LESSON PLAN IN ENGLISH V

DATE:___________________

I. Objectives
1. Distinguish reality from fantasy
2. Recounts events effectively
3. Appreciate fairy tale stories

II. Subject Matter:

Topic : Reality and Fantasy
Tooth Fairy
Materials : pictures, activity cards
References : CG ENGLC-Ig-2.3, EN5OL-Ig-1.8
Enjoying Reading 4
Focused Skills : Listening, Recounting events
Value: Appreciation and Cooperation
III. Setting the Stage:

A. Ask: Do you love reading fairy tales?

What fairy tales story do you know?
B. Explaining the Students What To Do
Say : Class look at the pictures, what is in the picture. This is a tooth fairy. The story that
we are
going to read has something to do with our lesson for today, its all about Reality
and Fantasy.
- Reality tells about things that could happen in real life
- Fantasy Tells about characters or events that cannot really happen or it is a
product of imagination only.

1. Unlocking of Difficulties
Choose the meaning of the underlined words.
to move in quick a broad smile whisper bend or hang downward settle
1. I snuggled down in my sleeping bag.

2. James hid his face in his hands and drooped his head.

3. He muttered something under his breath.

C. Modeling
1. Reading the story by the teacher
2. Reading the story by the pupils
3. Choose a pupil who will read the story for the third time

Tooth Fairy

Jenny snuggled under for blanket with her eyes wide open.

I will stay awake. Oh, I want to see the fairy, she muttered sleepily.

That afternoon in school, her milk tooth had wiggled and turned for the last time. It fell on a page of the book
that Jenny was reading. Now she had a space just as most of her schoolmates had, right in the middle of her beautiful
grin.

Before going to bed that night, Jenny put the tooth under her pillow to see whether a fairy would take it away
and leaved a surprise in its place. She wanted to stay awake, but her eyelids drooped and closed.

The room was still quiet. Then, a tinkle, like the sound of a music box, filled the air. Out of the darkness, the
shiniest little fairy any could imagine, floated into the room. She knelt down beside Jennys pillow and found the hidden
tooth.

The fairy dropped the tooth into a golden purse and whispered, Now I have another pearl for my queens
necklace. Thanks to you Jenny. Out of gratitude, I will leave you this coin. It will be your reward and will bring you luck,
Jenny. The music began again, and the fairy fluttered away.

Wake up, Child, Jennys mother bent over her.

Before she opened her eyes, Jenny reached under the pillow. She was surprised when she felt something
there. When she saw the coin, she sat up smiling.

Mother, she cried, did the fairy come or was I dreaming?

Mother smiled and said, You want to believe that she came, dont you? So why dont we just make believe that
she did?

With that thought, Jenny just smiled.

But I saw her, Mother. I just dont know how. I wish I didnt fall asleep, she said winking at Mother. Oh, well, I
still have baby teeth anyway!
 Ask the following questions:

1. What happened to Jennys tooth?

2. Why did she want to stay awake that night?
3. From out of the darkness, who floated into her room?
4. Why did the fairy take Jennys tooth?
5. If you lose a tooth, will you keep it under your pillow? Why or why not?
6. If you were in Jennys place and you found the coin under your pillow, what
would you do with it?
7. Do you believe that there is a tooth fairy? Why do you think so?

Say: Listen attentively as we recall some of the parts of the story. Let us analyze
them
if they show reality or fantasy.
1. A tooth fell on a page of the book that Jenny was reading. (Reality)
2. Out of darkness, the shiniest little fairy anyone could imagine floated
into the room. (Fantasy)

-Reality tells about things that coul happen in real life

-Fantasy tells about characters or events that cannot really happen or it is a
product of imagination only.
D. Guided Practice
1. Pantomiming
a. Tell you pupils to think of their fantasy dream.
b. Let them pantomime it while their classmates will guess what it is. Ask them
again to think their ambition. Let them act it out again and class will guess it.
c. Ask them also how they will achieve their ambition
2. Raise R card if the event or action is Reality and raise letter F if the action is Fantasy.
1. Blankets should be cleaned after use.
2. Through the Internet, people can play games with each other. They can do much
more.
3. Computers can cook our food.

E. Independent Practice
The teacher will write the sentences in strips of cartolina. Then let the pupils put
each one in proper column.
Reality Fantasy
_____________________ ________________________

1. The swan wears a crown.

2. The young girl is selling flowers at the church.
3. The volcano is erupting.
.
F. Closure:
Children, kindly differentiate reality from Fantasy.
Reality refers to situations that may happen in real life.
Fantasy refers to situations that are magical or make believe and could not
happen in real-life

IV. Evaluation:
Sequence the events that happened in the story. Write numbers 1-5 on the space
provided for.
_____1. That afternoon in school, her milk tooth had wiggled and turned for the last time.
_____2. The fairy dropped the tooth into a golden purse and whispered, Now I have
another
pearl for my queens necklace.
_____3. Jenny snuggled under for blanket with her eyes wide open.
_____4. Before she opened her eyes, Jenny reached under the pillow. She was
surprised when she felt something there. When she saw the coin, she sat up smiling.
_____5. But I saw her, Mother. I Just dont know how. I wish I didnt fall asleep, she
said winking at Mother. Oh, well, I still have baby teeth anyway!
V. Agreement:

Read each sentence carefully and decide whether it is Reality or Fantasy

_____1. The butterfly flew from flower to flower.
_____2. The top of the mountain is covered with fog.
_____3. The giant carried the building in his right hand.
LESSON PLAN IN ENGLISH V
DATE:___________________

I. Objective :

1. Infer the meaning of unfamiliar words (clipped) based on given context clues
(synonyms, antonyms, word parts)
2. Observe politeness at all times

II. Subject Matter

Topic :
Meaning of unfamiliar words based on given context clues
(synonyms, antonyms, word parts)
Materials : chart, pictures
References : CG EN5V-Ig-12 and 13
http://www.esl.ph/lessons/vocabulary/word-formation-
process/clipping.html
Focused Skill : Vocabulary Development
Value : Cooperation and Open-mindedness

III. Learning Activities

A. Setting the Stage

Show the word Mathematics
If I removed the Mathematics.
Can you still recognize the word?
There are times when we do not want to say the whole words, so we shorten
them.

B. Explain the pupils what to do

Class, our lesson for today is all about the unfamiliar clipped words

Clipped words are often used to shorten word for their convenience.

C. Modeling
Notice the underlined shorten words. Let the pupils guess its original word
Their company spends a lot of money on ads
Burger does not suit old people
The tourist bus broke down near Pangasinan.
This college has five labs.

What are the types of Clipping?

1. Backclipping (Apocopation) is the loss of one or more syllables at the end of a

word.

Examples:

abs (abdominal muscle)

app (application)

bi (bisexual)

bra (brassiere)
 3. Foreclipping (Aphaeresis) refers to the omission of one or more syllables at the
beginning of a word.

Examples:

phone (telephone)
sample (example)
coon (raccoon)

4. Middle Clipping (Syncope) retains the middle part of a word, getting rid of the
beginning and ending parts.

Examples:

flu (influenza)
tec (detective)

5. Complex Clipping is the shortening of a compound word by preserving and

combining its initial parts (or first syllables).

Examples:

sci-fi (science fiction)

midcult (middlebrow culture)
sitcom (situation comedy)
forex (foreign exchange)

D. Guided Practice
A. Group the pupils into four. Give each group a picture. Using the picture, give its
original word, clipped word, and meaning and use it in a sentence. Be able to
present it to the class.

Group 1. Group 2

B. Read the meaning of each clipped words and give its original word. Write your
answer on the space provided for.

__________1. decaf = to remove the caffeine from coffee

__________2. prom = a formal dance held for a school class toward the end of
the academic year
__________ 3. croc = a large aggressive aquatic reptile with massive jaws and a
body covered with bony plates
__________ 4. mike = a device for converting sound waves into electrical energypop
(music or art ) new and of general appeal, especially among
young people
__________5. prom = a formal dance held for a school class toward the end of the
academic year

E. Independent Practice

A. Write the word from the box that matches the bold clipped word beside it.

airplane hamburgers advertisement bicycle

graduate

taxicab dormitory veterinarian laboratories statistics

May 16, 2016

 M.H. Del Pilar
St. El Nido, Palawan
Dear Wally,
Last week, my family went to Manila to visit some schools Pauleen
________ applied to. Its strange to think that next year my sister will be a high-
school grad.____________ We took a taxi ____________ to the airport since our
plane____________ left so early in the morning. The dorm ____________ rooms
were awfully small, but Pauleen was really impressed with the science
labs____________. Later on, we ate some burgers____________ at the student
union and talked to a few students.
My parents have finally decided that Im old enough to ride my
bike____________ to Dr. Cruzs office. He posted an ad____________asking for
help a couple of days a week. He thinks its great that I plan on being a
vet____________one day and takes all my questions seriously.
Have you been to any ballgames? Are you keeping stats ____________ of
your favourite players? I Hope youre having a great summer.
Your
friend,

Jose

B. Give the original word of the given clipped word based on its meaning. Choose the
letter
of the correct answer.
1. coke = carbonated drink flavoured with extract from Kola nuts
a. coconut b. cocaine c. cocain d. coca-cola e. choke
2. co-ed = schooling attended by members of both sexes
a. coedam b. coeddo c. coedit d. coeditor e. coeducational
3. grannie, granny = the mother of your father or mother
a. granary b. grand prix c. grande dame d. grandfather e.
Grandmother
4. vet = a doctor who practices veterinary medicine
a. veterinarian b. veteran c. vetchworm d. vestrywoman e. Vegetarian
5. gent = a man of refinement
a. genealogist b. general agent c. general team d. genitals e.
Gentleman

F. Closure

What do you mean by clipped words?

Clipped words are often used in their shorten word for their convenience.

IV. Evaluation:
Match the original/clipped words from its meaning. Write the letter of the correct
answer on the space provided for.

Meaning Original/clipped
words

____ 1. a small carriage in which a baby a. Sergeant/ sarge

is pushed around b. Permanent/ perm
____2. any of several non-commissioned officer c. aeroplane/plane
ranks in the army d perambulator/pram
____3. a member of the communist party e. Communist/
commie
____4. a series of curls in the hair made by
applying heat and chemicals
____5. An aircraft that has fixed wings and is
powered by propellers or jets
 LESSON PLAN IN ENGLISH V

DATE:__________________

I. Objectives
1. Analyze figures of speech (simile, metaphor, personification, hyperbole) in a given text
2. Appreciate figurative language
3. Show tactfulness when communicating with others

II. Subject Matter:

Topic : Figures of Speech (Simile, Metaphor, Personification, Hyperbole)

Materials : chart of poem and verses, activity sheet
References : CG EN5RC-Ig2.3
Lesson Guide in Elementary English Grade 5 p. 2
http://www.mld.metu.edu.tr/sites/default/files/FIGURATIVE
%20LANGUAGE.pdf
Focused Skills : Listening/ Analyzing
Value : Cooperation and participation

III. Setting the Stage:

A. Ask: Have you read a poem? Did you understand the meaning of the poem or what
the author wants to convey? Why? Why not?

B. Explaining the Students What To Do

Say: Class our lesson for today is all about the Figures of Speech .
- Figure of speech is an expression that means something different than the
literal
meaning of the words.
- Figures of Speech can make ones poetry , speech and writing more creative,
expressive and interesting

Unlocking of Difficulties
delight - satisfaction
bower - one who bends his head or body to show respect
fold - to lay one part over another part
duster - one used to remove dust

C. Modeling
1. Reading the poem by the teacher
2. Reading the poem by the pupils
3. Choose a pupil who will read the poem for the third time
NIGHT
By William Blake

The moon is like a flower.

In heavens high bower.
My tree is like a duster reading high
Stretching forth to sweep the cloudy sky.
 Analysis and Discussion

1. How did the poem describe the moon?

- Like a flower in heavens high bower.
2. Can the moon really do what the poet wrote?
3. Explain that poets use figurative language to create sensory images.

A. Direction: Group the pupils into four. Give each group famous lines from poems.
Then let them identify what figurative language used.

Group 1. The stars were diamonds in the sky.

Her smile was a ray of sunshine.

Group 2. I wandered lonely as a cloud

That floats on high oer vales and hills,

Group 3. How do you do it? You got me losing every breath.

What did you give me to make my heart bleed out my chest?

Group 4 The wind whispered through dry grass.

The flowers danced in the gentle breeze.

B. Direction: Form another four groups. Give each group a picture. Then out of the
picture compose a sentence using figures of speech. Have your group representative
and share your answer to the class.

Group 1 Group 2

E. Independent Practice

Identify the figure of speech used in the following sentences.

1. He has a heart of gold.
2. Dales smile was as bright as the sun shine.
3. Life is a journey; travel it well
4. A wicked whisper came and changed my life.
5. Men's words are bullets that their enemies take up and make use of against them.
6. He roared with the force of a thousand lions.
7. The theatre is his home.
8. There had been no rain for months and all the crops were death. Some parts of
the farm were beginning to look like a desert.
9. After a good night sleep, I felt like a million dollars.
10. Everyone wanted Ken on the swim team because he could swim like a fish.
 F. Closure:

Children, what do you mean by Figures of Speech?

Figure of speech is an expression that means something different than the
literal
meaning of the words.
- Figures of Speech can make ones poetry , speech and writing more creative,
expressive and interesting
IV. Evaluation
Identify the figurative words used in each sentence. Write S for simile,
M for metaphor, P for personification and H for Hyperbole
1. The kettle sings as it sits on the stove.
2. The grass dances with the wind.

V. Agreement

Look for a short story poem and copy it in your notebook. Underline the figurative words.

LESSON PLAN IN ENGLISH V

DATE:___________________

I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical structures:
-conjunctions
2. Identify the three types of conjunctions
3. Show care and love for the other people around you.

II. Subject Matter:

Topic : Conjunctions
Materials : Chart, crossword puzzle
References : CG EN5WC-Ig-1.8.3
http://www.myenglishpages.com/site_php_files/grammar-lesson-
conjunctions.php
English For All Times Reading Textbook
Focused Skills : Listening/ Composing coherent sentence
Value : Kindness to others

III. Setting the Stage:

A. Ask : Class, do you have neighbors? How do you treat your neighbors?

B. Explaining the Students What To Do

Say : Class our lesson for today is Conjunction.
- Conjunction is a part of speech that joins two words, phrases or clauses
together.

C. Modeling
Say: You will read a paragraph about Sajid and Zarinah.
a) The teacher sets standards in silent reading and hints for pupils to learn
appreciation of paragraph.
b) The teacher will present paragraph through the use of power point
presentation. She will post it again on at a time for discussion.

Ask the following question. The teacher will write the possible answer on the
board.
1. Who are the characters in the story?
2. What do Sajid and Zarinah enjoy doing by the beach and at the sea?
How are the words and phrases in the following simple sentences connected?

1. Sajid and Zarinah are the characters in the story.

2. They sail the boat or spend their afternoon swimming.

 Say: The encircled words are what we called as Conjunctions

- Conjunctions is a part of speech that joins two words, phrases or clauses

together

There are three types of conjunctions:

Coordinating Correlative
Conjunctions Conjunctions Common Subordinating Conjunctions

for either...or after in order that

and neither...nor before if
nor not only...but although lest
but also though even if
or both...and even though that
yet whether...or as much as unless
so as long as until
as soon as when
because where
since whether
so that while

Coordinating conjunctions also called coordinators that connect two or more equal
items.
Examples:
He plays tennis and soccer

Correlative conjunctions are used in pairs. They work in pairs to coordinate two items.
Examples:
I didn't know that she can neither read nor write.

Subordinating conjunctions, also called subordinators. Conjunctions that join a

dependent
(or subordinating) clause to an independent (or main) clause.
Examples:
He reads the newspapers after he finishes work..

"So" is a small English word that can have different meanings. As mentioned in the table
above, it is commonly used as a coordinator rather than as a subordinating conjunction.
There are, however, instances when "so" may introduce purpose and in this case "so" is
used as a subordinating conjunction.
Examples:
"I took my umbrella with me so I wouldn't get wet."
" I stayed so I could see you."

D. Guided Practice

Direction : Group the pupils into four. Give each group copies of crossword puzzle. Tell
them to
solve it by using appropriate
conjunction.

1. 2
3

. 4 5
6

8
 Across
3. He must be very popular, ___ everyone in school knows him.
5. John wanted to stay, ___ his sister persuaded him to go.
6. ___ the rain, we went to the beach.
7. ___ I got home, my sister had already left.
8. It's too late to go out; ___, it's beginning to rain.

Down
1. She wanted to go to the party; ___, she was not invited.
2. ___ it was cold, he went out without a sweater.
4. We can't buy it ___ we don't have enough money.
5. John had to go to the doctor ___ he was not feeling well.
( Across 3. for 5. but 6. despite 7. when 8. moreover
Down 1. however 2. although 4. since 5. because )

E. Independent Practice

A. Combine the following independent clause to form new sentences using

conjunctions.
1. Our backyard is wide. It has good soil.
2. I cultivated a garden plot. I bought seeds.
3. I planted tomato seeds last week. Nothing grew.
4. I tried again. I succeeded.
5. I would like to plant more. There isnt enough space.

B. Write the appropriate conjunctions (and, or, not, but, after, before, until, that, when) to
join the sentences to complete the myth.

The Rose

There once was a pretty __________ very naughty child. Her name was
Rosa. She was scornful of others, especially the poor.
One day, a beggar went to their house. He begged for a drink
__________ he was ignored by Rosa. She sent him away instead.
Just __________ the beggar left, the world darkened.
It rained hard. It thundered __________ lightning flashed.
A bolt of lightning struck Rosas house. The rain stopped __________
the world brightened. Rosa was nowhere to be seen. Her parents couldnt find
her __________ they grieved.
One day, a plant sprouted in their yard. It grew __________ bore a
beautiful flower __________ was thorny. It reminded the parents their lost child.
They called the plant rose, a reminder of their lost child.

F. Closure:

What are the three types of conjunctions?

- Coordinating conjunctions
- Correlative conjunctions
- Subordinating conjunctions
IV. Evaluation
Compose 5 sentences using appropriate conjunctions
V. Agreement
 Fill in the blanks with appropriate conjunctions.

1. We started early _______ we might not miss the show.

a. because b. so c. so that d. on condition

that

2. I can help you _______ you tell me the truth.

a. unless b. provided c. so d. since

3. He is both scholarly _______cultured.

a. and b. also c. as well d. none of

these

4. He looks ________he is ill.

a. as if b. like c. as d. though

5. You must apologize_______ you will be punished.

a. otherwise b. unless c. whether d. but

LESSON PLAN IN ENGLISH V

DATE:___________________

I. Objectives
1. Revise writing for clarity transitions /signal words
2. Read with automaticity occurring content area words (Health)
3. Show tactfulness when communicating with others

II. Subject Matter:

Topic : Transition words / Signal words
Materials : pictures, strips of cartolina
References : EN5WC-Ig-1.8.3
Lesson Guide in English 5 p. 7
http://www.readingrockets.org/content/pdfs/transition%20words.pdf
Focused Skills : Writing
Value : Appreciation

III. Setting the Stage:

A. Show a picture of a girl or a boy cooking in the kitchen. Let the pupils tell something
about the
picture; Then ask them if they also cook at home.
 Ask: Do you also eat vegetables? What nutrients can you get from eating vegetables?
Have the pupils read the words written in flash cards.
vitami nutritiou wellnes calorie calcium
n s s
B. Explaining the Students What To Do
Say: Class, the selection we are going to read has something to do with our lesson for
today which is all about transition words /signal words.
- In writing, a transition is a word or phrase that connects one idea to another.
This connection can occur within a paragraph or between paragraphs
Unlocking of Difficulties

Read the sentences. Then let the pupils tell the meaning of the word in the sentence you
will say twice (underlined word in the sentence).

1. I sliced the cake into three pieces.

2. The best way to purify water at home is to simmer it.
3. Sprinkle water on the clothes before ironing it.

to scatter in small amount

to boil slightly
cut

C. Modeling
Read the selection to the class.

First, we sliced the apples. Then, we simmered them in a saucepan until they
were tender. Next, we added sugar and left the stew to cool. When it was cold, we
stirred in yogurt. We then spooned the stewed apple into dishes and sprinkled each with
crushed fruit and nut bars. Finally, we decorated each dish with apple slices.

Analysis and Discussion

What is the first step in making apple and hazelnut crunch?
How long will you simmer the apple?
After adding sugar, what will you do next?
What will you do when the stewed apple becomes cold?
What is the last step?
Why do you think we should decorate the crunches with apple slices?

Read again the underlined words. Tell the class that those are the examples of
transition/signal words

What are transition signals?

Transition signals are linking words or phrases that connect your ideas and add
cohesion to your writing. They signpost or indicate to the reader the relationships
between sentences and between paragraphs, making it easier for the reader to
understand your ideas. We use a variety of transition signals to fulfill a number of
functions. Some of these functions include: to show the order or sequence of events; to
indicate that a new idea or an example will follow; to show that a contrasting idea will be
presented, or to signal a summary or a conclusion.

How are transition signals useful?

Transition signals will:
make it easier for the reader to follow your ideas.
create powerful links between sentences and paragraphs to improve the
flow of information across the whole text. The result is that the writing
is smoother.
 help to carry over a thought from one sentence to another, from one
idea to
another or from one paragraph to another.

How are transition signals used?

Transition signals are usually placed at the start of sentences; however,

they may also appear in the middle or end of sentences.
A transition signal, or the clause introduced by a transition signal,
is usually separated from the rest of the sentence by commas.
You DO NOT need to use transition signals in every sentence in a paragraph;
however, good use of transition words will help to make the relationship
between
the ideas in your writing clear and logical.
Using transitions within a paragraph
Transitions may be used at various times within a paragraph to show the
connections between sentences. Here are some examples:
Example: The main character displays strength and courage throughout the story.
He shows fear and apprehension when he encounters the antagonist.
Revision: The main character displays strength and courage throughout the story.
However, he shows fear and apprehension when he encounters the
antagonist.
Say : The use of the transition in this case helps to show the contrast between the
two ideas while also connecting them.
Example: In the novel, there are many tragic events that take place. The princes
untimely
death occurs two days before the wedding.
Revision: In the novel, there are many tragic events that take place. For example, the
princes untimely death occurs two days before the wedding.
Say : The transition helps to connect the idea to the example that follows.

D. Guided Practice

A. Choose the correct answer to each question.

1. Which transition word shows location?
a. for example b. below c. then
2. Which transition word shows time?
a. between b. in other words c. Later
3. Which transition word adds information?
a. in addition b. over c. Earlier
4. Which transition word compares and contrasts?
a. earlier b. besides c. Otherwise
5. Which transition word clarifies?
a. first b. besides c. in other words
E. Independent Practice

A. Complete the paragraph by filling in the blanks with the correct transition words in the
box.

Meanwhile as a result of once upon a time while first

through next under beside then

(1)__________________ there lived a family of bears in a lovely wooded

area. Their home was (2) __________________some trees (3)
__________________a small stream. One day (4)__________________ the
bears were not at home, a little girl came to the house. (5)__________________,
she knocked on the door. (6) __________________ even though no one
answered her knock, she entered the house. (7) __________________ she ate
some of the bears' food, and she napped on one of their beds. (8)
__________________ the bears returned home. They were surprised to see their
door open. Their roars woke up the girl, and she fearfully ran from the house, (9)
__________________ the woods, and back to her own home.
(10)__________________ her experiences, she never again went into the woods
alone.
 B. Direction: Select a topic from the list below. Then write a short paragraph using transition
words.
.
a sport eating healthy food a vacation a holiday
a pet

F. Closure

What have you learned from todays lesson?

A transition is a word or phrase that connects one idea to another

IV. Evaluation

Revise the following sentences by writing appropriate transition word on the line
provided.

1. We wanted to go to a movie, ______ the theater was closed.

2. Joeys car was full of gas, ______ we drove it to the beach.

3. The ballet did not impress the students. ______, the break dancers were a big hit.

4. We visited Phoenix, Tucson, Albuquerque, Santa Fe, and ______, Las Vegas.

5. Some chili recipes do not include kidney beans. ______ would be the traditional West
Texas chili.
( Answers 1. however 2. therefore 3. on the other hand 4. lastly 5. an example of this)