TEACHERS GUIDE in ENGLISH 5

3RD QUARTER
WEEK 7
OBJECTIVES
Expressive Objectives
Realize that politeness secures respect from others.
Realize that everyone is entitled to his/her opinions and should be respected.

Instructional Objectives
Listening Comprehension
Identify point of view

Oral Language
Use appropriate strategies to keep the discussion going.

Vocabulary Development
Infer the meaning of unfamiliar words

Reading Comprehension
Distinguish text-types according to the feature (structural language) cause and effect.

Oral Reading Fluency

Observe accuracy, appropriate rate and proper expressions in choral echo and shadow
readings.

Study Strategy
Organize information from secondary sources in preparation for writing, reporting and
similar academic tasks in collaboration with others.

Grammar
Use a particular kind of sentence for a specific purpose and ____making explanation

Writing Composition
Write a 3 paragraph feature arcticle

Viewing
Determine images/ideas that are explicitly used to influence viewers

Attitude
Observe politeness at all times
Show tactfulness when communicating with others

Subject Matter
Topics
Literature
The Owl and the Dove ( Lesson Plan in English 5 pg. 43)
The Legend of the Philippine Islands (Improving English Efficiency in Englisg 5 pg. 85)
Contextual clues (synonyms)
Enhancing P sound and f sound
Organizing Information in preparation for writing and reporting
Writing a feature article
Materials
Short listening selection
Short reading selection
Chart
Magazine/newspaper
Powerpoint presentation

References
k-12 Curriculum Guide 4
EN5 LC-IIIg-3.17 EN5RC-IIIg-3.2.7 EN5F-IIIg-1.3
EN5SS-IIIg-4 EN5WC-IIIg-2.2.7 EN5A-IIIg-16

Procedure

DAY 1
I. Objectives
Show enjoyment in listening to a story.
Answer question about the story listened to.

II. Developmental Activities

Oral Language Activity
Spelling: Say and Spell on air
1. Anymore 4. inquired
2.Dislike 5. Troubles
3. Hoot

A. Setting the Stage

Unlocking of Difficulties
Identify the word that means the underlined word in each sentence.
People dislike the owl because of the loud sound (hoot, speaker, laughter) it produces.
Where are you going? inquired the dove. ( asked, answered, added)

Motivation
Have you encountered a dove and an owl in any medium picture, realia, etc.?
In what direction do you usually see them moving/flying?
B. Explaining the students what to do

Motive Question
Exploration
Let us predict and fill the chart to answer each question.
East West North South
Owl
Dove

Why does the owl/dove fly toward the chosen direction?

C. Modeling the Students
During Listening

Read the story to the pupils accurately and clearly. Pause once in a while to ask questions.

Today you are going to listen to the story of the owl and the dove.

Ask: Why does the owl move to the west?

If he moves to the west, will he be liked by the people there?
If you were the owl, will you do the same? Why?

D. Guided Practice
1. Cooperative Group Activities
Group 1- Play the role of the dove and the owl.
Group 2- Draw the eyes of an owl and write their advantages.
Group 3- Draw a dove and write the words that symbolize it.

Home Activity:
Cut a feature article from a magazine and paste it on the page of your notebook. Be ready to explain it.

Day 2

I. Objectives
1. Realize that obedience to authority should be consistent and within a good reason.
2. Read words, phrases and sentences with proper intonation and pronunciation.
3. Speak clearly articulately and meaningfully.

II. Developmental Activity

A. Setting the Stage

A. Oral Language Activity

Good things come to those who wait.
Better things come to those who try.
Best things come to those who believe.

B. Modelling the students

The teacher models reading each line.

The teacher asks pupils to read after her.
The Teacher calls 3 pupils to read it.

How do you show patience?

What happens when you get patient?
How do you show struggle?
What happens when you get struggling?
How do you show faithfulness?
What happens when you get faithful?
C. Guided practice
What do you prefer?

D. Independent Practice

What do you know about Mangyans?

Do they have families who live in their houses like us?
What kind of life do they have?

E. Evaluation

In an old forest in Mindoro Oriental lies a small reservation for the Mangyans, one of the most
interesting ethnic groups. The Mangyans used to live near the sea until they were driven on land by
Christian settlers. Some Mangyans found sanctuary on the rugged slopes of Mt. Halcon. Others
discovered new habitats near Lake Naujan. But more than 300 families came to Paitan. This place is
sheltered by mountain ranges near Victoria. It is halfway between th capital Calapan and Puerto Galera ,
which is famous as one of the most beautiful natural reservations anywhere.

Ask: The teacher asks the pupils to read it aloud.

Try And Learn

Tagalog Mangyans
Habitat
Food
Sources of Living

Pupils present their work to the class.

Do and Learn
Teacher asks the pupils to say what they have known about Mangyans (Brain Storming)
Learn some more
1. What is known as the most beautiful marine reservations in the Philippines?

a. Puerto Azul b. Puerto Galera c. Puerto Real

2. Where did the Mangyans find sanctuary?

a. At the peak of Mt. Apo

b. Along the Sierra Madre

c. On the slopes of Mt. Halcon

3. Manyans live until dawn by

a. Near the city

b. Near the sea

c. In town
 4. Describe Mangyan

a. Brave

b. Literate

c. Timid and friendly

5. What have Mangyan adopted?

a. Christian logs

b. Foreign customs

c. Lowland names

Home Activity

Copy: Recent technology advances have enabled us to enjoy a much easier life than our ancestors did
but this good life has almost exhausted our natural resources and has resulted in air and water
pollution.

Day 3

Objectives:

1. Realize that Philippines legends enrich our culture.

2. Use the vocabularies in community English.

3. Read the selection with full comprehension.

III Setting the stage

A. Oral language activity

Tongue Twister

B. Pre-reading

Contextual Clues (Synonyms)

Circle the meaning each underlined word.

1. After the father was gone, she step into the cave. (entered, slept, wandered)

2. The waves on the shore and sea shells fascinated her (frightened, allure, angered)

3. But a great billow flying has out into the sea ( earthquake, wave, wind)

4. His fears was confirmed upon seeing the clothing on water (disappeared, stopped, strengthened)

5. When he got exhausted, he rested upon the shore and soon fell into slumber. (Sleepy, hungry, tired)
B. Explaining the students what to do

Do you know how the 3 islands, Luzon, Visaya, and Mindanao came into existence?

C. Modeling the students

Long time ago, the Philippines was divided into 3 big islands of Luzon, Visayas and Mindanao.

Ask: What led to the separation of those islands and what was the effect?

Read the story aloud. Each group will read one paragraph.

The teacher ask questions after each read paragraph.

D. Guided Practice

Group Activity

Group I Draw Luzon and the crops raised in it. Label them

Group II Draw Visayas and the products raised in it. Label them

Group III Draw Mindanao and the basic foods develop there. Label them.

Pupils are grown to do great work.

E. Indepemdent Practice

What happened to the 3 sisters?

How are the 3 islands called today?

Assessments:

If the Philippines hadnt been divided what could be the effects?

F. Closure / Assessment:

What have you learned from todays lesson?

G. Evaluation:

1. The article is about

a. The 3Philippine islands

b. The disappearance of the 3 sisters

c. Why the 3 daughters drowned

2. While not directly stated, the giant was _

a. Carpenter

b. Former

c. Fisherman

3. He is the first paragraph refers to __________

4. In the appearance of the 3 islands, the giant was_

a. Excited

b. Sad

c. Afraid

5. The reading selection is a _

a. Fable

b. Legend

c. Tale
 TEACHING GUIDE IN ENGLISH 5
3RD QUARTER

Week 8
I - Objectives
A. Expressive Objectives
1. Realize that politeness is a root of respect
2. Realize that the information should always be accurate to be reliable.

B. Instructional Objectives

Listening Conversation
Identify point of view

Oral Language
Use appropriate strategize to keep the discussion going

Vocabulary Development
Infer the meaning of unfamiliar words (context clues)

Reading Comprehension
Distinguish text types

Oral Reading Fluency

Observe accuracy, appropriate rate and proper expressions in choral, echo and shadow
readings.

Study Strategy
Organize information from secondary sources in preparation for writing, reporting and
similar academic with other tasks in collaboration.

Grammar
Use a particular kind of sentence for specific purpose and audience expressing
opinions/emotions.

Writing Composition
Revise writings for clarity correct spelling appropriate punctuation marks, transition,
and signal words.

Viewing
Determine images, ideas that are explicitly used to influence viewers.
Attitude
Observe politeness at all times.

II Subject Matter
A. Topics
1. Literature
Listening to a selection (Once I Was A King English Matter 6 p.153)
Role Playing (A dialogue from within my Fold English Matter 6 p 32-33
 Oral Reading Selection (Celebration of Goodness by Dr. Enrique F. Coralejo)
Viewing an Image through Pictures
Language
Expressing Point of view
Homonyms
Writing facts and origin
Using descriptive words and phrases
Developing a three paragraph texture articles

References:
English Matters 6
K-12 Curricular Guide in English 5

Materials:
Charts, pictures, meta cards
Strips of cartolina, activity sheets
realia

Day 1
I. Objectives
1. Be tactful in communicating with others.
2. Listen to the selection with comprehension and enthusiasm
3. Express a point of view clearly and briefly.

II. Subject Matter

Listening to a selection, Once I Was a King

Expressing Point of View
References
English Matters 6 (Reading) p.153
K-12 Curriculum Guide in English 5 (EN5LC III h 3.17)

Materials: chart, picture of a king, strips of cartolina

III. Procedure
A. Setting the Stage
Listen as I say the words. Take note of the common letters and common sound:

/k/ /kw/
king queen
stocky quilt
thick quickly
chicken quit
asked quiver
freakish quench
 Ask: What letter in the first group of words was commonly sounded? (k)
What letters in the second group of words were commonly sounded (kw)
What two sounds were expressed in the given words? ( k sound and kw sound)

B. Explaining the students what to do.

Tell the meaning of the underlined phrase in each sentence through contextual clues/

1. The rich man wears a quilt robe. The paddled coverlet garment was made by a famous stylist.

2. Cover your bared stocky body with a towel. It is not use to cool air exposure. You might get old.

3. When the boy was caught telling a lie; he quivered with shame. His trembling body stopped only

when his parents came.

4. Hey, stop having a freakish dream. It is not becoming to you. Be realistic.

C. Modeling for students

Listen attentively to the selection.

Find out the different feelings of the character while playing the role of a king.
Ask: Have you identified the different feelings experienced by the character?

D. Guided practice
Write Afraid, Ashamed, Doubtful, and Proud or satisfied before each blank.
____________1. I was tickled by the thought that Ill wear a quilt robe which quickly changed
Fashion today.

____________2. With the robe, I suddenly had a stocky body, a physique which I found unique.

____________3. It was so thick that I perspired profusely like a fried chicken.

____________4. I decided to quit and to quivere with shame

____________5. I felt so thirsty that I asked for water to quench my freakish dream
 Ask: Have you ever thought of the authors purposes for writing? Authors may either entertain,
persuade, explain, give factual information or describe. When they persuade or convince,
they write their point of view.

Read the paragraph and understand. Then give your own point of view.

In several ways, noise can be harmful. Loud noises may damage a persons 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.

Ask: Do you agree with the author?

If not, then give your reason.
What is the purpose of the author in his writing? the opinion?

E. Independent Practice
Read the passage below. Tell the purpose of the author: Support your answer.
a. to describe d. to persuade
b. to entertain e. to give facts
c. to explain

Women: They smile when they want to scream

They sing when they want to cry
They cry when they are happy
And laugh when they are nervous.

F. Closure / Assessment
A point of view refers to the manner of viewing things or attribute about something.

G. Evaluation:

Read the passage below to note the authors point of view. Write the best phrase to complete
each sentence.

Do you believe that extinction is forever? Let us do something to avoid similar findings. The
Philippine eagles population is being drastically reduced. Every year, these birds are being haunted
for what? For decoration and for food. The eggs are also edible. The laws that protect eagles can
either be inadequate or without proper enforcement.

1. The author world most likely agree with the point of view that;

___________________________________________________________________________

___________________________________________________________________________

a. Extinction is a problem with which we should be concerned.

b. People have the right to kill eagles because they need food.
c. People think it is an honor to have stuffed eagles on their home walls
d. Predators eat their prey especially when hungry.
 2. The author wants to persuade everyone that actions to protect eagles are necessary
because he or she is __________________________________________________________
___________________________________________________________________________

a. Does not like hunters

b. Does not want eagles to become extinct
c. Is find of eagles living
d. Is paid to write articles on eagles

Day 2
I Objectives

1. Realize that proper waste disposal and waste management help preserves life.
2. Speak with correct intonation and proper pronunciations
3. Role plays naturally and confidently.

II Subject Matter
Pronouncing Homonyms
Role Playing (Dialogue from Within my Fold)
References : English Matters 6 (Reading) pp 32-33
K 12 Curriculum Guide in English 5 EN5 OL IIIf 3.7
Materials: chart, picture

III. Procedure
A. Setting the stage
Read after me.

fool full
sew zoo
robber rubber
queve (kyu) cue
reach rich

Ask: Does the pair of words sound similar?

How do you call each pair of words? (Homonyms)

B. Explaining the pupils what to do.

These statements are interactions between the broken picture frame and the tattered newspaper in
the selection Within my Fold

C. Modelling for students

Cooperative Group Activity
Group I Play the role of the newspaper
Group II Play the role of the picture frame
Group III- Read the part of the newspaper.
D. Guided Practice
Picked out and write the part in the dialogue between the newspaper and picture frame that
seems;
1) caring 4) inspiring
2) enthusiasting 5) struggling
3) frustrating

E. Independent Practice: Explain the following statements in your own words.

1. I have been a witness to the history and the outcries upon which generations of heroes have
drawn strength.
2. The world isnt at all a park to stroll in. Conflicts arise and before you are aware, youre involved.
3. But if there was something that sustained me, Its the principle to stand unblemished no matter
what.
4. My life has been spent in busy streets.
5. First, they framed me, and then they hanged me.

Home Activity
Make a slogan related to the selection that we have learned Within my Fold.

Day 3
I Objectives
1. Realize that despite technological advancements, the spiritual collaboration of guidelines
remains.
2. Read the selection with comprehension.
3. Write facts and opinion.

II Subject Matter
Oral Reading Selection (Celebration of Guidelines by Dr. Enrique F. Coralejo)

Writing Facts and Opinions

References:
English Matters 6
K 12 Curricular Guide in English 5
EN5F IIIh 1.3, 1.7 EN 5 G III h h8, 10

Materials:
Charts, pictures of Christmas, angels, Xmas Tree
III Procedure
A. Setting the Stage
/wh/ /h/
whence who
whirl whole
where whose
whim whoever
whack wholesale
 Unlock the difficulties. Find the meaning of the given underlined words inside the parenthesis.
1. The former drug addict allowed herself to be nailed on the cross as an atonement for his sin
(real remuneration), sacrificial payment, window gift, worthy reward)
2. The child feel the caress of her mother through her love (breaking touch,)
3. I need some help to handle the rifts of my present situation (conflicts, order, organization,
peace)
4. Children should simulate the correct examples shown by their elders (deny, hate, irritate,
refuse)

B. Explaining the pupils what to do.

Who enjoy technological advancement?
Why do you enjoy using the modern technology?
Are there values that you get from using the modern technology?
What values do you get when not using technology?

Is there a difference between the celebration of Christmas in the city and the
celebration in the province? Fill up the chart.

Celebrating Christmas
In the province In the city

Discuss the answer of pupils with them.

C. Modelling the Pupils

The teacher reads the selection.

Pupils (by group) follow the reading.
The teacher pauses once in a while to ask questions

D. Guided Practice
The Teacher asks the pupils to form a long circle. Using Brain Storming, teacher begins relating
the selection.

Ask: What is Christmas all about?

Why does Christmas remain a holy celebration?
Why are we lucky to have shared the goodness of cherubs?
Why do hearts open at Christmastime?

E. Independent Practice
Find out if each statement is a FACT or Opinion. Back-up your answer with specific
examples or reason.

1. It is always a wonder, that in spite of technological advancement and crisis, Christmas rename a
holy celebration.

Answer: ______________________________________________________________
I write so because _______________________________________________________________
2. Children are under fully enjoying their carolings .

Answer: ______________________________________________________________
 I write so because _______________________________________________________________

3. Reunions we held left and right.

Answer: ______________________________________________________________
I write so because _______________________________________________________________

4. Christmas is a season of hope and love.

Answer: ______________________________________________________________
I write so because _______________________________________________________________

5. The streets are teeming with motorists and pedestrians making police visibility almost zero.

Answer: ______________________________________________________________
I write so because _______________________________________________________________

F. Closure / Assessment
What have you learned from todays lesson?

G. Evaluation: Write Fact or Oponion.

__________1. Christmas is the happiest season of the year.

__________2. Christmas is celebrated on the 25th of December in the Philippines.
__________3. Yuletide Season is the longest celebration in the world.
__________4. Its only during Christmas that Filipinos should love and joy.
__________5. Jesus was born in a manger.

Day 4

I. Objectives

1. Realize that patience and perseverance are vital requirements for writing.
2. The descriptive words or phrases (literal and figurative).
3. Write legibly a three paragraph feature article.

II. Subject-Matter
Using Descriptive Words and Phrases
Develop a Three Paragraphed Feature article

Reference:
English Matters 6 pg. 5, 164
K to 12 Curriculum Guide in English 5
ENC WC-III h 1.8.2,1.8.1.,1.8.3

Materials
Chart, picture of sunset, strips of cartolina

A. Setting the Stage

Have you seen a sunset Where?
Why do people like to see a sunset
What does a sunset indicate/mean to people?

B. Explaining the students what to do

Read the paragraph silently. Find out the different purposes of the writers and writing articles.
 Whose point of view was it, who gave his opinion about sunset in Manila?
How does the author describe the sunset?

C. Modelling the students

Read each sentence. Determine the purposes of the author. Write Describe, Entertain, Explain,
Persuade or Enlighten before each statement.

__________1. The sunsets, with a burst of color.

__________2. We not only fail to see, but also fail to hear, touch and respond to the beauty in the west.
__________3. If we would really look and the sky hovers above us like Gods protective mantle.
__________4. The birds welcome the mornings the wood murmurs the sweetness of Gods love.
__________5. Touch a leaf, trace the design, feel the petals or step on the grass.
__________6. God touches our hearts.

D. Guided Practice
Cooperative Group Activity

Group I
Write a paragraph about nature that aims to describe. Describe the amazing things in nature.

Group II
Write a paragraph about nature that aims to entertain. What aspects in nature serves to
entertain people.

Group III
Write a paragraph about nature that aims to persuade. Give suggestions on how to protect
Mother Nature.

Remember:
A good paragraph is more than just one sentence after another. The sentences must be related
and by the sequence develop the thought that one wants to express.

Each paragraph aims to describe, entertain, explain, persuade, or give factual information.

F. CLosure / Assessment
What have you learned from todays lesson?

G. Evaluation:
Organize the sentences to form a three-paragraph article. Then, give it a title.

Household wastes are unsightly, smelling and the most common breeding places of pets that
cause diseases.

A most rewarding consequence is that you can cash it on a trash.

Proper management of household wastes is a must in order to prevent disease.

Separate all the dry, non-compostable rubbish in an old rice sack, buying or used plastic bag.

Hera are some points to remember in sorting wastes.

Dry household trash usually consists of tins, cans, plastic, bones and broken glass.
 It does not invite flies, but may become a breeding place for cockroaches, so collect them
regularly.

Dry waste is bulky, but it can be collected every other day without posing danger to health.

Dry waste disposal should be conducted along for new health and order.

Home Activity:
Develop a three-paragraph feature article on this topic. Be guided.

Climate Change

Paragraph A Causes of climate change

Paragraph B- Effects of Climate Change
Paragraph C- Possible ways to reduce the effects of climate change

Day 5

I. Objectives
1. Develop resourcefulness.
2. Determine images/ideas that are explicitly used to influence the viewer.
3. Write a point of view.

II. Subject Matter

Viewing and judge through pictures
Writing a Point of View

III. Procedure
A. Setting the stage
The Teacher shows pictures of:
Lucky day
Hearty meal
Honey bees
Friendly dog
Beautiful scenery

What does the above descriptive adjective mean?

Complete the following:

As fierce as a _______as _______ as a dove.
As blind as a _______ as _______ as a post
As cool as a _______ as _______ as warm as a _______
As steady as time as _______ as the weather
As good as a feast as _______ as bad as a liar

B. Explaining the students what to do

Give the things that show poverty.
Name the proofs of richness.

C. Modeling for students

Show a picture of a poor man.

Paste it on the left side of the board.
Show another picture of a rich man.
Paste it on the right side of the board.
Ask the pupils to compare and contrast the pictures.
Ask: What made him poor?
What made the other man rich?

D. Guided Practice

Write the limitations of a poor man.

Name the advantages of a rich man.
Limitations of Poverty Advantages of Wealth

Is there a possibility that a poor man can become rich? How?

Do you think a rich person is happy and contented? Why?

E. Independent Practice
Write a three paragraph feature article about the 2 pictures of the poor man and the rich man.