ENGLISH 5

WEEK 2, DAY 1
MS. ROWENA G. PUNO
DIVISION OF PAMPANGA
MASANTOL SOUTH DISTRICT
THINK AND TELL

Directions: Sing the song

“Every single cell of my body is happy

Every single cell of my body is well. (2x)
Thank you Lord, I feel so good
Every single cell of my body is well. (2x)”
FIND AND LEARN
Directions: Look at the picture. Listen as the teacher
reads the paragraph. Answer the following questions in
paragraph form.
1. What kind of accidents usually happen to commuters
of LRT?
2. How can we avoid getting hurt or meeting an accident
on the LRT?
3. What safety precautions should be observed?
 TRY AND LEARN

Directions: Draw conclusions.

1. My friend did not come to my party.
Thus,
_____________________________________________________
2. I did not study for my test.
Therefore,
_________________________________________________
3. I prepared well for the basketball game.
Thus,
_____________________________________________________
 TRY AND LEARN

Directions: Draw conclusions.

4. My parents said I did well in school.

Therefore,
_______________________________________________
5. I saved a lot of money.
Thus,
________________________________________________
DO AND LEARN

1. It was my turn to bring candy to our club meeting.

I put different types of candy bars into a bag. I put
10 Snickers bars, 15 Milky Way bars, and 5 Three
Musketeers bars into the bag. When I got to the
meeting, each person had to pick a candy bar
without looking.
You can guess that?
a.No one picked Milky Way bars
b.Three Musketeers bars were picked the most
c. Three Musketeers bars were picked the least
DO AND LEARN

2. Yoshi was in her room reading a book. Her

mom called her to come downstairs and help.
As Yoshi entered the kitchen, her mom handed
her a pile of plates. Yoshi put them on the table
and went to get the silverware and glasses.
You can conclude that it is
a. dinnertime
b. bedtime
c. time for school
DO AND LEARN

3. Sam and his brother Tim each have their own rooms. Sam
likes to make his bed every morning, but Tim never makes his
bed. Sam folds all his clothes before putting them away, but Tim
leaves all of his clothes on the floor.

After reading the sentences above, I can conclude that Sam

is very messy. Which clues from the story most likely helped me
draw that conclusion? Check ALL that apply.
a. Sam and Tim have their own rooms
b. Tim leaves all of his clothes on the floor
c. Sam likes to make his bed every morning
d. Tim never makes his bed
 LEARN SOME MORE

Directions: Draw conclusions from each situations:

Group 1 - Lucy was furious about her spelling grade. She

kicked her desk and ran out of the classroom.

Group 2 - Jessie is going to read a story about a hungry

lion and a hungry lamb who become friends. While reading,
Jessie concludes that the lion is …

Group 3 - "O Captain! My Captain!" what has the trip

been like for the sailors?
 LEARN SOME MORE

Group 4 - The wind blew through the rigging as the boy

watched the clouds roll in. As the waves grew bigger
and bigger, he decided it was time to head home. What
is the boy doing?

Group 5 - Shanay had never seen so many fish before.

She looked around at the huge tanks and could see
hundreds of fish, crabs, shrimp, and all other amazing
creatures completely surrounding her. She never
thought she could feel like she was completely
underwater, yet still be completely dry.
READ AND LEARN
Directions: Read the given paragraph and answer the
following questions.
 WRITE ABOUT IT

Directions: Draw a conclusion from the

text read by your teacher.
REMEMBER
* Drawing conclusions refers to
information that is implied or
inferred. This means that the
information is never clearly stated.
• Writers often tell you more than
they say directly. They give you
hints or clues that help you "read
between the lines."
 ENGLISH 5
WEEK 2, DAY 2
Ms. Rowena G. Puno
Division of Pampanga
Masantol South District
THINK AND TELL

Directions: Form words using

three cards as for prefix, root
word and a suffix.
 FIND AND LEARN
Directions: Group the words having the suffix or prefix. Write it
on the table below.

Prefix Suffix untoward kingdom

employment supermarket
interact action
attendance pre-school
heroism renew
TRY AND LEARN
Directions: Name the prefix of each word. Tell the meaning of the
base. And use it in a sentence.

Prefix Base Word Meaning Sentence impossible

transplant
misbehave
invisible
disagree
DO AND LEARN
Directions: Make new words. Add a suffix to the base. Write the
new word.

-ness -tion

happy promote
polite expand
kind create
LEARN SOME MORE

Group Activity
Directions: Add prefix and suffix to the base to form a new
word.
Group 1: humble, able, stable, active, human
Group 2: hunt, govern, operate, paint, write
Group 3: employ, perform, engine, appear
Group 4: correct, write, agree, possible
Group 5: word, grade, spell, join
READ AND LEARN
WRITE ABOUT IT

Directions: Use the following words in a sentence.

1. rewrite 4. superstar
2. invisible 5. action
3.acceptance
 REMEMBER

*Affix - an additional element placed at the

beginning or end of a root, stem, or word, or in the
body of a word, to modify its meaning.
*Prefix – letters/syllables added before a word
*Suffix – letters/syllables added after a word
 ENGLISH 5
WEEK 2, DAY 3
Ms. Rowena G. Puno
Division of Pampanga
Masantol South District
THINK AND TELL

Directions: Pick out the errors and determine how to

fix them.

At the start of school Dora was afrad of her new

Teacher. Mrs. Davis seamed nice, but she had so
manny rules for the class to folow. Scare someone to
pieces. As the school year cotinued, Dora begun to
understan
how the Teacher come up with the rules The rules
were their so students would be respecfulof
theyselves and each other. By the end of the year,
Dora though Mrs. Davis was the best Teacher she
evere had!
FIND AND LEARN
 TRY AND LEARN
Directions: Underline the errors.
DO AND LEARN

Directions: Apply the proofreading marks to correct

the paragraph.
LEARN SOME MORE

Group Activity
Directions: Write a faulty paragraph or short
story. Exchange works with other groups and
proofread.
READ AND LEARN
WRITE ABOUT IT
Directions: Proofread.
REMEMBER

*Proofreading - examining your text

carefully to find and correct typogra-
phical errors and mistakes in grammar,
style, and spelling.
 ENGLISH 5
WEEK 2, DAY 4
Ms. Rowena G. Puno
Division of Pampanga
Masantol South District
THINK AND TELL

Directions: Tell to the class the latest news

you have heard/watched.
FIND AND LEARN
Directions: Read and analyse the passage below. Take note of
the problem solution text structure.

“In the early 1800s, 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 couldn’t 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 with outstretched arms
and said, “Go west!”
FIND AND LEARN
Settlers rode in wagons or on horses. They followed long, dusty
trails across hot plains for thousands of 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
almost to the West Coast. The railroad made travel faster. More
people poured into the new lands. The settlers quickly built
small towns where the farming, fishing, and mining were good.”
 TRY AND LEARN
Directions: Place in the graphic organizer, the problems and solutions
present in the selection above.
 DO AND LEARN
Directions: Write an example of a problem and the solutions.
Follow this format:
 LEARN SOME MORE

Group Activity

Directions: Choose one Problem-Solution

text from one of your members and act
them out in the class.
READ AND LEARN

Directions: Analyse and read the text.

“The type of government created after the

American Revolution included the ideals of
protecting individual liberties while at the
same time preserving the collective order of
society. To that end, a government based on
combining popular consent, separation of
powers, and federalism was created.”
WRITE ABOUT IT

Directions: Write a problem-solution

text with regards to the present
situation of our country.
REMEMBER

*Signal words provide hints that

help you make sense of what you are
reading.
 ENGLISH 5
WEEK 2, DAY 5
Ms. Rowena G. Puno
Division of Pampanga
Masantol South District
THINK AND TELL

Prepositional Phrase Poem Game

Directions: Pick only one prepositional phrase that inspires you

(this will be provided by your teacher.)Write a short poem that
uses this phrase creatively in the first and last lines. You cannot
simply repeat the first and last lines. The game helps the you
become familiar with different ways to use a prepositional phrase.
When you complete your prepositional phrase poems, read the
poems aloud.
FIND AND LEARN

Directions: Listen and identify the

prepositional phrase to be read by the teacher.
TRY AND LEARN

Directions: Fill in with the correct prepositional phrase.

DO AND LEARN

Directions: Write a sentence using the

following prepositional phrases.

1. about the book

2. over the river
3. on Tuesday
4. by the chair
5. beside the door
LEARN SOME MORE

Directions: From the prepositional

phrases studied, write songs/ poems
containing them. Read/perform it to
the class.

READ AND LEARN

Directions: Underline the prepositional phrases in the

poem below and the poem on the other side of the sheet.
A Fire-Truck
I
Right down the shocked street with a siren-blast
That sends all else skittering to the curb, III

Redness, brass, ladders and hats hurl past, Beautiful, heavy, unweary, loud, obvious thing!

Blurring to sheer verb, I stand here purged of nuance, my mind a

II blank.

Shift at the corner into uproarious gear All I was brooding upon has taken wing,

And make it around the turn in a squall And I have you to thank.

of traction, The headlong bell maintaining sure IV

and clear, As you howl beyond hearing I carry you into

Thought is degraded action! my mind,

Ladders and brass and all, there to admire
Your phoenix-red simplicity, enshrined
In that not extinguished fire.
WRITE ABOUT IT

Directions: Underline the prepositional phrase in each sentence.

Circle the preposition.
1) The strange man parked his car next to the tall trees.
2) The confused foreign exchange student walked through the
school halls.
3) My cousin Jesse wore a bandage on his nose to cover the wound.
4) Our crazy dog escaped and wandered all around the
neighbourhood.
5) Your little brother had surgery and must stay in the hospital.
REMEMBER

*A prepositional phrase begins with a preposition and ends with

a noun or pronoun.
Other words may be in between the preposition and the noun or
pronoun, which is also known as the object of the preposition.
Some prepositional phrases are used as adjectives. They
describe nouns.
Other prepositional phrases are used as adverbs. They describe
a verb and answer the questions how, why, or when.