TEACHER’S GUIDE IN ENGLISH FOR GRADE 5

QUARTER 1
Week 3
Day 1
I. Objective
EO: Observe politeness at all times
LC: Identify the elements of literary texts
RC: Summarize narrative texts based on the elements
F: Read aloud grade level appropriate text with an accuracy rate of 95 – 100%

II. Subject Matter

Topic: Identifying the elements of literary texts
Materials: Pictures, Stories written in cartolina
Reference: Curriculum Guide
Code: EN5LC – Ic – 2.17.2, EN5RC-Ic-2.23, EN5A-Ic-16
http://www.kidsworldfun.com/shortstories.php

III. Learning Activities

A. Setting the Stage

(using a picture of a girl) Refer to LM,Think and Tell
Ask: What can you see on the picture?
What can you say about the girl in the picture?
Have you heard the story of Princess Polite?
What are the standards in listening?
B. Explaining the Students What to Do
Say: Class, our lesson for today is about identifying the elements of literary texts and
summarizing narrative texts
Literary elements refers to an aspect of a whole text. The elements are setting, character
and plot.

C. Modeling
The teacher will read the story of “Princess Polite” to the pupils.

Princess Polite (Short Story)

by Jasmine Logan, Grade pr, QLD

Once there was a girl called Princess Polite but people in her castle called her
Polly or Polly Polite. One day a super star came to her castle. Polly said “Why have you
come here? And what is your name?” The super star said “My name is Sarah Jones. I’m
here to rock out on your castles stage!” Polly said “I don’t have a stage in my castle!”
“Ooooh dear!” Sarah cried. Polly said “I will make a grand stage just for you and I will
name it Stage Sarah.” Sarah said
“You don’t have to call it stage Sarah.” Polly called for the best builders in the land to
come
“Jamesbuild
Sammytheand
stage.
I metThe
himbuilding started.
at a wedding.” It took
Sarah said.them two years to build it! Polly
“Oh how
called sweet!”
Sarah onPolly said.
the phone.
“Nice to meet you Polly Polite.” the handsome prince said.
“You smell like tuna!’ Polly said.
“Oh.” He said.
“We are here to get married!” Sarah said.
 Ask: Who is the main character in the story?
How would you describe her?
Is it good to be polite to other people specially to the elders? Why?
Who are the minor characters in the story?
Where did the story occur? When? Read the part. Describe it.
What do you call this part of the story? (setting)
Do all stories need a setting? Why?

Say: Class, these are the elements of literary texts and their definition.
 The characters are the people or animals in the story.
 The setting talks about the place and the time that the events in the story
happened.
 The plot is made up of the events that happened in the story. It consists of the
beginning, the middle, and the ending.
 Beginning – it gives the problem faced by the main character
 Middle – it represents the actions made by the characters to solve the
problem
 Ending – it gives the solution to the problem
D. Guided Practice
Read aloud the story “The Greedy Boy” then, identify the elements of liteary text.
Refer to LM, Try and Learn.
Ask: What is the setting of the story? Read the part where the setting is mentioned.
Who are the characters in the story? Describe each of the characters.

Identify the parts in the selection that helped you described the characters.

E. Independent Practice
Read the selection and do the activity that follows.
Read LM, do and Learn for the selection “Mind Your Own Business”
Summarize the elements of the story by filling in the semantic web.

Title of the Story

Setting Conclusion

Plot Characters
 F. Closure
Class, kindly complete the statements below by filling out the missing information.

The elements of literary texts are ______________, plot , ________________, and

_____________.

IV. Evaluation
The teacher will give a short story entitled “The Ant and the Dove” to the pupils for them to read
and analyze,Refer to LM, Learn Some More. Comprehension questions with choices will also be
provided to assess whether the competency was achieved

V. Agreement
Choose your favorite story and identify elements of literary texts in your notebook.

QUARTER 1
Week 3
Day 2

I. Objective

EO: Realize the importance of our forests by preserving them

V: Infer the meaning of unfamiliar words (affixed) based on the given context clues (synonyms,
antonyms, word parts) and others strategies

II. Subject Matter

Topic: Inferring the meaning of unfamiliar words based on the given context clues
Materials: Enlarged pictures of boyscout and girlscout,copy of the story
Reference: Curriculum Guide
EN5V – Ic – 12 and 13
http://www.k12reader.com/worksheet/context-clues
III. Learning Activities
A. Setting the Stage
(Using picture of Girl Scout and Boy Scout ) Refer to LM, Think and Tell
Ask: Who are in the pictures? How many of you are members of the GSP or the BSP?
What are the common activities of a girl scout and a boy scout?
 B. Explaining the students What to do
Today we will infer the meaning of the unfamiliar words that we will encounter in the story
you are about to read.The story we are going to read is about the trip and the activities of
the girl scouts. Make a guess of their activities. Read the story using Directed Reading
Teaching Activity (DRTA) How to do it.
 The learner formulates his own hypothesis about the story based on the title, pictures
and others before reading.
 The learner reads the text by parts.
After every part, the learner answers the questions about what might happennext
based on the context of the story or as revealed by the author.
 Confirmation of the hypothesis as the learners read the text, allowing for correction if
hypothesis is incorrect.

C. Modeling
Read the story then answer the questions that follows.

Story

Last year, the Girl Scouts in our district celebrated their anniversary with a journey. What do
you think is the meaning of journey? The purpose of this trip was to explore the virgin forests of
Palawan. (What do you mean by virgin?) since the forests of Palawan have not yet been touched by
loggers. Many of the Girl Scouts who went were independent girls and did not need help in doing
basic or essential things like cooking and hiking. What do you think is the meaning of independent?
essential?

Learning the meaning of cooperation helped to make their trip a success. (guess the
meaning of cooperation) By working together well, most of them learned much and enjoy the trip.
They learned the value of preserving or taking good care of our forests to avoid floods and soil
erosion. (what is the meaning of preserving?)

Ask:

 Who celebrated their anniversary?

 How did they celebrate their anniversary?
 What was the purpose of their trip?
 How can you descrice a virgin forest?
 Where do you think can we find a virgin forest?
 What value did the Girl Scout learn about the forest?

Say: To get the meaning of a word, it must be used in a context and there is a
clue.When we say context clue, it means get the meaning of the word as it is used with
other words. “Therefore, the words that precede and follow an unfamiliar word will help
you get its specific meaning. The word or is a signal that a meaning for a new word will
follow.

D. Guided Practice
Refer to LM, Try and Learn
 E. Independent Practice
Refer to LM, Learn Some More

F. Closure
How can we get the meaning of unfamiliar words?

IV. Evaluation

Read the given sentences, then choose one of the words from below that will best fit the sentence.
After this, underline the word in the sentence that gave you clue to the word you chose.

Vase knocking mailing

Morning light write

1. Every ________ I have breakfast.

2. Turn on the _____________. It is dark in this room.
3. Bring this letter to the post office for _____________.
4. I can hear someone _______________ at the door.
5. Father brought some flowers which mother put in a _____________.

QUARTER 1
Week 3
Day 3
I. Objective
EO: Show tactfulness when communicating with others
W: Write two to three paragraph composition based on the prepared outline

II. Subject Matter

Topic:Writing two to three paragraph based on the prepared outline
Materials: pictures, copy of outline
Reference: Curriculum Guide
Code: EN5WC – Ic – 2.2.4
http://www.elementary.ph/keywords/outline
III. Learning Activities
A. Setting the Stage
Write a sentence for each of the given pictures.

Ask: Do you like? What birds do you like? Why?

Introduce the title of the outline.

B. Expalining the Students What to Do

 Class, our lesson for today is about writing two to three paragraph based on the outline
that I will give to you. And how do we write paragraph using an outline? (By writing the
topics following their correct order in the outline)
C. Modeling
Read the outline to the pupils.

I. Characteristics of Vultures

A. Large birds of prey

B. Have baldheads and neck
C. Have very good eyesight
D. Have a keen sense of smell
II. How vultures get their food

A. Do not hunt for food

B. Live on rotting bodies of dead animals
C. Have to wait for their dinner
D. Eats food left by the lion

Ask:

 What kind of birds are vultures? (Large birds of prey)

 Why do vultures do not hunt for food? (because they live on dead animals)
 What kind of outline is presented? (topic outline)
 What are the main topics in the outline? (Characteristics of ‘Vultures and How vultures get
their food)
 Are they subtopics given for the main topics? (yes)
 Can this outline be written in paragraph form? (yes)

Let’s try writing them in paragraph form.

Call selected pupils to write the paragraph on the board.
D.Guided Practice
(Group Activity)
Write the paragraph using the outline given.
Conduct the writing relay. Post the outline on the board. Give a sheet of paper to each group.
Have the group sets on a row before conducting it.
Instruction:
1. Leader writes the first sentences of the paragraph then passes the paper at his/her
back.
2. The second member writes another sentence following the outline. And passes again
the paper afterwards.
3. Continue until all the topics in the outline has been written.
4. Show tactfulness when communicating with your groupmates/ classmates.
 Outline:
The Air Pump
I. The diaphragm is an air pump
A. It moves up to push the air out of the lungs.
B. The curved muscles under the lungs is called the diaphragm.
C. The diaphragm works so that fresh air will flow in your ribs
II. There are special body parts that control a parson’s breathing.
A. You can’t switch you muscle on and off
B. You can’t let them go fast or slow
C. You breath sometimes go slow or faster depending upon the activity you do.

E.Independent Practice

Here’s another outline. Write 2 paragraphs based on the outline given.

Clouds
I. Why clouds are important
A. ____________________
B. protect us from the heat of the sun
C. ____________________
II. ____________________
A. During fine weather, early in the morning clouds are golden yellow.
B. ____________________
C. ____________________

Answer:
I.
A. sources of rain
B. tell us what kind of weather we will have

II. Cloud’s color depend on time and kind of weather

A. at noon, they are white on a sunny day
B. at sunset, they turn red

F.Closure

What have you learned from today’s lesson?

How do we write two to three paragraph based on a praticular outline?

IV.Evaluation
 Write the paragraphs based on the outline given below.
The Whale
I. A sea mammal well built for living in water
A. Has blubber or fat to keep at warm
B. Has few bristle of hair on its head
C. Has front links shaped like flippers
D. Gives birth to live babies

II. How the whale gets air

A. Breaths air through its lungs
B. Swims to the surface of the water to breathe air
C. Blows out stale air before breathing in
D. Will drown if cannot come to the surface to breathe

V.Assignment

Copy the outline. Rewrite it in paragraph form.

I. Germs grow easily
A. Grow in dirty places
B. Grow in places of different temperature
C. Grow in bright or dark places
II. Germs are spread in many ways
A. Spread when people sleep together
B. Spread by using common things
C. Spread by sneezing, coughing or kissing

QUARTER 1
Week 3
Day 4

I. Objective

EO: Take good care of personal belongings

G: Compose clear and coherent sentences using appropriate grammatical structures: modals

II. Subject Matter

Topic:Modal Auxiliaries used to, would
Materials: pictures, poem written in a cartolina
Reference: Lesson Guides in Elem. English 5, page 69
Curriculum Guide
Code: EN5G-Ic-3.6

III. Learning Activities

 A.Setting the Stage
Do you still remember what you used to do when you were small?
What are these activities that you used to do?
How do you feel when you recall these activities that you used to do?

B.Explaining the Students What to Do

Say: Class, we will compose clear and coherent sentences using appropriate grammatical
Structures specifically the modal auxiliaries used to,will and would.

 Modals are verbs used with other verbs. They can express a habit.
 Used to, would - are used to express a past habit
 Will – is used to express a present habit

C.Modeling

Say: You are going to read a poem about what a child used to do and what he always does now

THEN AND NOW

When I was a child
I used to go from place to place
Crawling with my hands and feet.
I used to play with all my toys
Tearing and pulling them apart.
Now that I have grown
I would go wherever I want
Going out with all my friends.
I would join all kinds of games
Playing ball whenever I can

- Let the pupils read the poem as a class then by groups.

Ask: What did the author use to do when he was a child? (Write the answers on the board)
What helping verbs were used to describe what he always did when he was small?
- Let the pupils read the answers on the board. Tell them that these are the activities that the author
always did when he was small.
- Let the pupils read this paragraph

We usually visit my grandparents every Sunday. Early in the morning on Sundays, mother will
prepare some food to take with us. She will cook fish as well as chicken because grandpa likes fish
but grandma eats only chicken.

Ask: How does mother usually do on Sundays?

-Will prepare some food
 What helping verb was used to express what mother usually does on Sunday?
-will
What do we call these activities that we always do or always did in the past?
-habits
How many verbs are used to express these habits?
-two
What are the main verbs?
-go, play, join, prepare
What do we call these verbs?
-auxiliary verbs
In what forms are these auxiliary verbs used?
-base forms
What do we call the helping verbs used before the auxiliary verbs?
-modals or madol auxiliaries
Do the modals remain in the same form or do they follow that the subject is?
-They remain in the same form no matter what the subject is.
When do we use the modal used to and would?
-To express past habit
When do we use the modal will?
-To express present habit

Say: According to the poem, how did the author play with his toys?
Did he take good care of his toys?
As he grow older do you think he still did that to his toys or other belongings?
How about you, do you take good care of your things and other personal belongings? How?
Why should we take good care of our things or personal belongings?
How should we handle borrowed things or the things in school?

D.Guided Practice

Let the pupils form four groups. Let each group form a small circle.
Let each member of every group share with the rest of the group members his habit when
he/she was small using the modal used to, would and his habit now using the modal will.

E.Independent Practice

The teacher presents strips of cartolina where some sentences are written.She will call one
pupil to give the appropriate modal to complete the sentence.Then the pupil will read the complete
sentence.

 Maria _______ drink milk in a feeding bottle.

 Now she _______ use a glass whenever she drinks milk.
 I _______ sleep on my parent’s bed when I was small.
 She ______ buy her mother a gift on her birthday.
 They ______ live in Manila in the 1990’s.

F.Closure

What are modals?

What modals are used to express a past habit?
What modals are used to express a present habit?
 IV. Evaluation

Use each modals inside the pie in a sentence.

used to join will go would eat

used to get will visit

QUARTER 1
Week 3
Day 5

I. Objectives

VC:Describe different forms and conventions of film and moving pictures.

OL: Use formal and informal English based on audience and purpose.

II. Subject Matter

Topic: Different Forms and conventions of film and moving pictures

Materials:Projector,Laptop,speaker,video,pictures, strips of paper

Reference:Curriculum Guide

Code:ENVC-Ic-5.1, EN5OL-Ic-3.9
 https://www.google.com.ph/search?q=film&rlz

https://www.youtube.com/watch?v=JNoxwUsNDX8

http://www.slideshare.net/u1024811/film-conventions-powerpoint

https://www.youtube.com/watch?v=_bZPoOMfsVg

III. Learning Activities

A.Setting the Stage

Are you fond of watching films or movies?

What movies have you watched?

Which from those movies you have watched,do you like best?

Look at the pictures below and guess the title of the movie.
B.Explaining the Students What to do
Say: Class, today we will discuss about the different forms and conventions of films and moving
pictures but let me first describe what a film/ movie is..
A film, also called a movie, motion picture or photoplay, is a series of still images which, when
shown on a screen, creates the illusion of moving images due to the phi phenomenon.
The different forms and conventions of films are:
 Characterization - describe the depiction of a character in a movie
 Acting is the work of an actor or actress, which is a person in theatre, television, film, or any
other storytelling medium who tells the story by portraying a character and,
usually, speaking or singing the written text or play.
 Dialog – the things that are said by the characters in a movie; a discussion/ conversation
between two or more people
 Setting or set up – the time, place, circumstances in which a film takes place
 Direction – the instructions given to the actors and other people working on a film
 Blocking is the positioning and movement of the characters to tell the story in visual term
 Lighting - the use of various light sources, both artificial and natural, to achieve some aesthetic
or practical effect while illuminating a scene.
We will also tackle about the use of informal and formal english.
Formal language is using standard English (not slang) and appropriate grammar when speaking
or writing. Informal language is the language we use when we feel very comfortable and casual
around people. For example, talking with or writing to our peers, close friends, and family may
be appropriate times to use informal speech. You may choose to use slang or some
inappropriate grammar. Informal language does not require standard English.
C.Modeling
The teacher will discuss about the powerpoint presentation to the pupils. Afterwards, pupils will be given
a chance to watch the movie entitled “imagination” and analyze the forms and convention of this film.
Questions:
1. What is the film all about?
2. Who are the characters in the film?
3. What is the setting/ set up of the film?
 4. What can you say about the dialog being used in it? Lighting? Blocking?
5. Describe the lesson that you have learned from the film using a simple formal and informal english.
D.Guided Practice
Pupils will play the game “Laglag Panyo” whoever pupils get the handkerchief will be the one to answer
the questions inside the box.
1. What is the difference between Formal and Informal English?
2. What is a film or a movie?
3. Why is blockings important in a film?
4. What is the use of lighting in a scene?
5. Who plays an important role in a film?

E.Independent Practice

Draw a hat if the statement is correct and an umbrella if not.

1. The use of lighting can be both artificial and natural.
2. Actors/actress tells the story in a film by portraying a character.
3. Directions are the instructions given to the actors only.
4. Dialog are the things that are said by the characters in the movie.
5. A film creates the illusion of moving images.

F.Closure
What are the different conventions of a film?

IV. Evaluation
A. Match Column A with the descriptions in Column B.
Column A Column B
1. Things that are said by the characters in a movie A. Dialog
2. The time, place, circumstances in which a film takes place B. Directions
3. The use of various light sources C. Film
4. Instructions given to the actors and other people D.Lighting
5. Motion picture or photoplay E. Setting

B.Using the pictures below, write a simple dialogue with Formal and Informal English.