ENGLISH GRADE 5 QUARTER 2 WEEK 3 EN5IIc

I. OBJECTIVES

A.Instructional Objectives
Listening Comprehension (LC)
Identify informational text-types

Oral Language (OL)

Ask questions to check understanding of information presented.

Vocabulary Development (V)

Identify different meanings of content specific words

Reading Comprehension (RC)

Distinguish text-types according to purpose - to classify or describe

Oral Reading Fluency (F)

Read with automaticity grade level frequently occurring content area
words.

Study Strategy Research (SS)

Gather relevant information from various sources - glossaries

Grammar (G)
Compose clear and coherent sentences using appropriate grammatical
structures: irregular nouns and verb agreement

Writing Composition
Write paragraphs showing cause and effect.

B. Expressive Objectives

Observe politeness at all times.

Awareness on different ways expressing thankfulness
Identifying Different Meanings of Content Specific Words
Composing Clear and Coherent Sentences using appropriate
Grammatical Structures: Irregular Nouns and Verb Agreement
Writing Paragraphs Showing Cause and eEfect.

II. SUBJECT MATTER

A. Topic
Identifying Informational Text-types
Identifying Different Meanings of Content Specific Words
Composing Clear and Coherent Sentences using appropriate
Grammatical Structures: Irregular Nouns and Verb Agreement
Writing Paragraphs Showing Cause and effect.
 B. References

Soaring High with Reading 5

Soaring New Heights in Language 5
The Phoenix World of Reading 5
Exploring and Protecting our World 5
English for Real 5
Reading for Meaning 5

III. MATERIALS
Meta cards, activity card, charts, pictures, cartolina strips, glossaries,
show-me board

IV. PROCEDURE
Refer to day to day design of learning activities

Week 3 Day 1

I. Objectives
A. Instructional
Distinguish text-types according to purpose – to classify or
describe.

B. Expressive
Observe politeness at all times.

II. Subject Matter

Distinguishing Text-Types According to Purpose
Asking Questions to Check Understanding of Information Presented
References
EN5RC-IIc-20.1.1; EN5OL-IIc-1.3.1
bbc.co.uk/skillwise/en03text-e3-f-different-types-of-text.pdf

Materials:
Laptop, projector, speaker, cartolina, manila paper, markers, pictures,
crayon

III. Procedure
A. Pre-Assessment of Target Skills
 Listen to each recorded sentence. Wave your right hand thrice if
the sentence is describing. Clap thrice, if the sentence is not
describing.

1. In cooking Chami, first sauté onions and garlic. Then add the
broth, soy sauce, and other spices. When it boils, put the miki
noodles and vegetables. Lastly, let it simmer until cooked.

2. The tinapa has been cooked to perfection – its scales are

 smooth and golden, and you can smell its mouthwatering odor.

3. I really like going to St. Ferdinand Cathedral. It is very spacious.

And it has several statues of holy people and colorful stained
glasses on its big windows.

4. Perez Park has improved very much. Its pathways and benches
are now cleaner; and it as more colorful decorations than before.

5. If you want to go to Enverga University, you need to ride a

jeepney route to Site.

B. Introduction
A text can come in any form and be any kind of writing. Letters,
adverts, user-guides, emails, postcards, notes and magazine articles
are all different types of text. Today we are going to learn about
descriptive textsThis is important to know because it helps to know
what type of text we read.We can use this skill to know the purpose
why the text has been written.We will know we have learned when we
can distinguish descriptive texts.

Please read the sentence on the board.

He was a short man with long curly hair, brown teeth and a flat
nose . A scar crossed his right cheek from ear to chin.
What can you say about the man? (Write their answers on the
board)

C. Teaching-Modeling

Class the words that describe a man is a descriptive words.

Descriptive words helps you imagine or see the characteristics using
several adjectives or descriptive words.
Like the words we used in our example. Short, long curly hair,
brown teeth, flat nose .

If you were given a chance to describe your classmate, how will

you describe him/her? Remember children to always be polite when
you are describing someone.

D. Guided Practice
Activity 1
1. Group the class into five and let the read the text on each
scroll. Color the scroll light brown if the text in it is a descriptive text.

Lucky Bookstore offers low prices for sporting goods, gym equipment, filling
cabinets, office supplies, school supplies, and musical instruments. Buy now
and compare our price.
 The teachers in Lucena City are wonderful! They are hardworking, patient,
and very creative. They are also very helpful and they like working together.
You can see them smiling at everybody they pass by.

I bought a cake from Capistrano Bakery. It is a two-layered chocolate cake

covered in white sugar icing. It has blue fondant roses and pearl candies
around it. Written on its center is “Happy Birthday, Mom!”

We went to the Lucena City Police Station last night. We went there to report
the robbery we witnessed yesterday. The police gathered our statements and
promised to take immediate action to solve the crime.

Pahiyas Festival in Lucban is fantastic. Almost all of the houses have

decorations. Lucbanins display vegetables and fruits in front of their houses.
They also display colorful leaf-like ornaments called kiping.

2. Second Activity (Note: You can modify this into a listening activity)
 Read the descriptive text in Column A. Match it with the
most appropriate picture in Column B. Write the letter
your answer.

Column A Column B
____1. Lucy is squinting her eyes.
She is frowning. And she’s raising A.
her hand as a sign of disapproval.

____2. Lucy is very happy. Her eyebrows

are drooping and her cheeks are squishy.
She keeps on shoving several spoonful B.
of her favorite chocolate pudding in her mouth.

____3. Lucy seems not happy.

Her eyes got bigger and fiercer. C.
She is shouting due to her bad mood.
She is burning out of rage.
____4. Lucy is very happy. She seems to D.
remember a funny joke. You can see

her white teeth as she smiles. She is

also shaking from too much laughter.

____5. Lucy is happy. You can see a

curvy smile on her face. She is winking
one of her eyes. And her hands are E.
showing the ‘okay’ sign.

E. Independent Practice
 Look at the picture. Write a short descriptive text about it. Use
at least three sentences.
_____________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
____________________

V. Post-Assessment of Target Skills

Read each text. On the blank before the number, write DESCRIPTIVE if
the text type is descriptive. But write NON-DESCRIPTIVE if the text type is
not descriptive

_________________1. In cooking Chami, first sauté onions and

garlic. Then add the broth, soy sauce, and other spices. When it
boils, put the miki noodles and vegetables. Lastly, let it simmer until
cooked.

_________________ 2. The tinapa has been cooked to perfection

– its scales are smooth and golden, and you can smell its
mouthwatering odor.

_________________3. I really like going to St. Ferdinand

Cathedral. It is very spacious. And it has several statues of holy
people and colorful stained glasses on its big windows.
 _________________4. Perez Park has improved very much. Its
pathways and benches are now cleaner; and it as more colorful
decorations than before.

_________________5. If you want to go to Enverga University, you

need to ride a jeepney route to Site.

Week 3, Day 2
I. Objectives
A. Instructional
Identify Informational text-types
Ask questions to check understanding of information presented
B. Expressive
Awareness on different ways expressing thankfulness

II. Subject Matter

A. Topics
Identifying Informational Text-Types

B. References
EN5LC-IIc-3.19; EN5A-IIc-17; EN5OL-IIc-1.3.1
Soaring High with Reading 5 pp.35-36

C. Materials
Laptop, projector, speaker, cartolina, manila paper, markers, pictures,
crayon

III. Procedure
A. Pre-Assessment of Target Skills
 Listen to each recorded sentence. Tell if the text is either
instructive, expository, or persuasive.

1. Jun and Edith offers the best kakanin in Lucena. Feast yourself
with their kakanin bilao containing classics like Bibingkang Kanin,
Pichi-Pichi, Budin, Sinukmani, Sapin-sapin, and many more. You
can avail this for the low price of P250 per bilao.

2. Heat cooking pot and pour in cooking oil. Deep fry the siomai in
medium heat for 7 minutes or until the wrapper becomes golden
brown. Serve the deep fried siomai with toyomansi sauce.

3. The Pasayahan Street Dancing Competition was held last May

28, 2016. The competitors wowed the audience with the festive
moves they performed at SM City Lucena Parking Area.
 4. Do not drink calories. No sweetened beverages, soda,
whatsoever. Lessen the use of sweeteners in your coffee or tea.
Keep it simple, drink more water instead.

5. The book tells the story of a boy who follows clues that took him
into an abandoned orphanage in an island. The story is told
through a combination or narratives and pictures.

B. Introduction
Today we are going to learn about informational text
types.
This is important to know because almost all of the text we read or
hear have information, but they differ in purpose.We can use this skill
in getting significant fact and ideas from what we hear or read.

 Let us look at the chart

Do you remember the text type we discussed yesterday?
Today we are going to focus on the remaining three text types.
Read the chart below.

Text
Function/Clues
Type
-to teach how
Instructive
-it often uses commands
-to tell something
Expository
-it gives information or news
- to convince
Persuasive - it encourages you to something by making it
seem attractive.

C. Teaching Modeling
Ask the pupils to listen carefully as you read the selection that follows.
Tell them that they should be able to answer questions which you are going to
ask afterwards.

The Pahiyas Festival

Come to our town on the fifteenth of May! Join our Pahiyas Festival!
You will see that our town is transformed into a land of make-believe!
As you enter our town, you will be attracted by the strings of colorful
buntings. They are tied from one house to another. There are bamboo arches
along the streets. These are decorated with tiny cookie dolls and colorful
kiping. A kiping is a paper-thin wafer size of your palm or much bigger. It is a
special decoration made during the Pahiyas.
Making a kiping is a hard work. My grandmother makes it from newly
harvested rice. This new rice is ground and made into a thin dough. This is
spread on leaf-shaped molds. Different colors are applied on the dough. Then
they are tied to a series of circular frames held together by a short pole at the
center. This way they form chandelier. These chandeliers are hung outside
the windows with other decorations. The kiping is edible. After the festival,
you may toast the kiping. It makes a delicious snack.

Every house in our town looks like a fairy-tale house of candies and
sweets. Fruits and vegetables adorn the windows, doorways, and wall of
houses. Pineapples, mangoes, bunches of bananas, corn, stringbeans and
tomatoes cover the walls and adorn the windows. Sometimes, lechon and
baskets of cooked shrimps are also placed on window ledges.
Answer the following questions:
1. What festival do we celebrate during fifteenth of May?
2. What is kiping? Why is making a kiping considered hard work?
3. What attractions can you see in Pahiyas Festival?
4. Why does the town hold a special show of fruits and vegetables?
What other ways can you descibe Pahiyas? Do you agree with this
celebration? Why or Why not?
5. In what inexpensive ways may the people express their
thankfulness to San Isidro?
The first paragraph is an example of persuasive text because it
convinces and encourages you to something by making it seem attractive.
The second paragraph is a descriptive text it helps you imagine or see
the characteristics using several adjectives or descriptive words.
The third paragraph is instructive text because it teaches us how to
make kipings.
The fourth paragraph is an example of expository it gives facts or
information.
D. Guided Practice

1. First Activity
 Provide strips of paper with informational text.
 Let the pupils pick a paper strip and read the text loudly.
 Allow the reader to call another pupil who will categorize the
text read as Instructive, Expository, Descriptive or Persuasive.

On July 16, 1969, the Apollo 11 spacecraft launched from the Kennedy Space Center in Florida.
Its mission was to go where no human being had gone before—the moon!

Move all of the items that do not have a proper place to the center of the room. Get rid of at least
five things that you have not used within the last year. Take out all of the trash.

We are selling a limited number of tickets at a discount, so move fast and get yours while they
are still available. This is going to be an event you will not want to miss!

President Rodrigo Duterte was elected as the sixteenth president of the Philippines this year
2016. To many people he was powerful politician and ambitious leader.
2. Second Activity
 Divide the class into four groups.
 Each group will group will be given informational text and let
them identify the text if it is Instructive, Expository, Persuasive
or Descriptive
 Here are the assigned topics:
 The group will present through rap, role playing, commercial
and poem

Group 1: Rap on how to cook rice (Instructive)

Group 2: Role Playing about their Dream Vacation (Expository)

Group 3: Create a commercial about visiting Lucena City

(Persuasive)
Group 4: Make a poem about Dalahican Beach (Descriptive)

E. Independent Practice
Identify the informational text if it is instructive, expository,
persuasive and descriptive. Then, answer questions to check
understanding of information.

1. The province of Quezon, flocked for a festival and venerated for a

volcano, is Metropolitan Manila’s gateway to Southern Luzon and the
Bicol Region. It is an elongated province east of Manila and the
downward chain of Luzon provinces. Although close to the metropolis,
it has retained many of its legacies, traditions, and relics.
How did the Quezon province describe?

2. Luckily, the weather in the Philippines does not reach a point of

extreme hot or extreme cold temperatures, so you can easily adapt to
the tropical weather. The best time to go is between November and
May.
When is the best time to go in the Philippines?

3. Liberal Party candidate Camarines Sur Rep. Ma. Leonor “Leni”

Robredo is the country’s vice president.Robredo on Friday
trumped her closest rival, Sen. Ferdinand “Bongbong” Marcos Jr.,
the son and namesake of the late dictator.According to the official
count of Congress sitting as the National Board of Canvassers,
Robredo led the race with 14,418,817 votes, or just 263,473
ahead of Marcos who got 14,155,344.
How many votes does Rep. Leni Robredo ahead from Sen.
Ferdinand “Bongbong” Macros?
 4. Get a sheet of paper and fold it to make an envelope . Then, cut the
parts not needed to make a flap.
How can you make an envelope? What did you to make it?

V. Post-Assessment of Target Skills

Read each sentences. Identify the text type by writing either
instructive, expository, desriptive or persuasive on the blank.

________________1. Jun and Edith offers the best kakanin in

Lucena. Feast yourself with their kakain bilao containing classics
like Bibingkang Kanin, Pichi-Pichi, Budin, Sinukmani, Sapin-sapin,
and many more. You can avail this for the low price of P250 per
bilao.

________________2. Heat cooking pot and pour in cooking oil.

Deep fry the siomai in medium heat for 7 minutes or until the
wrapper becomes golden brown. Serve the deep fried siomai with
toyomansi sauce.

________________3. The Pasayahan Street Dancing Competition

was held last May 28, 2016. The competitors wowed the audience
with the festive moves they performed at SM City Lucena Parking
Area.

________________4. Do not drink calories. No sweetened

beverages, soda, whatsoever. Lessen the use of sweeteners in
your coffee or tea. Keep it simple, drink more water instead.

________________5. The book tells the story of a boy who follows

clues that took him into an abandoned orphanage in an island. The
story is told through a combination or narratives and pictures.

________________6. Cut the bread into small squares. Arrange in

layers and sprinkle with sugar and raisins.

________________7. The Shrine of Kamay ni Hesus is a 5-

hectare property envisioned to provide needy with all the possible
assistance and spiritual blessings.

________________8. Lucenahin loves to eat and a very hospitable.

Week 3 Day 3

I. Objectives
A. Instructional
Gather relevant information from various sources – glossaries
Read with automaticity grade level frequent occurring content
area word

B. Expressive
Show patience in all aspects of life.

II. Subject Matter

A. Topics
Gathering Relevant Information from Glossaries

B. References
EN5SS-IIc-1.4; EN5F-IIc-3.2.1; EN5A-IIc-16
The Phoenix World of Reading 5, p.337
Exploring and Protecting our World 5, p. 344
Soaring New Heights in Language 5, p. 285
Lesson Guides in Elem. English 5 pp. 334-338

III. Materials
laptop, projector, manila paper, photocopies, books with glossaries

IV. Procedure
A. Pre-Assessment of Target Skills
Listen to the statements. Point out your arm to your right if you think
the statement is correct. But point out your arm to your left if you think
the statement is wrong.
1. A glossary is like a mini dictionary.
2. A glossary is found at the front part of a book.
3. The words in the glossary are arranged alphabetically.
4. Some glossaries include the pronunciation of words.
5. All books have glossaries.

B. Introduction
Today we are going to learn about glossaries and how we gather
information from them.This is important to know because glossaries
can expand our vocabulary.We can use this skill in finding the meaning
of word when we don’t have a dictionary with us.We will know we have
learned when we are able to gather correct information from
glossaries.

C. Teaching-Modeling
 Class, are you familiar with glossaries?
 Where do you think can we find glossaries?
 Why do you think are glossaries located there?

The glossary is a special dictionary found in some books. It is located

at the back and it is where the difficult and unusual words used in the
book are listed alphabetically. It gives the meanings of those words as
used in the selection.

Let us study the glossary below:

 What can you notice about the entry words? How are they
emphasized?
 How are the words arranged in the glossary?
 In what page is this glossary located? What does that imply about the
location of the glossary?
 What do you think is the function of the symbols located between the
slashes (/ /)? Do all glossaries have them?
 What information does a glossary provide?

Showing patience in all aspects of life gives us self-fulfillment. Even how

great or how small, show patience and practice it. Just like in studying and
getting meanings, be patient in looking up the words in the glossary and
you won’t regret it.

D. Guided Practice
1. First Activity
Divide the class into four. Give each group a printout of a
glossary page. (Printables can be found at the end of this lesson)
Make each group answer and report these same questions:
1. How many entry words are there in your glossary page? Enumerate
them.
2. How do you distinguish the entry word from its meaning?
3. What is the first entry word in your glossary page? What does it
mean?
4. What is the last entry word in your glossary page? What does it
mean?
5. In what page is your glossary page located? Is it in the front or back
part?
6. How are the entry words arranged?
7. Does your glossary have pronunciation guides?
8. How do glossaries help you as students?

2. Second Activity
Gather information from the glossary, fill in the blanks with the word
that has the correct meaning.

Glossary

Adolescent - A boy or girl between the ages 0f 12-18 when there

is great physical change in the body.
Aeration - The spraying of water into the air to remove
unpleasant odors and tastes.
Ailerons - Movable flaps on each side of the wings of an
airplane.
Air - A mixture of several gases.
Airplane - A flying machine with wings and motors.
 1. A mixture of several gases _____________.
2. The spraying of water into to the air to remove unpleasant
odors and tastes. ________
3. A flying machine with wings and motors.___________
4. Movable flaps on each side of the wings of an
airplane.___________
5. A boy or girl between the ages 0f 12-18 when there is
great physical change in the body. ______________

E. Independent Practice
Read the glossary below.
Answer the questions by putting a circle around the letter of the best answer.

1. How many syllables does the word mahogany have?

A. 1 B. 2 C. 3 D.4
2. What does naive mean?
A. Simple B. Complex C. Brave D. Fair
3. A stanza or poem of eight lines is a/an __________
A. Musical score C. song
B. Octave D. Verse
4. How are the words in the glossary arranged?
A. Chronologically C. By importance
B. By topics D. Alphabetically
5. Which words has two syllables?
A. Mahatma B. Indefinite C. Octave D. magnitude

V. Post-Assessment of Target Skills

 Modified True or False. On the blank, write GLOSSARY if you think
the statement is correct; but change the underlined word if you
think the statement is wrong.

_______________1. A glossary is like a mini dictionary.

_______________2. A glossary is found at the front part of a book.

_______________3. The entry words in the glossary are arranged

alphabetically.

_______________4. Some glossaries include the pronunciation of

words.

_______________5. All books have glossaries.

Week 3, Day 4

I. Objectives
A. Instructional
Compose clear and coherent sentences using appropriate
grammatical structures: - irregular nouns and verb agreement
B.Expressive
Show tactfulness when communicating with others

II. Subject Matter

A. Topics
Composing Sentences with Irregular Nouns and their
Proper Verb Agreement

B. References
EN5G-IIc-3.9 ; EN5A-IIc-17
Soaring New Heights in Language 5, p. 56-57
http://www.edufind.com/english-grammar/plural-nouns/

III. Materials
 Show-me boards, chalk, eraser, laptop, projector, photocopies,
markers, tape, cartolina, metacards, activity card

IV. Procedure

A. Pre-Assessment of Target Skills

 Using a Show-me board quiz, write the correct verb that will suit the
sentence.

1. Mathematics (is / are) my favorite subject.

2. Several deer (roams / roam) around the jungle.

3. Lice (makes / make) our head itchy.

4. Parentheses (is / are) used to enclose words.

5. The circles radius (measures / measure) 12 centimeters.

B. Introduction
Today we are going to learn about irregular nouns and how they
agree with verbs in terms of number.This is important to know because
irregular nouns may confuse us with subject-verb agreement.We can
use this skill in writing sentences.We will know we have learned when
the sentences we have written are clear, coherent, and grammatically
 correct.

C. Teaching-Modeling
 Study this table which shows what simple present form of the verb
agrees with the Irregular noun subject:

Situations that make Examples Examples

Irregular nouns of Irregular nouns of Correct Verb form
Noun ends in –s but is Economics creates
singular Physics tackles
Mathematics discusses
Numismatics is
Noun is always plural scissors cut
pants are
tongs hold
glasses make
Noun doesn’t change deer stay
spelling in its plural form sheep graze
bison run
quail feed
Noun changes spelling in mouse  mice chew
its plural form louse  lice suck
radius  radii measure
index  indices display
baby  babies cry
fly  flies land
leaf  leaves fall
hunt
wolf  wolves

 How can nouns be considered irregular?

 In what situation will an irregular noun take a singular verb (or a verb
with the –s form)?
 In what situations will an irregular noun take a plural verb (or a verb
without the –s form)?

D. Guided Practice
1. First Activity
Divide the the class into four groups. Each group will be given a
picture and then they will compose/ write a sentence about the picture.

Group 1
 Sentence

Group 2

Group 3
 Picture Sentence

Group 4
Picture Sentence
 2. Second Activity
Write a clear and coherent sentences using irregular nouns and
verb agreement.

Measles - spreads

Athletics-performs

Women - play

Geese - across
 Men - work

E. Independent Practice
 Use the following words as subjects in writing sentences which are
clear, coherent, and grammatically correct. Write them on the
lines.

1. Physics
________________________________________________________
________________________________________________________
2 feet
________________________________________________________
________________________________________________________
3. cities
________________________________________________________
________________________________________________________
4. scissors
________________________________________________________
________________________________________________________
5. children
________________________________________________________
________________________________________________________

V. Post-Assessment of Target Skills

Rearrange the words to be able to compose a clear and coherent
sentence using the correct verb agreement.

1. Mathematics my favorite is are subject.

2.deer roams roam several around the jungle.

3. Lice makes make our itchy head

4. Parentheses is are to enclose used words.

5. The circles radius measures measure 12 centimeters.

Week 3, Day 5

I. Objectives
 A. Instructional
Write paragraphs showing – cause and effect
B. Expressive
Show tactfulness when communicating with others

II. Subject Matter

A. Topics
Writing Paragraphs that Show Cause and Effect

B. References
EN5WC-IIc-2.2.5; EN5A-IIc-17
English for Real 6 pp.108
Reading for Meaning 5 pp. 43
Workbook on English (Grade 5), p. 89, 57-75
The Phoenix World of Reading 5, p. 106-108

III. Materials
 Laptop, projector, cartolina, manila paper, marker, pictures

IV. Procedure
A. Pre-Assessment of Target Skills
 Listen as the teacher reads the short paragraphs. Show thumbs up
if the cause matches with the effect. But show thumbs down if the
cause doesn’t match with the effect.

1. Computers help man in many ways. They help us in studying, in

communicating, in socializing, in entertaining ourselves, and in
expanding our business. Yet computers have not become
important for us.

2. The sun is so hot. During summer, the heat it gives can reach
45° Celsius. It can cause sunburn which is a painful redness of
the skin.

3. Today, the fishermen in Dalahican provided so much supply of

fish in the pier and the public market. The prices of fish became
more expensive.

4. Laurence is suffering from Dengue fever. He is currently

confined in Mt. Carmel General Hospital. He was not able to
join the week-long Seminar in Tayabas City.
5. Carlos wanted to win the spelling contest very much. He had
devoted much time in his studies. In the contest, he got all the
correct answers. He was declared the loser.

B. Introduction
 Today we are going to learn about cause and effect.This is
important to know because every situation has a cause or an effect.We
can use this skill in perceiving the situations around us.We will know
we have learned when we can distinguish a cause or an effect and
when we can write paragraph showing cause and effect.

C. Teaching- Modeling
Ask the pupils to listen carefully as you read the selection that follows.
Tell them that they should be able to answer questions which you are going to
ask afterwards.

April Fool’s Day

“Mother,” said Abby, “I think Rafael has chickenpox,”

“Oh, no,” said Mother.
She went up the stairs so she could check on Rafael herself. As
Mother knocked on the door, she could hear giggling. Then she walked in
and looked closer. Mother found out the spots were made from lipsticks!
“April fools!” Her children shouted.
“Very funny,” Mother frowning. But then she look another look, and
her mouth began to turn upward.

1. Why did mother go upstairs?

2. Why did Rafael have spots all over his face?
3. Explain why Abby and Rafael played a trick on Mother and how it
made Mother feel?
4. If it’s not April’s fool day? Is it okay to fool your mother or
someone? Why?
5. Fill up this table with necessary details based from the paragraph
above.

Look at the chart

Cause Effect
(The reason why something happens) (The result of what actually happened)

How do you call the outcome of what actually happened in the

situation?
What is the effect in the paragraph?
Why do you think it happened?
How do you call the reason why something happened in the
situation?
What happens first, the cause or the effect? Why?

A cause is the reason something happen and an effect is what

happens as a result of that cause.
 D. Guided Practice
1. First Activity
Complete the table by supplying either the missing cause or the
missing effect.

Illustration Cause Effect

1.

The boys shoe laces are

untied.

2.

The mouth is missing one

upper tooth and one lower
tooth.

3. The boy is happily playing

on the mud.
4.

Mr. Baker is diligently

mixing his cake batter.

5.

Sheena feels sleepy

during her tutorial session.

2. Second Activity
 Divide the class into 4 groups.
 Give each group a picture, Manila paper, and markers.
 Give them 5 minutes to write a paragraph about the picture. The
paragraph must show cause-and-effect relationships and must not be
less than 2 sentences.
 All the outputs must be reported along with the answers to these
questions:
- What is the cause in the paragraph?
- What is the effect in the paragraph?
- What is written first, the cause or the effect?

E. Independent Practice
 Look at the picture. Write a paragraph about the picture. The
paragraph must show cause- and -effect relationships and must not
less than 2 sentences.

____________________
________________________
________________________
________________________
________________________
________________________
___

___________________________
____________________________________
____________________________________
____________________________________
____________________________________

V. Post-Assessment of Target Skills

Write paragraphs showing cause and effect in the following situations.

1. What heppens when you eat too much sweets?

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. What happens when you do not study your lessons?

___________________________________________________________

___________________________________________________________

___________________________________________________________

3. What happens when signal number 3 is up?

_______________________________________________________
___

___________________________________________________________

___________________________________________________________

4. What happens when you clean your surrounding?

_____________________________________________________
___________________________________________________________

___________________________________________________________

5. Children will learn many things if?

_______________________________________________________

___________________________________________________________

ENGLISH GRADE 5 QUARTER 2 WEEK 4 EN5IId

I. OBJECTIVES

B.Instructional Objectives
Listening Comprehension (LC)
Distinguish fact from opinion.

Oral Language (OL)

Respond to ideas and opinions after reflection.

Vocabulary Development (V)

Identify different meanings of content specific words (denotation and
connotation)

Reading Comprehension (RC)

Distinguish text-types according to purpose - to classify or describe

Oral Reading Fluency (F)

Read with automaticity grade level frequently occurring content area
words.

Study Strategy Research (SS)

Gather relevant information from various sources – dictionaries

Grammar (G)
Compose clear and coherent sentences using appropriate grammatical
 structures: - collective nouns and verb agreement

Writing Composition
Revise writing for clarity – correct spelling

Viewing (VC)
Determine images/ideas that are explicitly used to influence viewers –
stereotypes, point of view, propaganda

B. Expressive Objectives
Respond to ideas and opinions after reflection
Observe politeness at all times
Show tactfulness when communicating with others
Handled the dictionary with care.

II. SUBJECT MATTER

Distinguishing Fact from Opinion
Identifying Different Meanings of Content Specific Words (Connotation
and Denotation)
Gather Information from various Sources- Dictionaries
Determine Images/Ideas that are explicitly Used to Influence Viewers

B. References

Soaring High with Reading 5

The Phoenix World of Reading 5
Reading for Meaning 5

III. MATERIALS
Meta cards, activity card, charts, pictures, cartolina strips, dictionaries,
show-me board

IV. PROCEDURE
Refer to day to day design of learning activities

Week 4, Day 1

I. Objectives
A. Instructional
Distinguish fact from opinion
B. Expressive
Respond to ideas and opinions after reflection
II. Subject Matter
A. Topic
Distinguishing Fact from Opinion

B. References
EN5LC-IId-2.10 ; EN5OL-IId-3.4.1
The Phoenix World of Reading 5, p. 74-77

III. Materials
 Fact/Bluff signboard, Laptop, projector, speaker, cartolina, manila
paper, marker, pictures,

IV. Procedure

A. Pre-Assessment of Target Skills

 Listen to the following recorded statement.
 Show FACT, it the statement is a fact. But show BLUFF if the
statement is an opinion.

1. Lucena City is the Capital of Quezon Province, Philippines

2. Lucena City is composed of almost 1000 barangays.

3. The most beautiful city in the Philippines is Lucena City.

4. Lucena City isallays

Phivolcs known for of
fears theBulusan
Pasayahan Festival held during
erupting
the last week of May.
The Philippine Institute of Volcanology and Seismology (PHIVOLCS)
has allayed5. The
fearsincumbent mayor
by the public Mt.of Lucenawould
Bulusan is Roderick “Dondon”
soon erupt after Alcala,
the
reports circulated yesterday saying the volcano was going to erupt within
the next 48 hours.
B.Phivolcs
Introduction
Director Renato Solidum said theinstitute is not pegging a
specific time frame for Bulusan’s eruption despite its having spewed and
periodic grumblingToday wepast
over the are going
weeks. to learn about facts and opinions.
HeThis is important
said Phivolcs wasto know because“Alert
maintaining not all the2,”
level things
overwe read, hear,
Bulusan, or
which
view,
meansare anytrue.We
humancan use within
activity this skill
theinimposed
analyzing the information
four-kilometer presented
radius
topermanent
us. danger zone from the volcano’s crater was prohibited.
WePhivolcs
will distinguish facts from
said yesterday opinion or Bulusan
it monitored vice versa.to have generated a total
of 21 volcanic quakes, which was lower than the 56 quakes that was
C. Teaching-Modeling
recorded on Sunday.
TheThe teacher
quakes reads
were the news report
accompanied “Philvolcs
by steaming allaysthat
activity fears of 50
rose Bulusan
meters
erupting”
and .Then askofthe
blew southwest thefollowing
volcano, questions:
the institute said.
Solidum was despite the decline in the number of volcanic quakes,
Bulusan’s repeated grumbling could however be a sign of an impending
eruption.
After the Phivolcs raised the alert level over Bulusan last May 13, the
government of United States, the United Kingdom, Australia and Canada
have warned their citizens against venturing in areas near the volcano.
Bulusan, some 155 miles south of Manila, is situated in Sorsogon province
in the Bicol Region. Its earliest recorded eruption was in 1852. Other
eruptions before the 20th century were in 1886, 1889, 1892 and 1894
.
 What volcano is about to erupt? (Mt. Bulusan)
In what province Mt. Bulusan is located? (Sorsogon)
What agency announced the impending eruption of Mt. Bulusan?
(Phivolcs)
Who is the head of the Phivolcs? (Director Renato Solidum)
What situation proved that Mt. Bulusan is about to erupt? (The
quakes
that were accompanied by steaming activity)
Is the newscast you heard a fact or an opinion? (a fact)
Why do you say that it is a fact? (It is happening in a real life)

Mt. Bulusan is found in Sorsogon.

Director Renato Solidum heads the Phivolcs.

These information from the sentences is a fact because it is

found
in the news report. A fact is a reality, something to have existed or
Happened.

Mt Bulusan will erupt two weeks time.

The people living in Sorsogon left their homes.
 These information from the sentences is an opinion because it is not
found in the news report. An opinion is one’s viewpoint, what one believes or
thinks about something.

D. Guided Practice
1. First Activity
Listen to the statement that I will read. Say F if the
statement that I will say is a fact. Say O if the statement is an opinion.
1. The Philippines is an archipelago. (F)
2. All Filipino families are known for strong family ties. (O)
3. A bat is a nocturnal animal. (F)
4. All hardworking people succeed in life. (F)
5. The Philippines has two seasons. (F)

2. Second Activity
Study the illustrations. Give one fact and one opinion for each.
Ask the pupils to listen carefully and respond to their classmate’s
answers.

Illustration Fact Opinion

1.

2.

3.
4.

5.

E. Independent Practice
The teacher says a statement. If the statement is a fact, the
pupils will stand. If the statement is an opinion, the pupils will sit.
1. Salt is the most essential of all raw materials.
2. Gregorio del Pilar defended Pasong Tirad from the American
soldiers.
3. Planet earth has only one statellite named moon.
4. All hardworking people succeed in life.
5. Simple machines are useful to mankind.
V. Post-Assessment of Target Skills
Clap once if the statement that I will say is fact. Clap twice if the
statement is an opinion.
1. The early Filipinos lived in caves.
2. Stars are made up of gases.
3. Books play an important role in the life of humans.
4. Artificial air is good to the body.
5. The sun is the center of the solar system.

Week 4, Day 2

I. Objectives
A. Instructional
Identify different meanings of content specific words (denotation
and connotation) (Science)
B. Expressive
Observe politeness at all times

II. Subject Matter

A. Topics
Identifying Different Meanings of Content Specific Words using
Denotation and Connotation

B. References
EN5V-IId-1.1-2.1; EN5A-IId-16
http://www.scholastic.com/teachers/lesson-plan/connotation-effective-
word-choice
http://www.storyboardthat.com/articles/education/grammar/denotation-
vs-connotation
https://www.quia.com/quiz/1196972.html

III. Materials
 Laptop, projector, Dictionary, cartolina, manila paper, marker,
pictures,

IV. Procedure
A. Pre-Assessment of Target Skills
 Listen to the statement. Show letter C if the meaning of the word is
a connotation. Show letter D if the meaning of the word is a
denotation.

1. Buster was a tiny dog. He couldn't even scare the cat that lived
next door. The word ‘tiny’ in the sentence means small.
 2 Jackie screamed and pulled her hand away from the scalding
water. Her hand was bright red and hurting. The word ‘scalding’
means painfully hot.

3. Mark was sick of receiving a dozen annoying e-mails with jokes

from Sally every day. The word ‘sick’ suggests that Mark was
feeling fed up.

4. Benjamin was a lanky kid. His mom hopes he would get some
more muscle on his bony arms and legs. The word ‘lanky’ means
tall and thin.

5. Dale kept telling his mother the matter was grave. They had to
report the person that hit their car today. The word ‘grave’ means
serious.

B. Introduction
Today we are going to learn about denotation and connotation.This
is important to know because they can increase our vocabulary.We
can use this skill in giving meaning to unfamiliar word.At the end of the
lesson you can identify the difference between denotation and
connotation.

C. Teaching-Modeling
Study the comic strip and the table below

CONNOTATION DENOTATION
refers to meaning based refers definition of the
Difference on the emotions or human word that comes from a
reactions and feelings dictionary or glossary
Sample sentences The weasel I went on a Wait..a weasel as in – like
blind date with last night – the animal? You went on
had some nerve to tell a date with it?
 me…
a small animal that has a
a person who is sketchy or thin body and brown fur
Meaning of the word.
should not be trusted and that eats small birds
and other animals

 What word has been used as an example?

 What is the connotation meaning for the word ‘weasel’?
 What is the denotation meaning for the word ‘weasel’?
 How can you differentiate connotation from denotation?
 Why is it important to know both the connotation and denotation of a
word?
 How can you improve in giving the connotation of a word?
 How can you improve in giving the denotation of a word?

D. Guided Practice
1. First Activity
 Read the word and its two meanings. Color the
denotation yellow, and color the connotation sky blue.
Words Meanings
shade between or a
old or aged/
1. gray mixture of black and
sad and gloomy
white

2. sweet sugary taste satisfying

fluid secreted by
3. milk to get from something
mammary gland

4. dark with little or no light sinister or evil

5. chicken be coward a fowl / bird

2. Second Activity
Divide the class into five groups. Each group will be given a
metacard. Let them group the words and identify if it is connotation or
denotation.

Group 1 - snake
Danger (C) Scaly (D)
Legless (D) Evil (C)
Group 2- blue
Sad Indigo
Sapphire depressed
Group 3 - kick
 pleasure strike
buzz hoof
Group 4 - cool
frosty cold
calmness unresponsive
Group 5 - warm
Nearly hot heated
friendly comforting
E. Independent Practice
Identify the statement if it is connotation or denotation.

1. snake
a. A poisonous but beautiful green snake is often mentioned by the
travellers. (D)
. b.Billy, the lying snake, tricked all of his friends into believing he was really
sick.(C)

2. Cold
a. Since Sara and Jane had their big argument, Jane had been cold
towards Sara and her friends.(C)
B. Jane forgot her warm red mittens at school and was cold during her
whole walk home. (D)

3. heart
a. Eat your heart out.(C)
b. My heart is not in good condition. I have to see my doctor. (D)

V. Post-Assessment of Target Skills

 Read the statements. On the blank, write letter CON if the meaning
of the word is a connotation. Nut write letter DEN if the meaning of
the word is a denotation.

_____1. Buster was a tiny dog. He couldn't even scare the cat that
lived next door. The word ‘tiny’ in the sentence means small.

_____2 Jackie screamed and pulled her hand away from the
scalding water. Her hand was bright red and hurting. The word
‘scalding’ means painfully hot.

_____3. Mark was sick of receiving a dozen annoying e-mails with

jokes from Sally every day. The word ‘sick’ suggests that Mark was
feeling fed up.
 _____4. Benjamin was a lanky kid. His mom hopes he would get
some more muscle on his bony arms and legs. The word ‘lanky’
means tall and thin.

_____5. Dale kept telling his mother the matter was grave. They
had to report the person that hit their car today. The word ‘grave’
means serious.

Week 4, Day 3
I. Objectives
A. Instructional
Gather relevant information from various sources – dictionaries
B. Expressive
Show tactfulness when communicating with others
Handled the dictionary with care.

II. Subject Matter

A. Topics
Gathering Relevant Information from Dictionaries

B. References
EN5SS-IId-1.4; EN5A-IIc-17
The Phoenix World of Reading 5, p.21-24
Reading for Meaning 5 pp. 177-186

III. Materials
 manila paper, dictionaries, meta cards, activity card

IV. Procedure
A. Pre-Assessment of Target Skills
Directions: Write answers to the questions using the dictionary entry.
1. What word is given?
2. What are the first two numbered definitions for rare?
3. What illustrative sentence is used for definition 1?
4. What part of speech is the word rareness?
5. What special feature is added at the end of the entry?

B. Introduction
Today we are going to learn about dictionaries and how to gather
information from them.This is important to know because dictionaries
are good reference materials.Dictionary contains a great deal more
than definitions. To use a dictionary efficiently, you must understand
the way information is presented in a dictionary.

C. Teaching-Modeling
 Examine a page taken from a dictionary closely.

 How many parts of a dictionary page are there? What are they?
 How many entry words are there in this excepted page? What are
they?
 How many definitions does the first entry word have? What are
they?
 Based from the guide words, can we find the word ‘interested’ in
this page? Why?
  How about the word ‘intelligent’? Why?
 What part of speech does ‘n.’ stand for?
 How many syllables does the word ‘intent’ have?
 What does ‘L.’ in the origin mean?

D. Guided Practice
Divide the class into five groups. Each group will be given an activity
card.

Group 1- Look at the sample from the dictionary. List down the entry
words from the sample.

lamb (lam) noun 1. a young sheep ; 2. it’s meat

lame (lam) adjective 1.having a hurt leg or foot that causes a limp;
2. Stiff and very painful ; 3. Not good enough

lamp (lamp) noun - a device that gives off light.

Answer: What information did you get from the dictionary?

Group 2 - Using your dictionary. Write the meaning of the

following words written in the metacard.

chandelier frazzle

haystack captivate

Answer: What information did you get from the dictionary?

Group 3 - Using your dictionary. Write the correct pronunciation of the

words.
Word Pronunciation
1. Favorite
2. Creature
3. Athletic
4. Cocoa
5. algae
Answer: What information did you get from the dictionary?

Group 4- Using your dictionary divide each word below into syllables.
Write each word, leaving a space between each syllable.

Example: acceptance - aksept ans

1. Accommodate
 2. Beautiful
3. Bulletin
4. Connection
5. Dialogue

Answer: What information did you get from the dictionary?

Group 5- Write what part of speech was used in the dictionary.

Flag (flag)
_____________ A piece of cloth with a pattern or symbol of a
country, etc.
_____________ To stop or to signal.

Surgeon (sur-jan)
______________ a physician who specializes in surgery

Surround (se- raund)

______________ to enclose in all sides.

Answer: What information did you get from the dictionary?

In your group activity, how did you use the dictionary in looking for
the meaning of words? (We handled the dictionary with care. We turn
the pages gently to avoid tearing the pages)

E. Independent Practice

 Read the statements below. Using the bold words as your

guide, provide the missing information on the blank. Use your
own dictionary.

1. The word congratulate has _____________ syllables.

2. The pronunciation guide for the word fuchsia is__________..
3. The part of speech for the word gabby is _______________.
4. The definition of an accordion is _____________________.
5. The guide words in the page containing the word monsoon are
______________ and ______________.

V. Post-Assessment of Target Skills

Study the dictionary entry below.

Flat /’flat/ n. 1. a level surface of land

adj. 2. having a smooth surface, level or even surface
 vb. 3. to lower in pitch especially by a half step.

1. Which definition of flat is used in this sentence?

The hut was built on a flat.
Answer : A level surface of a land.

2. Which part of speech is flat used in the given sentence?

Answer: it is used as a noun.

3. How many syllables does, flat have?

Answer: it has only one syllable.

4. How is flat used in a sentence?

The flat table looks perfect.
Answer: it is used as an adjective.
5. How do you pronounce the word flat?
Answer: /’flat/

Week 4, Day 4

I. Objectives
A. Instructional
Compose clear and coherent sentences using appropriate
grammatical structures: - collective nouns and verb agreement
Revise writing for clarity – correct spelling
B. Expressive
Show tactfulness when communicating with others

II. Subject Matter

Composing Sentences with Collective Nouns and their Proper
Verb Agreement
References
EN5G-IId-3.9; EN5WC-IId-1.8.2; EN5A-IIc-
Soaring New Heights in Language 5, pp. 18
 http://www.slideshare.net/jankyerakino/rules-in-subject-verb-
agreement

III. Materials
 Show-me boards, chalk, eraser, laptop, projector, photocopies,
markers, tape, cartolina, pictures

IV. Procedure

A. Pre-Assessment of Target Skills

 Using a Show-me board quiz, write the correct verb that will suit the
sentence.
 1. The jury (discusses / discuss) their different opinions.

2. The audience (was / were) impressed with the reports of Grade

5.

3. Be careful because a wolf pack (has / have) been roaming in

various area of the jungle.

4. The cast (is / are) ready for encore performance.

5. Our favorite band (is / are) testing each of their instruments.

B. Introduction
Today we are going to learn about collective nouns and their
subject- verb agreement.This is important to know because collective
nouns are confusing because they may need either a singular or
plural. At the end of the lesson we can use this skill in writing
sentences which are clear, coherent, and grammatically correct. We
can distinguish the proper subject-verb agreement needed by the
collective noun.

C. Teaching-Modeling
Read the sentences on the board.

The family sits down to dinner.

The family scatter in all directions to do their own thing.
Ask : What do you notice with the underlined words?
How do you identify whether the subject (collective noun) is
singular?
or plural?
What happen with the verb if the subject (collective noun) is
singular?plural?

A collective noun is a noun that names a group that is made up of

individuals. Examples: herd; team; class; audience; fleet; swarm;
army; crowd, etc.

Agreement with verb: The collective noun has a singular meaning

when one speaks about a group as a unit. Example: The family sits
down to dinner. (Family is a single unit)

The collective noun has a plural meaning when one wants to show
that each individual member of the group acts as an
individual. Example: The family scatter in all directions to do their
own thing. (Individuals within family group.)
 D. Guided Practice
Activity 1- “Arrange Me”
1. My favorite music the performs orchestra
Answer: The orchestra performs my favorite music.

2. A trip Houghton Lake, Michigan the family takes

Answer: The family takes a trip to Houghton Lake, Michigan.

3. Their strategies so as the chess club compare to win the

tournament.
Answer: The chess club compare their strategies to win the
tournament.

4. Prepared a program the class has

Answer: The class has prepared a program.

5. Different suggestions the class have given

Answer: The class have given different suggestions.

Activity 2 - Divide the class into 4 groups. Based from the picture
given compose sentences showing the subject-verb agreement of
collective nouns.

Group 1 -

Group 2
 Group 3

Group 4

E. Independent Practice
Compose sentences based from the given collective nouns

Collective Noun Singular Plural

1. Class
2. Audience
3. Family
4. Troop
5. team

V. Post - Assessment of Target Skills.

Compose a coherent sentences using appropriate grammatical structures-
collective noun and verb agreement.

1. Jury - discuss
2. Audience - were
3. Band - are
4. Bee colony- produces
5. Crowd - move

VI. Closure
Week 4, Day 5

I. Objectives
A. Instructional
Determine images/ideas that are explicitly used to influence
viewers – stereotypes, point of view, propaganda
B.Expressive
Respond to ideas and opinions after reflection

II. Subject Matter

Determining Images/ideas that are Explicitly used to influence

Viewers such as Stereotypes and Propaganda

B. References
EN5VC-IId-7-7.3; EN5OL-IId-3.4.1
 https://www.youtube.com/watch?v=lHxATQN9N6c
 https://www.youtube.com/watch?v=KnwrCPCc-gw
 https://www.youtube.com/watch?v=-K2kfgW7708
 https://www.youtube.com/watch?v=bqzn65EvffU

III. Materials
 laptop, projector, video clips, speaker. photocopies, markers, tape,
cartolina, picture

IV. Procedure
A. Pre-Assessment of Target Skills
 Read the statements. Tell if they are either Stereotype or
Propaganda:
1. Her favorite color is black. She must be a witch.
2. They say that the congressman is protecting drug dealers.
3. That businessman isn’t paying his taxes correctly.
4. You are a boy, yet you always cry. You must be gay.
5. She is so thin. She must be poor and have no money to buy food.

B. Introduction
Today we are going to learn about stereotypes and propaganda we
view in media.This is important to know because these ideas have a
lot of influence .We can use this skill in distinguishing the stereotypes
and propaganda in media before we accept and believe them.We will
know we have learned when we are able to identify the stereotypes,
point of view, and propaganda in media we view.
 C. Teaching-Modeling
Read the dialogues and watch the video. Answer the questions later.

Stereotype is a thought that can be adopted about specific

types of individuals (gender, race, religion) or certain ways of
doing things. These thoughts or beliefs may or may not
accurately reflect reality.
Watch this example of a stereotyped video:
https://www.youtube.com/watch?v=lHxATQN9N6c

Propaganda is often used in a negative sense,

especially for politicians who make false claims to
get elected or spread rumors to get their way.
Watch this example of a propaganda video:
https://www.youtube.com/watch?v=lHxATQN9N6c

Questions:
**For video 1 (Lucky Me! Supreme Jjamppong 'Hongdae' TV
Commercial)
1. Have you seen this video before? If yes, then where?
2. What nationality is the subject of the stereotyped video?
3. Do Koreans act like that in real life?
4. How do you think would a Korean react to that video?
5. Is this type of stereotyped commercial good for viewers?
How can you say so?

**For video 2 (Colmenares- I was 18 when torture)

1. Have you seen this video before? If yes, then where?
2. Who is the subject of the propaganda video?
3. What are his claims in this video?
4. Upon seeing #neveragain, who do you think was he against?
5. How do you think this advertisement affected Bong Bong Marcos?
5. Is this type of propaganda commercial good for viewers?
How can you say so?

D. Guided Practice
1. First Activity
 Watch this video of the Anti Duterte Ad by Trillanes:
https://www.youtube.com/watch?v=bqzn65EvffU
 Make sure to guide the pupils, and ask them to refrain from copying
the foul words.
 Make the pupils answer this table:

Ideas that are explicitly used in the propaganda to influence viewers

1.
 2.
3.
4.
5.

 Answer these questions:

1. Do you think the propaganda against Duterte was effective?
How can you say so?
2. Why do you think it did not become effective in influencing
viewers?

2. Second Activity
Watch this video of the Labels Against Women - Philippines Pantene
Commercial https://www.youtube.com/watch?v=-K2kfgW7708
Make the pupils answer this table according to the video:
When they… A man is… But a woman is…
lead other people
discuss
focus
cleanse
dress up

 Answer these questions:

1. Do you think video shows stereotype at the beginning? How?
2. Are the stereotypes true? How can you say so?
3. What is the message of the video?
4. Do you think this type of commercial is good for viewing?
Why?

E. Independent Practice
After knowing stereotypes and propaganda , write your reflection about it.

STEREOTYPE PROPAGANDA
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
V. Post-Assessment of Target Skills
 Read the statements. On the blank, write if they are either
Stereotype or Propaganda.

________________1. Her favorite color is black. She must be a witch.

________________2. They say that the congressman is protecting

drug dealers.

________________3. That businessman isn’t paying his taxes

correctly.

________________4. You are a boy, yet you always cry. You must be
gay.

________________5. She is so thin. She must be poor and have no

money to buy food.