FOURTH QUARTER

WEEK 3

DAY 1
I. OBJECTIVES:
a. Restate sentences heard in one’s own words
b.Use appropriate body movement/gesture
c. Read aloud grade level appropriate text with an accuracy rate of 95%-100%
d. Observe politenessat all times.

II. SUBJECT MATTER

A. Topic : Restating sentences heard in one’s own word
B. References : EN5LC -IVc-3.11
EN5OL-IVc–2.6.2
EN5F - IVc -1.6
EN5-IVf-16
C.G. - pp. 76
Enjoying Reading 5 pp.157, 169
Worksheet from internet
C. Materials : chart, activity sheet

III. PROCEDURE
A. Setting of Stage

Look at the pictures. Tell what emotions doe each pictures shows.

Teacher will read sentences and let the pupils repeat after her.
1. I am proud to be a Filipino.
2. Pia and Manny Pacquiao are individuals we can be proud of.
3. ALDUB is a phenomenal star in showbiz.
4. Rodrigo Duterte is our new president.
5. I was scared because of the accident happened last night.

At the end of the lesson you will learn how to restate sentences you heard with
proper gesture.
 B. Explaining the pupils what to do
1. Setting standard for listening
2. Teacher will read the short paragraph

Mang Carding’s Catch

Mang Carding is known for being a good fisherman in their town. One
morning he went to the river to catch fish. With determination he threw his
fishing line onto the river and patiently waited for his catch. Suddenly he felt a
tug on his line. His heart beat faster as he positioned his feet firmly on the
ground. He pulled the line with all his might hoping to see a big fish at the hook
of his fishing line. He stared at his catch with disappointment

3. Comprehension Check up
a.What do you think did Mang Carding catch?
b.How did Mang Carding feel about his catch?
c.What do you think did Mang Carding do?
d.What do you think did Mang Carding do?
e. If you were Mang Carding what will you do after seeing what was in his fishing
line?

C. Modeling the pupils

.
 Go back to the short paragraph. (Call a pupil to read it again.)
 What part of the paragraph/ short story did you remember? Will you
restate a sentence in your own word? Say it with proper gesture.
 Teacher will demonstrate an example such as “Mang Carding went to
the river to catch fish .”( do the proper gesture )
 Pupils/s will restate a sentence heard from the paragraph and do it with
proper gesture.

Possible answer
 He threw his fishing line onto the river.
 He patiently waited his catch.
 He fell a tug on his line.
 Etc.

D. Guided Practice
 Divide the class into four groups. Do a message relay.
 Teacher will give each group an activity sheet where the message was
written.
 The first pupil will read the message silently and pass it to the next pupil and
so on.
 The last pupil will state the message orally with proper gesture.
 Group who finish first will win the game

Group 1 - Our team won the championship !

Group II – No, You don’t have the permission!
Group III – Oh, I didn’t see you come in!
Group IV– I can’t figure this out.
E. Independent Practice
Have the pupils read the short story about the “The Fox and the Stork orally.
Then after reading have the pupils write 5 sentences they heard and remembered
from the short story.

The Fox and the Stork

The fox and the stork used to be friends. They were always together – until
one day. The fox told the stork to come to his house for dinner. The truth was that
fox wanted to play a joke on the stork.
When the dinner time came, the fox put the soup on the shallow container
before the stork. The fox easily slurped it., but he stork could only wet the end of
her long bill. The poor stork went home as hungry as when she came.
The fox apologized to the stork for not liking the soup. Soon the stork invited
the fox to dine with her at home
So the fox visited the stork. The stork served their dinner in a jar with a very
long neck and a narrow mouth. The fox could only leak the outside of the jar.

F. Closure
What have you learned from today’s lesson?
( To restate a sentence heard you must listen carefully and
remember the main points .)

G. Evaluation

Listen to the teacher as she reads the following sentences. Restate the sentences in
your own word by writing it in your paper.

1. The grasshopper is hopping and dancing all day.

2. The ant is working and saving food.
3. It rained all day.
4. The grasshopper has no food to eat.
5. The grasshopper realizes that it is important to save food for the rainy day.
FOURTH QUARTER
Week 3
Day 2

I. Objectives:
a.Use compound sentence to show problem situation relationship of ideas.
b. Observe politeness at all times

II. Subject Matter

A.Topic: Using compound sentence to show problem situation relationship ideas.
B. Reference EN5G-IV-c-1.8.2
EN5A-IV-c-16
Interactive skills in English 5 pp. 49 -50
Worksheet from internet
Ateneo Lesson Guide 5pp. 90-93
Growing in English Lang 5 pp. 57 - 58

C. Materials: charts, activity sheets, pictures

III. Procedures
A. Setting the stage
What can you say about the pictures?

At the end of the lesson you will learn about compound sentence and the different
conjunction used.

B. Explaining the pupils what to do

Present the following sentences. Have the pupils read these.

1. Science explains many of our questions, and it creates wonderful things too,
2. Some scientist study languages, but they don’t speak all the languages.
3. All scientists are working to improve people’s lives, but not all of them
succeed.
4. I have to study, or I will fail.

Ask the following questions

 How many ideas made up each sentence?
 What little words are used to connect these ideas
 Would the connected parts be complete by themselves?
 When connected parts give similar ideas, what connector is used?
 When connected parts give opposite ideas, what connector is used ?
 What connector is used when there is a choice to be made?
 C. Modeling the pupils

Explain what a compound sentence is. Give the meaning of the different
conjunctions used. Give the acronym FANBOYS and how it is used in compound
sentence. Used the following sentences for discussion

1. He is sad, for his parents are fighting

2. I was in the library and Jimmy is in the classroom.
3. He doesn’t know how to writenor does he know how to read.
4. He can sing well but he doesn’t know how to dance
5. I’ll go to Lily’s house or I’ll go shopping.
6. Dulce was the oldest of the girls, yet her accent was the most prominent.
7. Laura didn’t go with her parents so she just cleaned the entire house.

D. Guided Practice
Group activity. Each group will be given activity sheet

Group I – Create a compound sentence by combining the two simple sentences

below with the connector and, or, but

1. Terry likes hamburgers. Jenny likes egg.

2. Make sure to sleep well. You will not wake up on time.
3. Gardening is a wonderful hobby. It is not expensive.
4. Jason plated the garden. Susan planted the seeds.
5. Ramon and Joseph love to garden. They are very busy with
athletics.

Group II- Circle the correct conjunction that completes each compound sentence below
1. I have fifty dollars, (yet/ and / so) I still can’t afford the new video
game.
2. I didn’t study hard enough, (yet/ and / so) I didn’t pass my latest
exam.
3. You are a new student, (yet/ and / so) you have to learn the class
routine.
4. Do all your homework, (and/ or/ but) else you will fall behind.
5. Always respect your elders, (yet/ and / so ) you may earn their trust.

Group III-Complete the sentence to make a compound sentence

1. Their new house is small but _______________

2. Her mother cooks dinner and _______________.
3. They were all hungry so ___________________.
4. She did not cheat in the test for ______________.
5. Should we start our class now or _____________.

Group IV - Read the short paragraph and find all and the compound sentences.
 WHY THE SKY IS HIGH
In the early days when the sky was still low, two brothers name Ingat and Daskol
lived with their parents on earth.
As their names indicate, Ingat was careful in everything he did and was
therefore his father’s right hand man.He was always helping with the work in the field
and his parents were very pleased with him.
On the other hand, Daskol did his work sloppily. In the absence of a daughter
in the family, the house work came to be Daskol’s responsibility. He fetched water,
cleaned the house and mother did the cooking. He also did the pounding of the palay
that his father harvested. Daskol lived up to his name being natural lazy and impatient,
he did not like the work of pounding.
One day, Daskol had to pound a greater quantity of palay than usual. He was
irritated because every time he raise the pestle, it would hit the sky. His anger added to
his strength so he raised the pestle higher. Every time it hit the sky, the sky would be
raised. In his hurry, Daskol did nit notice that the sky was rising. When he finished
pounding rise, he looed up and discovered that the sky had risen, and it is where it is
today.

E. Guided Practice.
Connect the correct independent clause using the correct coordinating
conjunctions
(and, so, for, nor, but, yet )
A. B
1. I did something wrong. A. They did something for us.
2. My parents are busy. B. I apologized.
3. Henry stayed home. C. I’m also a singer.
4. I am an athlete. D. Did they study for the exam
5. They didn’t do their project E. He is sick

F. Closure
What is a compound sentence? What conjunction is used in compound
sentence?
What does the word FANBOYS stand for?

G. Evaluation

Complete the sentence by using the appropriate conjunctions to form a

compound sentence
1. The computer crashed ___I lost all my works
2. My husband was working, ___I went shopping.
3. I like chocolate ice cream ___ don't have it very often.
4. I am on a diet ____still want a cookie.
5. He did not take the money, ___ it was not the right thing to do.

Correct answer 1. so, 2. so, 3 but, 4. yet, 5. for

FOURTH QUARTER
Week 3
Day 3

I.Objectives
a. Identify the differentmeaning of content specific words (denotation and connotation)
b. Show tactfulness when communicating with others.

II. Subject Matter :

A. Topic : Identifying the different meaning of content words ( denotation and
connotation )
B. Reference : EN5 - IVc- 20.2
EN5 – IVc – 17
https://www.youtube.com/watch?v=Bq_5_bj0AXU
dictionary

C. Materials : pictures, chart, projector, laptop,

III. Procedure

A. Setting the stage

Show a picture of house and a home. Have the pupils describe it by giving its denotative
and connotative meaning

What is the difference between the two?

house home

B. Explaining
1. Present the lesson through video clip

https://www.youtube.com/watch?v=Bq_5_bj0AXU

2. Comprehension question (about the video )

a. What is the literal meaning of the word snake?
b. What do you call to the literal meaning of the word?
c.What is the other meaning of the word snake which refer to emotion or
feelings?
d. What do you call the meaning of the words which refer to emotion or
feelings?
C. Modeling
Using the pictures below give the denotation and connotation of the word.

red rose

blue

cool

The first picture shows that the literal meaning of red rose is a thorny red flower, while in
the second pictures; the connotation of red rose is love, which associate with someone’s
feeling.
The second pictures shows that the literal meaning of the word blue is color and the
connotation is sad.
The third set of pictures shows that the denotation of the word cool is temperature, while
its connotation is fresh

D. Guided Practice

Read the following words. Tell whether if the given meaning is a denotation or
connotation
1. family – group of related individuals
2. bird – a feathered animals with wings
3. childish - immature
4. unusual - bizarre
5. underweight – scrawny

Give the connotative meaning of the underlined word.

1. I recognized the familiar smell of my roommate’s cooking.

2. Sometimes my thin friend annoys me.
3. Kevin interest in car turns into a hobby.
4. My old laptop has finally died.
5. Tom showed pride after winning the prize

E. Independent Practice
 Find the denotative meaning of the following words
1. overweight - ( chubby, obese, weighing more than normal )
2. appetite - ( a strong desire, hunger, craving )
3. broken – ( defeated, fractured, beaten )
4. fresh–( clean and pure, impertinent, disrespectful )
5. vigor – ( determination, good health, passion )

Find the connotative meaning of the following words.

1. short –( tiny, little, fleeting )
2. height - ( measurement from base to top , violence )
3. slim – ( thin, skinny, slender )
4. dumb – ( stupid, lacking the power of speech , mute )
5. greasy- ( coated with oil, unappealing )

F. Closure
What is denotation and connotation?

G. Evaluation
Decide whether the following is an example of denotation or connotation.

1. If the sun comes out, the snow will melt.

2. He has a good self-esteem.
3. Let us be a happy family and love one another.
4. Last year, I have a blue Christmas.
5. With a heavy heart, she called his number.

FOURTH QUARTER
Week 3
Day 4

I.Objectives:
a.Distinguish text – types according to features (structural and language) - Time order
b. Plan a two to three paragraph composition using an outline an outline / other graphic.
c. Show tactfulness when communicating with others.

II. Subject Matter

A. Topic : Distinguishing text-type according to features (structural and language )
(Arranging details according to order of time)
B. Reference : EN5RC – IVc-3.2.9
EN5WC-IVc-1.2.6.1
EN5f- IVc-17
C.G. pp 76
Ateneo Lesson Guide pp.213-214
Enjoying Reading 5 pp 94
http://www.kidsworldfun.com/shortstories_lionandmouse.php

C. Materials : charts, flashcards, activity sheet/card, pictures

III. Procedure
A. Setting the stage
Arrange the pictures in order when they happened

Today you will learnhow to arrange details or events according to time order.

B. Explaining the pupils what to do

1. Vocabulary Development
a. andlnerow - owner of a big track of land
b. nneaxed – added to
c. owntpolepe - people living in a town

2. Present the selection

Set standards in reading.

Pasay City is considered the gateway to the Philippines by air. The Ninoy
Aquino International Airport lies within its confines. Within its limited area of only 19
square kilometers live 386,702 residents. Squezzed into it are five colleges and
universities, seven flying schools and public and private hospitals.
Pasay has had a long and colorful history. In per Spanish time, Rajah Soliman
named it after his daughter, princess Pasay. A greater part of Pasay formed part of
Nanayan, now St. Ana , a trading upstream along the Pasig River.
In 1727 Pasay was annexed to malate to provide easier access to the
Malate Parish. It was also at this time that Pasay was named Pineda, a Spanish
 landowner of the place who provided protection for the town people. At that time
marauding brigands attacked and victimized many residents.
Pasay has grown by accretion. On October 12, 1903, the Municipality of
Malibay, earlier created on Feb. 2, 1889, was annexed to the Municipality of
Pasay.Then ,on January 1,1942 Pasay was incorporated into greater Manila.
After the Second World War . In 1945 , Pasay reverted as a Municipality of Rizal
province.
On August 16,1947, it became a city by virtue of Republic Act No. 183 and
was renamed Rizal City. But three years later in 1950, it reverted to its former name
Pasay City.
Pasay City celebrated its 130th anniversary on December 2, 1993, as a
pueblo or town, for it was on this day 130 years ago when civil and ecclesiastical
authorities allowed the residents to manage their political and religious affairs. Now
Pasay City contributes much of the country’s proeperity and progress.

3. Comprehension check up
1. Who is the Rajah in the story?
2. What is considered the gateway to the Philippines by air?
3. When was the Pasay annexed to Manila to provide easier access to Malate
Parish?
4. In what year was Pasay incorporated into the greater Manila area?
5. When was Pasay reverted as municipality of Rizal province?
6. By virtue of Republic Act No. 183 when was Pasay renamed Rizal City ?
7. In what year was Rizal City reverted to its former name Pasay City?
8. When did Pasay City celebrate its 130th anniversary?
9. How are the details in the selection arranged ?

C. Modeling the pupils

Based from the selection read have the pupils finished the timeline by arranging the events that
occurs in Pasay City.

Pre- Spanish Time – Rajah Soliman named the town after his daughter Princess Pasay.

1927-

February2, 1889

October 12, 1903

January 1, 1942

1945

August 16, 1946

1950

December 2, 1993
 After the arrangement, have the pupils write it in a form of a paragraph. Do it on the board. Give
the different pointers to be remembered in writing a paragraph.

D. Guide Practice
Group Activity
Group I - Arrange the following events according to time order.
My friend is a candidate for first honor
---This year he has been a consistent outstanding pupil.
---When he was in grade three, he topped his class.
---Last year he was number one in his class.
Group II – Write the finished work of group I in a form of a paragraph

Group III- Arrange the following according to time order

The grade five level pupils would go on a field trip.
---The teacher checked the attendance before they boarded the bus.
---The bus reached the destination at 9 o’clock in the morning
--- The pupils assembled early in school.

Group IV – Write the finished product of group II in a form of a paragraph

E. Independent Practice
Arrange the following events according to time order.
1. The Comelec proclaims the winning candidate.
2. Rodrigo Duterte filed his candidacy for president.
3. The Board of Election Teller transmitted the election return to central server.
4. Filipinos casted their votes through VCM.
5. The Comelec organized a presidential debate

F. Evaluation
Arrange the following events according to time order then write your answer in a form of
paragraph
Life Cycle of a Butterfly
 The pupa will turn into a an adult butterfly
 A butterfly starts life as a very small, round, oval or cylindrical egg.
 They form themselves into a pupa.
 The egg hatches, the larva will start his work and eat the leaf they were born
onto.
FOURTH QUARTER
Week 3
Day 5

I.Objectives
a. Infer the purposes of the visual media
b. Observe politeness at all times

II. Subject Matter

A. Topic : Inferring the purpose of the visual media
B. Reference : EN5V-IVc-3.8
EN5A-IVc-16
https://www.youtube.com/watch?v=I042qGW88wc
http://www.enotes.com/homework-help/name-describe-six-purpose-visual-art-469252

C. Materials : video clip, laptop, projector

III. Procedure
A. Setting the Stage
Show pictures. What can you say about the pictures? What are they?

At the end of the lesson you will learn the purpose of visual media

B. Explaining the pupils what to do

!. Vocabulary development
 visual
 media
 social media

2. Present the video

https://www.youtube.com/watch?v=I042qGW88wc
The importance of visual content

3.Answer the following questions:

 What is the importance of visual media to everyone?

 What are the different visual media that we can use ?
 What is the importance of using visual media?

C. Modeling the pupils

Use the lecture below in discussing the purpose of visual media

 Generally speaking, there are five main functions of the visual arts: ceremonial,
artistic expression, narrative, functional, and persuasive. To these can be added “beauty,” in
effect, the desire of the artist to simply create something beautiful with little or no thought to any
significance beyond that objective.
The ceremonial purpose of the visual arts is to celebrate or acknowledge an event or
era, or to contribute to a ritualistic activity, such as a dance celebrating one of the season or a
people’s flight from captivity or hunger. One of the more common forms of ceremonial art is
quilting, in which the patterns employed have some symbolic importance, or the use of
ceremonial garb by Native Americans participating in a Pow Wow.
Artistic expression refers to the desire or need on the part of the artist to express his
or her emotions or feelings regarding a particular subject, including his- or herself. Many
abstract artists, for example, Jackson Pollock and Mark Rothko (although the latter rejected that
categorization) are assumed to be expressing emotions or beliefs through their art, which lends
itself to multiple interpretations and references to the known state of the artist’s being during the
period in which the individual work of art was created. Pablo Picasso’s art was known to be
heavily influenced by his emotional state during specific periods of his life.
The narrative purpose is to tell a story or relate the history of one’s people. Again,
quilting is a classic form of the use of visual arts to communicate a story. The African American
community, in particular, uses patterns and colors in quilting to convey the history of slavery and
emancipation. Film, another form of visual art, is frequently used to tell a story, such as with
Steven Spielberg’s film about the Holocaust, “Schindler’s List,” in which he used black and white
photography to provide a documentary and more somber “feel” to the film, while incorporating
rare color footage to illuminate a detail and lend significance to the item or individual in
question. David Lean used footage designed to simulate Russian winters in his film “Dr.
Zhivago” that highlighted the enormous expanse of Russian plains covered in deep snow.
Functional visual arts refer to structures or tools that are actually used in day-to-day activities
yet are designed to be aesthetically pleasing in addition to being functional. Architecture is the
most prominent of the visual arts to incorporate functionality in designs. Major architects like
Frank Lloyd Wright, I.M. Pei and Frank Gehry are well-known historical figures for their success
in combining art and function. The buildings for which architects are commissioned to design
obviously have to serve a function, whether it is as a museum, hospital, house, or theater, yet
are expected to be unique and challenging. Functional art can also be quite small, such as the
coffee maker or fruit peeler designed to look futuristic while also performing their intended
functions.
Persuasive art is intended to convey a message. Advertising for television, billboards,
magazine, and other visual media is a form of persuasive art, in that images are selected and
manipulated in order to convey a message or subliminally influence a consumer’s decision. A
common form of persuasive visual art is propaganda posters and cartoons intended to denigrate
a particular category of people, such as a racial or religious minority, or to foster emotional
reactions among viewers for or against a particular political cause. During the Cold War, the
Soviet Union used propaganda to convince its own people as well as others of the
righteousness of its cause and the moral and political depravity of U.S. policies. Nazi Germany,
under the authoritarian hand of Joseph Goebbels, used propaganda posters and newspaper
editorial cartoons to demonize Jews and facilitate the inculcation of a culture of genocide.
Tobacco companies use this form of visual art to associate cigarette smoking with masculine
virility and feminine mystique and power.
A final purpose of the visual arts can be considered the conveyance of beauty. While
each of the major practitioners of expressionism had his own “back story,” much of the art
produced by the French Impressionists like Claude Monet and Pierre-August Renoir simply
represent beauty for its own sake. While some expressionist painting, like that of Georges
Suerat and Vincent Van Gogh, is more closely tied to the emotional states of the artists, much
was intended to beautify the surroundings.

Use this picture of an advertisement in discussion

1. What feeling or emotion does the picture shows?
2. What do you think is the purpose of the advertiser in putting that graphic in her
poster?
3. Does the poster attract attentions to costumer? In what aspect?
4. What idea does the poster or advertisement want to give to people?

D. Guided Practice
Give each group a picture and let them infer what is the purpose or message it gives
Have the answer the questions that follow

1. What feeling or emotion does the picture shows?

2. What do you think is the purpose of the advertiser in putting that graphic in her
poster?
3. Does the poster attract attentions to costumer? In what aspect?
4. What idea does the poster or advertisement want to give to people?
E. Closure
What are the main purpose of visual media ?

F. Evaluation

Observe the picture. Try to figure out the message its message

1. What is the image’s main message?

2. What time period is the postcard image from?
3. What are the symbols in the image?
4. What do they convey and to whom?.
5. Who and how are people depicted
FOURTH QUARTER
Week 4
Day 1

I. Objectives
a. Restate sentences heard in one’s own word
b. Read grade level text with 128 words correct per minute
c Show tactfulness when communicating with others

II. Subject Matter

A. Topic : Restating sentences heard in one own’s word
B. Reference EN5VLC- IVd- 3.11
EN5F-IVd-1.13
EN5-IVf-17
Misosa pp.10-11
http://www.inspirationalstories.eu/stories/short-stories/short-moral-stories-for- kids/

C. Materials

III. Procedure
A. Setting the stage
Conduct a message relay. Use the tongue twister below.

I scream, you scream,

we all scream
for ice cream

At the end of the lesson you will how to restate a statement you heard in your
own words.

B. Explaining the pupils what to do

1. Vocabulary development
Find the meaning of the words in column A from column B
A. B
1. beak a.top edge of a glass or container
2. half-dead b.a large container
3. pitcher c. very tired
4. brim d.the hard pointed part of the bird
e. no life

2. Present the short selection and read it to the class.

The Crow and the Pitcher

A crow, half-dead with thirst, came upon a pitcher that had once been full of water. When
the crow put its beak into the mouth of the pitcher, he found that only very little water was left
in it, and that he could not reach down enough to get at it. He tried so hard to reach the water,
but could not. But then, a thought came to him. He picked up one stone and dropped it into the
pitcher. He looked another and dropped it. He did this again and again until the water came to
the brim, afterwards, he drank and drank.
 3. Comprehension Check up
1. How did the crow feel that day?
2. What did the crow see?
3. Why did the crow drink the water from the pitcher
4. How did the crow make the water come to the brim?
5. What did the crow do when the water in the pitcher came up?

C. Modeling the pupils

Read again the short selection “The Crow and the Pitcher “and instruct the pupils to
listen carefully and try to get the main point of every sentence.
Call a pupil to read a sentence (written in meta cards) then call a classmate to restate the
sentence in his/her own words.
Use the following sentences
1. A crow, half-dead with thirst, came upon a pitcher that had once been full of water.
When the crow put its beak into the mouth of the pitcher
2. He found that only very little water was left in it, and that he could not reach down
enough to get at it.
3. He tried so hard to reach the water, but could not. But then, a thought came to him.
4. He picked up one stone and dropped it into the pitcher. He looked another and
dropped it.
5. He did this again and again until the water came to the brim, afterwards, he drank
and drank.

D. Guided Practice
Group activity
Give each group a short selection. Have the leader read the selection then the
member will write at least 5 sentences they heard.

One man bought a beautiful house with an orchard. Nearby an envious man lived
in the old house. He was constantly trying to ruin the mood of his new neighbor: he threw
garbage under his gates and made other nasty things.
One day the man woke up in a good mood, went out onto the porch and saw a
bucket of slops there. The man took this bucket, poured out the slops, cleaned a bucket, put the
most ripe and delicious apples there and went to his neighbor. The neighbor heard a knock at
the door and gleefully thought: “Finally I got it!”
He opened the door expecting for a quarrel. However the man gave him a bucket
of apples saying:
The one who is rich with something, shares it with others.

Source http://www.inspirationalstories.eu/stories/short-stories/short-moral-stories-for-kids/
 E. Independent Practice
Read the short paragraph then answer the following questions in a complete sentence

The Donkey and the Sponges

A man drove his donkey to the seaside and purchased there a load of salt.
The man and the donkey went home at once. While crossing a stream, the donkey stumbled
and fell into the water. He lay there for some time until he regained his energy. Upon arising, the
donkey was delighted to find that he had lost his burden. After that, the donkey again had a
chance to cross the same stream, but this time he carried a load of sponges. Remembering
what happened before; he stumbled intentionally and again fell into the stream. The donkey was
surprised when he found out that, his load became many times heavier than before

Source : Misosa pp.10-11

Questions
1. What was the donkey’s burden on his first journey?
2. Why was he delighted after falling into the stream the first time?
3. What happened the second time he crossed the stream?
4. Why was the donkey sorry in the end?
5. What is the lesson of the story?

F. Closure
What should be remembered in restating a statement you heard?

G. Evaluation
Listen to your teacher while reading the following sentence then restate it in your
own words.(option: you can use pictures so pupils can get the main point /message of the
sentence.)

1. A rich man in a certain town once owned a dog and a cat, both of which were very useful to
him
2. The dog had served his master for many years and had become so old that he had lost his
teeth and was unable to fight anymore,
3. The dog was a good guide and companion to the cat who was strong and cunning.
4. The master had a daughter who was attending school at a convent some distance from
home, and very often he sent the dog and the cat with presents to the girl.
5. One day he called the faithful animals and bade them carry a magic ring to his daughter.
FOURTH QUARTER
Week 4
Day 2

I. Objectives
a. Identify different meanings of content specific words (denotation and connotation) (Health)
b. Use appropriate body movements/gestures
c Show tactfulness when communicating with others

II. Subject Matter

A. Topic : Identifying the different meaning of content specific words( Denotation and
Connotation ) Health
B. Reference EN5V -IVd- 20.2
EN5OL-IV-2-6-2
EN5-IVf-17
CG pp76
Dictionary
https://www.youtube.com/watch?v=nfoDJ769R7I
http://grammar.about.com/od/words/a/Denotation-And-Connotation-Exercise_2.htm

C. Materials projector, laptop, chart, pictures

III. Procedure
A. Setting the stage
Show pictures of a thin and fat girl

Describe the girl in the first picture/second picture

Ex. The girl is fat
The girl is chubby.
The girl is skinny.
The girl is scrawny.
Which of the words fat and chubby fives a positive connotation? Negative connotation?
Which of the words skinny and scrawny gives positive connotation? Negative
connotation?

B. Explaining the pupils what to do

Show a video clip about positive and negative connotation
https://www.youtube.com/watch?v=nfoDJ769R7I

What is a positive connotation? Negative connotation?

C. Modeling the pupils
Study the following sentences and give the positive and negative connotation of the word.

1. I recognized the familiar smell of my roommate's cooking.

negative connotation: stench
positive connotation: aroma
2. Scrapple is an inexpensive meal.
negative connotation: cheap
positive connotation: thrifty
3. We stopped for lunch at a diner in West Virginia.
negative connotation: greasy spoon
positive connotation: café or bistro
4. My parents are committed conservationists.
negative connotation: tree huggers
positive connotation: environmentalists..
5. My old laptop has finally died.
negative connotation: decrepit
positive connotation: venerable

D. Guided Practice
Group activity
Group I and III - Think of a Positive and negative connotation for the following word
Positive Connotation Negative connotation
1. overweight
2. short
3. unattractive
4. plain
5. smart

Group II and IV – Tell whether the following word is posite or negative connotation
1. childish
2. stingy
3. economical
4. headstrong
5. fun-size
6. difficult
7. determine
8. self- focused
9. firm
10. underweight
E. Independent Practice

For each pair of words and a phrase, list the one that is positive in the “Positive
Connotation” category, the one that is negative in the “Negative Connotation”

1. slim, skinny, less than average build

2. fragrance, odor, a smell sensed by the olfactory nerve
3. a young age, youthful, immature .
4. assertive, firmly confident, pushy
5. hobby, avocation, obsession

Denotation Positive connotation Negative connotation

F. Closure
What is denotation? What is positive and negative connotation
G. Evaluation

Choose the correct word to complete each sentence.

Negative connotation

1. He made me feel ____( uneasy. , frightened )

2. Some of the makeup were ______ (annoying, amusing)
3. Mike ____ or to go on the ride. (nagged, reminded)

Positive connotation
1. Our trip to the amusement park was ____ (fine, wonderful)
2. We saw _____ animals in the zoo. (fascinating, weird )
3. Some of the Monkeys were _____ (hilarious, funny)
FOURTH QUARTER
Week 4
Day 3

I. Objectives
a. Use compound sentences to show problem solution relationship of ideas
b. Write compound sentences
c. Show tactfulness when communicating with others

II. Subject Matter

A.Topic :
B.Reference EN5G –IVd-1.8.2
EN5-IVf-17
Misosa 5 #14 pp.5
Woksheet from internet
English Expressway Language pp.29
http://grammar.yourdictionary.com/parts-of-speech/conjunctions/coordinating-
conjunctions.html#shAmvXSg2zM9u60T.99
file:///E:/compound_sentences_upper_elementary_grade_worksheet.pdf

C. Materials pictures, chart, activity cards,

III. Procedure
A. Setting the stage
Look at the pictures

Call pupils to give sentence out of the picture. Let them combine the two sentences
into one.
At the end of the lesson you will learn about compound sentence showing problem
solution relationship

B. Explaining the pupils what to do

Present the following sentences and have the pupils notice the difference between
the simple and compound sentence .

Simple Sentence Compound Sentence

1. Kevin and Patrick are good 1. Kevin and Patrick are good
neighbors neighbors and they have become
They have become the best of the best of friends.
friends
2. Kevin loves fishing 2. Kevin loves fishing but Patrick finds
Patricks finds it boring it boring.
3 They go home before dark. 3. They go home before dark or they
They waited for the beautiful sunset waited for the beautiful sunset.
4. Kevin usually played his guitar. 4 Kevin usually plays guitar and
 Everyone sings or dances everyone sings or dances.

C. Modeling the pupils

Use the following sentences for discussion.

 For - Explains reason or purpose (just like “because”)

I go to the park every Sunday, for I love to watch the ducks on the lake.
 And - Adds one thing to another
I go to the park every Sunday to watch the ducks on the lake and the shirtless men playing
soccer.
 Nor - Used to present an alternative negative idea to an already stated negative idea
I don’t go for the fresh air nor really for the ducks.
 But - Shows contrast
The soccer in the park is entertaining in the winter, but it’s better in the heat of summer.
 Or - Presents an alternative or a choice
The men play on teams: shirts or skins.
 Yet - Introduces a contrasting idea that follows the preceding idea logically (similar to “but”)
I always take a book to read, yet I never seem to turn a single page.
 So - Indicates effect, result or consequence
I’ve started dating one of the soccer players, so now I have an excuse to watch the game each
week.

Source
Read more at http://grammar.yourdictionary.com/parts-of-speech/conjunctions/coordinating-
conjunctions.html#shAmvXSg2zM9u60T.99

D. Guided Practice

Group activity
Group I and III
Choose the most appropriate conjunction to go in the blank.
1. Please bring me a towel, _____ I can dry the dishes.
A. but B. not C. so
2. Take you clothes and shoes to your room, _____ put them away.
A. and B. so C. yet
3. Our teacher does not allow cell phones in class, _____ does she use hers during class.
A. or B. nor C. yet
4. Mom bought a new shelf for my room, _____ I now have a place to put my trophies.
A. yet B. so C. but
5. You can turn your paper in during class, _____ you can email it to Mr. Harris by
tomorrow morning.
A. so B nor C. and
Group II and IV
Use the coordinating conjunctions and, nor,so or to complete each compound sentence.
1. Please bring me a towel, _____ I can dry the dishes.
2. Take you clothes and shoes to your room, _____ put them away.
3. Our teacher does not allow cell phones in class, _____ does she use hers during class
4. Mom bought a new shelf for my room, _____ I now have a place to put my trophies.
5. You can turn your paper in during class, _____ you can email it to Mr. Harris by tomorrow
morning.
E. Independent Practice

Tell something about the picture using compound sentence

F. Closure

What have you learned in today’s lesson ?

G. Evaluation
Form a compound sentence from the simple sentences given.Use or, and but to combine
each pair of sentence
1. School can be fun.
It is exciting.
2. The Science experiments need time and patience.
They are interesting to perform.
3. In, Physical Education we can learn many kinds of dances.
We are also taught different ball games.
4. Our Music teachers teach Filipino songs
Sometimes we learn foreign songs.
5. Mathematics seems challenging..
With more attention we can master problem solving.
FOURTH QUARTER
Week 4
Day 4

I. Objectives
a. Distinguish text-types according to features (structure and language) Time order
b. Compose a three paragraph descriptive essay on self-selected topic
c Show tactfulness when communicating with others

II. Subject Matter

A.Topic : Distinguish text types according to features ( structure and language ) Time Order
B.Reference ENC-IVd- 3.2.9
EN5WC-IV-2-6-2
EN5-IVf-17
English Expressway Reading pp. 96-97
http://www.elementary.ph/arranging-set-events-logical-order-make-story

C.Materials pictures, charts,

III. Procedure
A. Setting the stage
What can you say about he pictures?
How are the developments of the baby’s shown?

Today you will learn how to arrange details according to time order.

B. Explaining the pupils what to do

1. Vocabulary Development
Use a dictionary to find the meaning of the italicized word.
a. Her mother saw Rhona at a distance already unconscious.
b. A cat knocked down a lighted kerosene lamp.
c. Rhona hurriedlybrought her brother and sister on the ground.
d. Rhona’s mother accidentallybroke a drinking glass.

2. Present the short story that shows Rhona Mahilum tale of courage and heroism.
Call a pupil to read the story.

One day when Rhona and his brother and sisters were sleeping, a cat
knocked down a lighted kerosene lamp, and soon the house started burning. RHona
hurriedly broght her brother and sisters out of the house one by one. She drew watr
from the well and threw it onto the fire. Then she rolled on the grass when her clothes
and hair caught fire.In another place away from the home, Rhona’s mother
 accidentally broke a drinking glass. Then, she sensed that something wrong was
happening in their house.. Rhona’s mother found her children sleeping on the grass
except Rhona. Her mother saw Rhona at a distance unconscious. Her mother walked
for many hours to bring her to the hospital where she was treated.. Officials and
citizens in Rhona’s hometown and province heard of her brave deed. They helped
the family.

3. Comprehension check up
a. How the fire started in Rhona’s house?
b. How Rhona save her brothers and sisters?
c. How Rhona caught fire and saved herself and half of their house from burning?
d. How Rhona’s Mother sensed what was happening to their house and children?
e. How Rhona’s mother saved her daughter’s life?

C. Modeling the pupils

Arrange the following ideas in order. Then write it in a form of a paragraph.

_____After paying, wait for your name to be called

_____Fill out the registration form.
_____Present your receipt to claim your ID
_____Go to window and get your registration form
_____Pay the registration fee at the cashier.

D. Guided Practice
Group activity.
Divide he class into four groups. Have the group compose of a paragraph on self –
selected topic, following time order.

The events in the stories below are not in the correct order. Arrange them in
sequence to make a short story. Write them in paragraph form.

Group I and III

1. A Boy Scout Hero

 Arturo saved a widow and her child from the storm.

 Arturo’s family went to the school for shelter.
 The scoutmaster praised Arturo for his bravery.
 A strong typhoon began.
 The boy scouts left for the jamboree.
Group II and IV
2. Early Peoples Covering

 They simply dried newly stripped animal skins and wore those with their hair
on.
 The earliest people had no covering other than their skin.
 Finally they rubbed fat into the skins, thus making rough leather which was
better than untreated skin.
 The men used leaves of plants as clothes to keep out heat and animal skin
to keep out the cold.
 Later they scraped off the hair and hung the skin in the smoke of fires

E. Independent Practice

Read the short selection then arrange te events according to time order

The Best Treasure

A certain farmer had several sons. He wanted them to become farmers. When
the farmer was dying, he called his sons and said to them. “Boys, I am about to leave you. I
have hidden my wealth in the vineyard. Search for it, it is all I have to give you. His sons
thought that their father had buried a treasure in the vineyard. When the father died, the sons
dug in the vineyard, to search for the treasure. They did not find the hidden wealth, but they
had fine crops of grapes.

___ a. His sons thought that their father had buried a treasure in the vineyard.
___ b. He wanted them to become good farmers.
___ c. They did not find the hidden wealth, but they had fine crops of grapes.
___ d. A certain farmer had several sons.
___ e. Their father had hidden his wealth in the vineyard

F. Closure

How do we arrange events that happened in a story?

G. Evaluation

Read and understand the following sentences. Arrange them in a logical order to make a story.
Rewrite them in paragraph form. Give a title to your paragraph.

 They become nymphs and live underwater.

 After a few days, the eggs hatched.
 Finally, they become full-grown dragonflies.
 First, the dragonfly lays egg on the water.
 As the nymphs grow, they shed their skin many times
FOURTH QUARTER\

https://www.youtube.com/watch?v=d_IvS7qrrPE&ab_channel=HirayaTV

Week 4
Day 1

I. Objectives
a. Analyze how visual and multimedia elements contribute to the meaning of a text
b.Observe politeness at all times

II. Subject Matter

A. Topic : Restating sentences heard in one’s own word
B. Reference
EN5LC-IVd-3.11
EN5F-IV-d-1-13
EN5-IVf-16
https://www.youtube.com/watch?v=2iOlM9XdOYohttp://learningarea4a.blogspot.com/2010/07/
multimedia-elements-lesson- 2 24.html
https://www.google.com.ph/search?
q=types+of+multimedia+elements&source=lnms&tbm=isch&sa=X&ved=0ahUKEwizocTsn_LMA
hWLFJQK

C. Materials: laptop, projector, video clip, pictures, story, chart.

III. Procedure
A.Setting the stage

Look at the poster, what message the poster gives?

Is this picture considered a multimedia? What element of multimedia is present in the

picture?

At the end of the lesson you will learn the different element of multimedia and
how it contributes to the meaning of the text.

B. Explaining the pupils what to do

Present the short story using text. Have the pupils read it. Then Have them watch the
video of the same story
The Greatest Treasure
 Once upon a time, the greatest treasure in the world was hidden in a chest. The chest
was locked and was inside a cave that could only be found with the help of a map.
A monkey found the key to the chest in a tree, an elephant managed to move a boulder which
stood in the way, and a snake found the map under some stones. All of them tried to find the
chest on their own, without success. An owl realized this and gathered the animals together to
work as a team. The animals took his advice and, after many adventures and difficulties, they
managed to find the chest.
When they opened it, there was just one single piece of parchment inside. It said that if they had
gotten this far then they had already found the greatest treasure in the world: that of friendship.
The animals realized this was true, and they happily remained friends for life.

Watch the video of the story The Greatest Treasure

https://www.youtube.com/watch?v=2iOlM9XdOYo

Question:
1. Did you understand the story by just reading the text? Why?
2. How about in the video presentation of the story, did you understand it? Why?
3. Which of the two presentation of the story do you prefer? Why?
4. What are the different elements of multimedia are present in the video clip?

D. Modeling
Use the lecture below in analyzing the different element present in the video clip

Questions:
1. Are there written text in the video/? How does it contribute to the meaning of
the text/ story?
2. Are pictures present in the video? What element of multimedia is it? What
kind of graphic?
3. Is there an audio in the video? What kind of audio is it? Is it important for the
video to have an audio? Why?
4. How important is video in multimedia program?
5. What kind of video did you watch?

THE FIVE MAIN ELEMENTS OF MULTIMEDIA

TEXT
Text is the basic element of multimedia. It involves the use of text types, sizes, colors and
background color. In a multimedia application, other media or screen can be linked through the
use of text. This is what you call Hypertext. To produce an effective multimedia program there
are three things that need to be considered. They are:
*The position of the text on the screen.
*Length of the message
*And legibility of the text.
GRAPHIC
Graphics make the multimedia application attractive. They help to illustrate ideas through still
pictures.
There are two types of graphics used: bitmaps (paint graphics) and vector (draw graphics).

AUDIO
A multimedia application may require the use of speech, music and sound effects. These are
called audio or the sound element. There are two basic types of audio or sound: analog and
digital audio.

VIDEO
Video provides a powerful impact in a multimedia program. In multimedia applications, the
digital video is gaining popularity because of the following reasons:Video clips can be edited
easily. The digital video files can be stored like any other files in the computer and the quality of
the video can still be maintained. The video files can be transferred within a computer network
it allows non-linear editing in any part of the video. However, these digital video files are large in
size. Transferring these files can take a long time especially when using the Internet.

ANIMATION
Animation is a process of making a static image look like it is moving. In multimedia, digital
animation is used. Digital animation can be categorized into two broad area: 2D (2 Dimension)
and 3D (3 Dimension) animations.

Source :http://learningarea4a.blogspot.com/2010/07/multimedia-elements-lesson-24.html

E. Guided Practice
Group activity

Evaluating the Attributes of Different Multimedia Elements of a Webpage

Webpage URL: https://www.youtube.com/watch?v=2iOlM9XdOYo

( Use the same video. )“ The Greatest Treasure”

Multimedi Attributes Values Comments / Remarks

a
Elements
Eg. Text Font size 8 Too small and the text cannot be read
clearly. Suggested to change the font
size to 12
F. Independent Practice
Tell what element of multimedia is associated with the pictures
1. 2.

3. 4.

5.

G. Closure

What are the different elements of multimedia and how do they contribute to the
meaning of the text?

H. Evaluation

Analyze how the following elements of multimedia contribute to the meaning of the text.
Match column A to column B

A. B.
1. text A. It makes the static image like moving
2. graphic B. It gives a powerful impact
2. animation C. it gives message that can be read
4. video D. It makes the presentation attractive
5. sound E. reinforce the understanding of
Information presented