the report following the format below.
Title: ____________________________________
Introduction: ______________________________
Main Points: ______________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
Conclusion___
1. ______________________
2. __________________________________
66
What Is It
Different types of visual aids
There are many different types of visual aids. The following advice will help you
make the most of those most commonly used
.
PowerPoint (or equivalent)
Microsoft PowerPoint is probably now the most commonly used form of visual aid.
Used well, it can really help you in your presentation; used badly, however, it can
have the opposite effect. The general principles are:
Overhead projector slides/transparencies

Overhead projector slides/transparencies are displayed on the overhead projector
(OHP) - a very useful tool found in most lecture and seminar rooms. The OHP
projects and enlarges your slides onto a screen or wall without requiring the lights to
be dimmed.
White or black board

White or black boards can be very useful to help explain the sequence of ideas or
routines, particularly in the sciences. Use them to clarify your title or to record your
key points as you introduce your presentation (this will give you a fixed list to help
you recap as you go along).
Paper handouts
Handouts are incredibly useful. Use a handout if your information is too detailed to
fit on a slide or if you want your audience to have a full record of your findings.
Flip chart
A flip chart is a large pad of paper on a stand. It is a very useful and flexible way of
recording information during your presentation - you can even use pre-prepared
sheets for key points.
Video (DVD or VHS)

Video gives you a chance to show stimulating visual information. Use video to bring
movement, pictures and sound into your presentation. Always make sure that the
clip is directly relevant to your content. Tell your audience what to look for. Avoid
showing any more film than you need.
Artefacts or props
Sometimes it can be very useful to use artefacts or props when making a presentation
(think of the safety routine on an aeroplane when the steward shows you how to use
the safety equipment). If you bring an artefact with you, make sure that the object
can be seen and be prepared to pass it round a small group or move to different
areas of a large room to help your audience view it in detail.
What’s More
Directions: Arranged the following sentences to form a report. Follow the format below.
Classes from preschool to secondary levels will be suspended in all affected areas. Alert is
up for those living near rivers and coastal areas.
Evacuation is advised to those in the danger zone because of possible floods and landslides
due to the amount of water typhoon Pablo is set to release.
67
A powerful typhoon will be entering the Philippine Area of Responsibility on
Monday, June 15. PAGASA said, typhoon Pablo will pass through parts of Visayas
and Mindanao tomorrow at 8:00 o’clock in the morning and will possibly leave the
country on Tuesday evening. According to PAGASA, typhoon Pablo is a signal No.2
typhoon.
Title: ____________________________________
Introduction: ______________________________
Main Points: ______________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
Conclusion___
1. ______________________
2. __________________________________
What I Have Learned

Remember:
• List down important information correctly from what was heard, read or
watched is an important skill to learn.
• When organizing information from the sources include answers to wh-question:
who, what, where, when, why and how.
What I Can Do
Directions: Write a brief report about your community. Follow the points to
remember in writing a report.
OBSERVE ACCURACY, APPROPRIATE RATE

LESSON 26 AND PROPER EXPRESSION IN CHORAL,
ECHO AND SHADOW READING
What’s In
Directions: Sing the song Hello!!! Hello!!!
Hello, Hello
Hello, Hello, Hello,

Hello, How do you do
I’m glad to be with you
And you, and you, and you!!
Tralalalalalalalala!!!
68
What I Need to Know
Observe accuracy, appropriate rate and proper expressions in choral, echo and shadow
reading EN5F-IIIg-1.7
What’s neW
Directions: Listen to the poem recited in choral. Observed the rate or speed in
delivering the words and proper expression. Read it yourself, observe proper speed,
and use the proper pronunciation and expression.
“Song”
Behold the beautiful land
The young hills and the corn
In the green river womb
Children are born
Honey’s in the forest
Blue fish in the sea
The ash gray of the cleanings
Grows grains for me
What Is It?
Echo Reading
Echo reading is a useful methodology to help struggling readers.
Echo reading is an innovative concept in which the educator reads a phrase or

paragraph, and then the student repeats it back to the educator.
Echo reading is often called rereading, but technically there are differences between
the two.
Echo reading is usually employed for students in elementary school, and on occasion
for middle school students.
Echo reading can also be done in pairs, or even in groups of three or more at the
discretion of the teacher.
Echo reading is a form of rereading, and the teacher should not hesitate to have the
student repeat a difficult word or phrase over and over again until it is mastered.
A teacher can instruct parents on this methodology so it can be utilized in the home.
It can help a struggling student improve in several areas including:
• Confidence
• Comprehension
• Identifying unknown words
• Improving listening skills
• Proper phrasing
• Vocabulary
69
Echo Reading Steps
1) First, the teacher reads a sentence to the student. Later, as the student progresses,
the teacher can read two sentences or maybe even an entire paragraph. A properly
trained fellow student with high-level reading skills can also perform this task when
permitted.
2) The student tracks the text with her eyes. Some teachers will track the text with
their finger or permit the student to do this. Other teachers will experiment with
using a combination of both methods to see which works best with each individual
student. Either way, it is critical to the success of echo reading that the student can
clearly see all the words.
3) The student now recites the passage back to the teacher.
4) The teacher reads the next sentence.
5) The student repeats the sentence.
6) This process is repeated until the teacher feels the student is too frustrated or
fatigued.
What’s More
Directions. Read the given story. Observe accuracy rate and proper expressions in
choral echo and shadow reading.
What I Have Learned

Remember:
• Speaks with an appropriate volume for the audience to hear.
• Employs clear pronunciation.
• Presents the play efficiently and keeps listener’s interest throughout.
• Uses no. monotonous vocal expression to clarify the meaning of the text.
What I Can Do
Directions: Create a presentation in either Choral singing, Reader Theater or Echo
reading.
Assessment
A. Identify the similar or opposite meaning of each underlined word/s.
___1. The grand mountains are beautiful.

a. attractive b. elegant c. marvelous d. radiant
___2. How graceful are her stately plains!

a. delicate b. elegant c. refined d. willowy
___3. How sweet and modest are her daughters who harvest the golden grain!
a. darling b. fragrant c. harmonious d. pure
___4. How graceful are her towering emerald trees!

a. brief b. litre c. low d. twin
___ 5. How I love this dear Philippines, home on this troubled earth!
a. dignified b. gracious c. peaceful d. restful
70
B. Choose the antonym of the underlined word. Write the letter of the correct
answer.
___ 6. The poor child who has not eaten nor drunk water for days looks sick and wan.
a. pale b. sickly c. strong d. weak
___ 7. The boys laugh aloud as they splash each other with the chilly water.
a. cold b. frozen c. icy d. warm
___ 8. Blood oozed from the wound on his forehead.

a. bleed b. sweat c. weep d. zip
C. Complete each sentence by fill in the blank with the correct compound word.
Choose the letter of the correct answer.
___ 9. The __________ did their best to save the burning building.
a. firemen b. extinguisher c. headache d. policeman
___ 10. Please go to the _________ for some medicine.

a. bookstore b. drugstore c. pet store d. pharmacy
___ 11. Grandfather went to the barbershop for a ________.

a. footpad b. haircut c. manicure d. pedicure
___ 12. We will go to the ________ to harvest corn and other vegetables.
a. backyard b. cornfield c. Garfield d. rice field
___ 13. I have ________ maybe because I ate too much.

a. back pain b. body pain c. headache d. stomachache
D. Read and analyze the given paragraphs or sentences. Then distinguish the type of
text that is being expressed by the following paragraphs. Choose the letter of the
correct answer.
___ 14. It was the time of harvest. Hundreds of rice stalks lined Hamaguchi’s fields. It
had
been a fine harvest, and tonight down in the village everyone was having a good
time.
a. Cause & Effect b. Comparison & Contrast c. Problem & Solution d. To
persuade
___ 15. Hamaguchi rose to his feet and looked out at the sea. The sea was very dark
and strange to see, it seemed to be running away from the land.
persuade
___ 16. In several ways, noise can be harmful. Loud noises may damage a person’s
hearings. Noise has also caused people to become tired and nervous. It makes work
unpleasant and burdensome. Today, concerned people are doing something about
noise pollution.
persuade
___ 17. John didn’t know what to take to take to school for Show and tell. He asked his
mother for an idea. She suggested taking the ribbon his dog won at the pet parade.
persuade
71
___ 18. Insects are found anywhere. They are either harmful or beneficial. The butterfly
and the bee are beneficial. They help pollinate the flowers. The dragonfly is also a
helpful insect. It eats other insects that destroy plants. Ants, flies, cockroaches, aphids,
termites and mosquitoes are insect pests. They destroy our crops and homes, cause
illnesses, and kill our plants. They are harmful to men, animals, and plants.
persuade
___ 19. Mrs. Ramos is my teacher in Mathematics and she is funny teacher while Mrs.
Padua is my teacher in EPP and she is a serious type of person. Although they differ
from one another, I love them both.
persuade
___ 20. Even though it is great to have friends, it is much better to have family. You
might not be able to choose who they are, but you certainly can rely on them to be
there and help you out whenever you need it.
persuade
E. Organize the sentences to form a three-paragraph article. Then, give it a title. 5 pts.
Insects are found anywhere. There some insects live on land or water. They are either
harmful or
beneficial. The butterfly and the bee are beneficial. They help pollinate the flowers.
72

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Department of Education ● Republic of the Philippines

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

Published by the Department of Education – Division of Ozamiz City

Development Team of the Module

Reviewers: Federico B. Araniego Jr.; Jasmine I. Gaogao

Co-Chairpersons: Audie S. Borres, CESE

Members Anacleta A. Gacasan, CID Chief ES

Printed in the Philippines by

Lesson Number Topic Page

1 Writing a 3-Paragraph Feature Article 1

2 Writing a Clear and Coherent Sentences 2

3 Writing a Clear and Coherent Sentences 4

4 Asking Permissions and Responding to Question 6

5 Following and Giving Directions 8

8 Use a Particular Kind of Sentence for a Specific 18

9 Distinguish Text-Types According to Purpose 19

10 Distinguish Text-Types According to Features 21

11 Distinguish Text-Types According to Features 25

12 Distinguish Text-Types According to Features 26

13 Infer the Meaning of Unfamiliar Words 28

14 Infer the Meaning of Given Context Clues 30

15 Infer the Meaning of Unfamiliar Words Based 31

16 Infer the Meaning of Unfamiliar Words Based 35

Lesson Number Topic Page

17 Infer the Meaning of Unfamiliar Words 39

18 Provide Evidence to Support Understanding 41

19 Infer the Speaker’s Tone, Mood and Purpose 44

20 Identify Point of View 46

21 Remind Others to Stay on Topic 49

22 Link Comments to the Remarks of Others 53

23 Use Appropriate Strategies to Keep the 57

24 Infer the Target Audience 63

25 Infer the Purpose of Visual Media to the 66

26 Observe Accuracy, Appropriate Rate and 68

What I Need to Know

After going through this lesson, you are expected to:

1. Where do we expect to see this notice?

What I Have Learned

To protect yourself from ___________________, you need to wear a __________ every

WRITING A CLEAR AND COHERENT SENTENCES

What I Need to Know

Read the given paragraph below.

This is Leo’s room. The room is messy. The laptop is on the

What I Have Learned

1. This is something I cannot agree (at, with, to)

What I Need to Know

After going through this lesson, you are expected to:

What I Have Learned

Underline the prepositional phrase in the sentence below.

1. She wants to visit her friend.

about at in under from until up

1. The dog was hidden _____ the table.

LESSON 5 FOLLOWING AND GIVING DIRECTIONS

What I Need to Know

This lesson is designed and developed to have a clear understanding of the

Read the following piece of writing.

Experiment: Red and Blue Skies

1. Make face number 1 happy.

What I Have Learned

What I Need to Know

After going through this module, you are expected to:

Maya’s New Backpack

To protect yourself from _________, you need to wear a every