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Detailed Lesson Plan in English 5

School Grade Five
Learning
Teacher Area English
Week/Teaching
Grade 5 Date Quarter
Daily Lesson Plan Week 7 1st Quarter

Time

I. OBJECTIVES
Compose clear and coherent sentences using appropriate
grammatical structures: subject-verb agreement, kinds of
A. Content Standards adjectives, subordinate and coordinate conjunctions, and adverbs
of intensity and frequency
Determine the features and uses of subject-verb agreement,
kinds of adjectives, coordinating and subordinating conjunctions,
and adverbs of intensity and frequency,
B. Performance Standards Compose clear and coherent sentences,
Recognize the importance of using appropriate grammatical
structures in composing statements,
Apply subject and verb agreement rules correctly.
Compose clear and coherent sentences using appropriate
grammatical structures: subject-verb agreement, kinds of
C. Learning Competencies adjectives, subordinate and coordinate conjunctions, and adverbs
of intensity and frequency MELC #4 EN5G-IIa-3.9
• Determine the features and uses of subject-verb agreement,
kinds of adjectives, coordinating and subordinating conjunctions,
and adverbs of intensity and frequency,
D. Lesson Objectives • compose clear and coherent sentences,
• recognize the importance of using appropriate grammatical
structures in composing statements, and
• apply subject and verb agreement rules correctly.
II. CONTENT Grammatical Features in Clear and Coherent Sentences
III. LEARNING RESOURCE
A. References
1. Teacher's Guide pages PIVOT BOW (MELC based) p. 95

2. Learner's Materials pages ENGLISH V Module

3. Textbook pages
4. Additional Materials from
Learning Resource portal
PowerPoint Presentation, ballpen, notebook, cut outs, and other
B. Other Learning Resources/ SIM LMs
IV. PROCEDURE
A. Reviewing previous lesson or NEW LESSON
Presenting the new lesson Classroom routine:
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a. Prayer
b. Checking of attendance
d. Quick “kumustahan”
SETTING STANDARDS

(Introductory Activity)
REVIEW
Recall cause-and-effect and problem-solution sentences through
HYPERLINK. (for ICT integration)

1. The school's sports day was cancelled because it was

raining. Therefore, it was moved to next week instead.
2. He failed the test last time, so he studied hard to pass the next
exam.
3. I was soaking wet, so I changed my clothes immediately.
4. Since we ran out of milk, I couldn't make my coffee. So, I had to
go to the shop.
5. Now that I have my new computer, I can play online games
with my friends accordingly.
Engage students by asking them to identify subjects and verbs in
given sentences.
1. The cat chased the mouse.
2. Maria plays the piano beautifully.
3. The sun sets behind the mountains.
4. Birds sing in the morning.
5. Mr. Johnson teaches math to the students.
B. Establishing a purpose for the
Strategy that develops creative or higher-order thinking skill:
lesson (Motivation) 1. What composes a sentence?
2. How do the sentences begin? End?
Remembering that verbs must always agree with the subject
in both number (single or plural) and person (first, second, or
third) is important when composing sentences. Your sentences
are more likely to be truthful, understandable, and creatively
appropriate when there is this kind of agreement.
C. Presenting examples/instances of Let us examine the sentences below.
the new lesson A. Cats and dogs love to run.
(Demonstration / Modeling) B. He doesn't like chocolate.
C. Her friends or Sarah excel at volleyball.
D. Each of these have been ruined.
E. Pants are baggy now.
F. The students, as well as the teacher, are nervous about the
test.
G. The news are on at 10:00 tonight.
H. My friend are a lot of fun.
I. Mathematics is hard for many.
J. The director, with all the cast members, works very hard.
Classify the sentences above as to correct and incorrect in terms
of subject-verb agreement by placing the letters in their
appropriate columns.

CORRECT INCORRECT
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Subject-Verb Agreement portrays rules in terms of

agreement between the subject and the verb. The subject and
verb of the sentence must agree in number. If the subject is
plural, then the verb must be in its simple form. If the subject is
singular, then the verb must be in its –s form. Always remember,
the subject must always agree with the verb, thus, agreement.
Have students work in pairs to identify subjects and verbs in
given sentences and check for agreement.
1. My dog bark loudly at night.
2. The colorful flowers blooming in the garden.
3. The children plays games at the park.
4. The teacher write on the chalkboard.
5. The adventurous boy climb the tree quickly.

Guide the groups and address any questions or difficulties

D. Discussing new concepts and they may have.
practicing new skills #1 Discuss their findings as a class and clarify any misconceptions.
(Analysis)
The subject and verb must agree with each other in number.
Perhaps the most important thing for you to know is that singular
verbs end with -s except for I am, and you are (second person
singular). If the subject is plural in number, it takes the simple
form of the verb.
How to make the subject and the verb agree with each other?
Just follow these simple steps; First, identify the subject of the
sentence. Second, decide if the subject is singular or plural. Lastly,
decide which verb form will match with the subject.
E. Discussing new concepts and Let's explore different kinds of adjectives, subordinate and
practicing new skills #2 coordinate conjunctions, adverbs of intensity, and adverbs of
(Analysis) frequency, along with examples to illustrate their usage and how
they enhance sentence structure and meaning.
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By using these elements effectively, you can create well-

structured and meaningful sentences that provide clear
descriptions, establish relationships between ideas, emphasize
actions or qualities, and convey frequency or routine in a more
nuanced manner.
(Please find this on a separate sheet.)
Choose the correct form of the verb to complete each sentence.
1. My tennis shoes (is, are) on top of the suitcase.
F. Developing mastery 2. Two noble lions (rest, rests) in a large cage at the zoo.
(Independent Practice) 3. There (is, are) no clues to tell who the robber is.
4. A yellow ribbon (stretch, stretches) across the front windows.
5. The lion (roar, roars) in the jungle.
G. Finding practical applications of Create 3 sentences using the concepts of subject-verb agreement,
concepts and skills in daily living adjectives, conjunctions, and adverbs. Use these concepts to
(Application) describe activities you do daily, or any events happened this past
week at home.
H. Making generalizations and GROUPINGS (4 groups) (consider Gender Sensitivity/Awareness)
abstractions about the lesson Groups organize their findings and corrections into a clear,
(Generalization) concise presentation. The Presenter prepares to explain the
errors and corrections to the class.

Group 1: Subject-Verb Match-Up

Objective: To reinforce subject-verb agreement by matching
subjects with appropriate verbs.

Group 2: Sentence Building

Objective: To create grammatically correct sentences with
appropriate subject-verb agreement.

Group 3: Verb Sorting

Objective: To classify verbs as singular or plural and match them
with appropriate subjects.

Group 4: Subject-Verb Agreement Challenge

Objective: To emphasize subject-verb agreement through a
different way of explaining how to make the subject and the verb
agree with each other.
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Manages learners’ behavior by applying positive/non-violent
discipline. (for Values integration)
1. What do you feel every time you win in a game?
2. Is it good to brag about your achievement to your
classmates or friends?
3. What character trait you must possess when you win in a
game or contest?
4. Is it nice to have a humble friend?
Supply a subject for each given predicate to build a meaningful
sentence.
1. ________________ takes much of my father's time.
I. Evaluating learning
2. ________________ teaches swimming lessons during summer.
(Evaluation) 3. ________________ bakes cookies for the street children.
4. ________________ climb mountains in Mindanao.
5. ________________ sew curtains and table runners.
J. Additional activities for application or
remediation Construct 3 sentences showing what you have learned on subject-
(Assignment) verb agreement and using adjectives, conjunctions, and adverbs.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned at least
80% on the formative assessment

B. No. of learners who require

additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teacher?
This lesson plan is designed to be interactive and engaging, allowing students to actively participate and practice the
concepts of subject-verb agreement, adjectives, conjunctions, and adverbs. Adjustments can be made based on the specific
needs and dynamics of the classroom.

Prepared by:

(_______NAME______)
(Position)
Checked:

(______NAME_____)
(Position)

Approved:

(_____NAME_____)
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(Position)

Let's explore different kinds of adjectives, subordinate and coordinate conjunctions, adverbs of intensity, and adverbs of
frequency, along with examples to illustrate their usage and how they enhance sentence structure and meaning.

1. Adjectives:
Adjectives are words that describe or modify nouns or pronouns. They provide more information about the size, shape, color,
condition, etc., of the noun they are modifying.
Examples:
The big house is on the hill.
She bought a beautiful dress for the party.
Enhancement of Sentence Structure and Meaning:
Adjectives add detail and vividness to nouns, helping to create a clear and vivid image in the reader's mind.
2. Subordinate Conjunctions:
Subordinate conjunctions are words that join an independent clause (complete sentence) and a dependent clause (incomplete
sentence). They show the relationship between the two clauses.
Examples:
I will go to the park after I finish my work.
She sings well because she practices daily.
Enhancement of Sentence Structure and Meaning:
Subordinate conjunctions create complex sentences by adding more information or providing a cause-effect
relationship between ideas.
3. Coordinate Conjunctions:
Coordinate conjunctions are words that connect two or more items of equal grammatical importance (words, phrases, or
clauses).
Examples:
I like tea and coffee.
She is both smart and talented.
Enhancement of Sentence Structure and Meaning:
Coordinate conjunctions help to combine ideas, giving equal importance to the items being connected and creating
more fluid and cohesive sentences.
4. Adverbs of Intensity:
Adverbs of intensity modify verbs, adjectives, or other adverbs to indicate the degree, extent, or intensity of the action or quality
being described.
Examples:
She spoke loudly during the presentation.
He is very skilled at playing the piano.
Enhancement of Sentence Structure and Meaning:
Adverbs of intensity add emphasis or provide a clearer picture of the action or quality, enhancing the descriptive power
of the sentence.
5. Adverbs of Frequency:
Adverbs of frequency indicate how often an action is performed or a state is true.
Examples:
He exercises at the gym daily.
They visit their grandparents often.
Enhancement of Sentence Structure and Meaning:
Adverbs of frequency add important information about the action or state, allowing the reader to understand the
routine or frequency of the activity, which is crucial for conveying context and meaning.

By using these elements effectively, you can create well-structured and meaningful sentences that provide clear descriptions,
establish relationships between ideas, emphasize actions or qualities, and convey frequency or routine in a more nuanced
manner.
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