1

LESSON EXEMPLAR IN ENGLISH GRADE V

Quarter 1

Week 5

I. Objectives
A. Expressive Objectives
1. Be appreciative in listening to sound device
2. Observe politeness at all times
3. Show tactfulness when communicating with others

B. Instructional Objectives

Listening Comprehension
Analyze sound devices (onomatopoeia, alliteration, assonance) EN5LC-Ie-
2.11.1/2.11.2,3

Oral Language
Use formal and informal English when appropriate to task and situation EN5OIe-
3.9

Vocabulary Development
Infer the meaning of unfamiliar words (blended) based on given context clues
(synonyms, antonyms, word parts) and other strategies EN5V-Ie-12 and 13

Reading Comprehension
Analyze a 2-stanza poem in terms of its elements (rhymes, sound devices,
imagery and figurative language) EN5RC-Ie-6

Oral Reading Fluency

Read with automaticity grade level frequently occurring content area words
(Math) EN5F-Ie-1.8.1.2

Grammar
Compose clear and coherent sentences using appropriate grammatical
structures: -conjunctions EN5G-Ie-8.3/8.4

Writing/ Composition
Revise writing for clarity – correct spelling EN5WC-Ie1.8.2

Viewing
Distinguish among various types of viewing materials EN5-Ie-6

Attitude towards literacy, literature, and language

Observe politeness at all times; Show tactfulness when communicating with
others. EN5A-Ie-16

II. Subject Matter

A. Topics
1. Literature
Short Poem: Mornings
Story: Filipino Breakfast
Poem: ‘Twas The Night Before School Started
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2. Analyzing sound devices in a poem

3. Using formal and informal English in a certain task or situation
4. Inferring meaning of unfamiliar words through context clues
5. Composing clear and coherent sentences using appropriate grammatical
structures: conjunctions
6. Value Focus: Politeness, Tactfulness, Equality
B. Materials
 Pictures
 Charts
 PowerPoint presentation of the lesson
 Copy of video (about breakfast preparation)
C. References:
K to 12 Curriculum Guide – English Grade 5-Ie
https://www.google.com.ph/search?q=using+formal+and+informal+english
+in+appropriate+situation
Lesson Guide in Elementary English, Copyright 2008 pp.__
Essential English Work text in Language and Reading 5 pp. 41 - 48
English Encounters: Reading 5 pp. 43 - 55

III. Procedures
Learning Activities

Day 1

Listening Comprehension

I. Objectives
1. Show tactfulness when communicating with others.
2. Express one’s ideas and feelings clearly
3. Analyze sound devices (onomatopoeia, alliteration, and assonance)

II. Developmental Activities

A. Spelling (Pre-test) Teacher’s Prerogative
1.
2.
3.
4.
5.
B. Oral Language Activity
Let the class read the following sentences and supply a word that
rhymes with the underlined word.
1. Go in the garden to find a rose,
Look at the camera and take a ______.

2. Please get inside the library to find the books,

See a mirror and check your ______.

3. Someone’s knocking, please open the door.

But just be careful, we have a wet ______.
Ask: What do you call those words? (Rhyming words)
*Rhyming words are often seen in poems.
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C. Pre-listening

1. Unlocking of Difficulties
Match the meaning of the words written on the meta card with the
following:
a. I heard a bacon sizzling in the pan. (hiss)
b. The horse is frightened by the clanging of the chains. (clash)
c. I don’t understand if you keep on mumbling. (murmur)
d. Do not rush in making decisions that you will regret later.
(hurry)
e. I’m sorry to disturb you at such a late hour. (interrupt)

2. Motivation
Ask: What activities do you usually do every morning?
Refer to LM, Think and Tell, pp.

3. Motive Question
What happens in a weekday morning? Let us read the poem,
“Mornings”

D. During Listening

Mornings
RLMendoza

Sizzle, sizzle, sizzle.

The pan’s sizzling,
Feet scuffing,
Water splashing,
Plates clanging,
Glasses clinking,
Glug, gobble, glug!

Buses being, banging,

And me, mumbling, murmuring,
“Some more sleep, Sister Santa.”
“No, Vir. Oh, dear! The road’s clear.
The school bus isn’t here!”
Weekday morning’s rush,
And this child’s sleeping on the cloud
Where no one can disturb. Hush!

Suggested Questions:
Ask: 1. Can you tell when and where the story behind this poem
happened?
2. Who are the characters of the story?
3. Give the message of the first stanza?
4. How about the second stanza?
5. Why every weekday morning is a rush?
6. What does this poem contain?
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Note: *The poem contains onomatopoeia, one of the

techniques in poetry which occurs when the vowel sound
within the word matches the same sound in a nearby
word.

E. Post Listening

Engagement Activities

Group 1:
Read the poem artistically stressing on the pair of rhyming
words from the poem read.

Group 2:
Draw the different activities every morning.

Group 3:
Dramatize your favorite scene from the poem.

Group 4:
Sing the poem to the tune of any popular Filipino folksong
(Tatlong Bibe, Paru-parong, Bukid, Leron-Leron Sinta)

Day 2

I. Objectives
1. Read and analyze sound devices in poems (onomatopoeia, alliteration, and
assonance)
2. Use formal and informal English when appropriate to task and situation
3. Appreciate the poem read

II. Developmental Activities

A. Spelling (Teach)

B. Oral Language Activity

1. Review: Ask the class to recall the poem they listened to the previous
day. What was the poem all about?
Let the pupils read/recite the poem learned in previous lesson.
2. Read the following sentences. Tell whether you will use each of them in a
formal or informal setting. Explain.
a. Hello, Miss Angeles!
b. Good morning, Mr. Platon!
c. I’m sorry, but I think you are wrong.
d. I regret to tell you, but I think you were mistaken.
e. I am here to report what I have found out Sir.
f. Hi! Sir. I came to tell you what I know.
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Group presentations

Group 1:
Read the poem artistically stressing on the pair of rhyming words from
the poem read.
Discussion:
What rhyming words did you use?

Group 2:
Draw the different activities you do every morning.
Discussion:
What activity do you enjoy doing most every morning?

Group 3:
Dramatize your favorite scene from the poem.
Discussion:
How do you feel when you’re in a hurry?

Group 4:
Sing a happy song to the tune of a popular Filipino folksong.
Discussion: What is the title of your song?
Why did you choose that song?

C. Skills Development
1. Review
Ask: What is onomatopoeia?

2. Introduction and Presentation

Refer to LM, Find Out and Learn

Poetry uses different devices to appeal to the readers. One of these is the
use of rhyming words. Pick out the rhyming words from the poem,
“Mornings.”
Underline the rhyming words in these verses written by an unknown
author:
The maple is a dainty maid,
The pet of all the wood,
Who lights the dusky forest glade,
With scarlet cloak and hood.

Ask: What did you notice with the words used in the paragraph?
Why are some repeated words or words with the same sound used in
writing poems? What do you call them?
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Teaching Chart

Sound devices are used by poets as tricks to build their

ideas and the feel or sound of a poem. These poetic devices or
literary terms can be divided into two main categories-those that
deal with sound and those that deal with meaning.

Onomatopoeia- use of words that mimic sounds

Example: fizz-hiss
Alliteration-repetition of consonant sounds
Example: weak-weary
Assonance-repetition of similar vowels
Example: low-tow

D. Vocabulary Development

The other sound devices you learned earlier are alliteration and
onomatopoeia. Recall the meaning of these words. Copy the words from
the poem “Mornings” that show:

Alliteration and Onomatopoeia

E. Guided Practice

Refer to LM, Try and Learn pp.___

Read the line of poetry provided. Look out for Assonance,
Alliteration, and Onomatopoeia. Write A for Assonance, B for Alliteration,
and C for Onomatopoeia on the blank provided for the sound device. Then
underline the matching sounds.

1.___________”Strips of tinfoil winking like people”(Sylvia Plath)

2.___________”The river murmured” (Jeffrey Farnol)

3.___________”With bloody blameful blade he bravely broached”

(Shakespeare)

4.___________”The spider skins lie on their sides” (Annie Dillard)

5.___________”My darling, my darling, my life and my bride” (Edgar Allan

Poe)

F. Independent Practice

Refer to LM, Do and Learn pp.___

Read the lines of poetry. Slash marks show where the lines break in the
original poems.
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Identify two or more poetic techniques being used in each example and
write them on the line. There may be more than two techniques used.

1. Life it seems will fade away;/ Drifting further everyday.

____________________________________________

2. Confound the cats! All cats-away-/Cats of all colors, black, white, gray;
_____________________________________________________
3. O Sea! Whose ancient ripples lie on red-ribbed sands where
seaweeds shone; O Moon! Whose golden sickles gone.
_____________________________________________________

4. I dreamed a dream next Tuesday week, / Beneath the apple trees;

_________________________________________________
5. The monstrous anger of the guns; the stuttering rifles rapid rattle.

______________________________________________

(Answers: 1. Assonance, 2. alliteration, 3. onomatopoeia, 4. assonance, 5.

Onomatopoeia)
Ask: Which techniques are being used? (list two or more)
Explain how you figure it out.

III. Assignment
Refer to LM, Learn Some More pp.____
Match the words written in a speech balloons with the correct
sound device attached to the blackboard.

Squeak!(ans: O) Friend fries, french fries(ans:Al) Pop!(ans:O)

I made my way to the lake(ans: Ass.) bruisin’ loser (Ass.)

tune and food(ans:Al) Alex alligator (Al)

Twinkling twilight meets twice(Al) The rain in Spain (ass.)

Water splash(O)

Day 3

I. Objectives
1. Analyze a 2-stanza poem in terms of its elements (rhymes, sound devices,
imagery and figurative language) EN5RC-Ie-6
2. Read with automaticity grade level frequently occurring content area words
(Math) EN5F-Ie-1.8.1.2

II. Developmental Activities

A. Spelling (Follow-up)
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B. Priming/ Oral Language Activity

1. Checking of Assignment
2. Reading with automaticity means accurately reading and understanding the
meaning of each word thus improving your comprehension of the text. This
makes you fluent and accurate reader at the same time. Let the pupils read
the selection, Filipino Breakfast. Refer to Think and Tell, LM pp.___

Ask: What Filipino breakfast does your mother serve every morning?
How would you encourage other children to take breakfast?

C. Pre-Reading

1. Unlocking of Difficulties

Match the meaning of the words written on the meta card with the
following:
1. His riotous mugging always has everyone in hysterics. ( screaming)
2. Lisa’s been feeling a lot of anxiety about her new job. (worry)
3. She giggled like a little kid. ( cackled)
4. Their eyes were wide with fright as they watched that movie. (horror)
5. I dread the day I will have to leave my friends. ( fear)

2. Motive Question

How do you prepare yourself for the opening of classes?

D. During Reading

Refer to Read and Learn, LM pp. _____

‘Twas the Night Before School Started

Author Unknown

‘Twas the night before school started,

When all through the town,
The parents were cheering;
It was a riotous sound!
By eight, kids were washed and tucked in bed
When memories of homework filled them with
dread

New pencils, new folders, new notebooks, too!

New teachers, new friends…
Their anxieties grow!
The parents just giggled when
They learned of this fright
And shouted upstairs –
“Go to bed! It’s a school right!”
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Comprehension Questions

1. What happened the night before school started?

2. What do you think the children are doing?
3. Why do children feel worried?
4. Why did the parents shout?
5. What sound devices were used in the poem?
6. Can you name pair of words that have sound device?

E. Post Reading

1. Differentiated Activities

Let the pupils recall the poem from the first day, ‘Mornings’ which contain
sound devices.
Ask: What are the sound devices you have learned from the poem,
‘Mornings’?

Teaching Points

Another element of a poem is the sound device. Sound

devices are used to evoke image to emphasize meanings
and messages, and to create emotional responses.
Assonance and consonance are figures of sound.

Provide activity cards for Group I and Group 2

Group I – Assonance is repeated vowel sounds in a line or lines of

poetry.
Example: (long vowel a sound) Bake cake gate fate snake
(short vowel sound) Banana bark dart mark star

Fill in the blanks with the same vowel sounds of the given word.

(short vowel sound)

 Belt _______ _______ _______ _______

 Lips _______ _______ _______ _______

(long vowel sounds)

 Bone _______ _______ _______ _______

 Duty _______ _______ _______ _______
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Group II – Consonance is repeated consonant sounds but can be

anywhere in the words.

Example: silken, sad, unseen, rustling…

Fill in the blanks with the same consonant sounds of the given word.

 Beauty ________ _______ _______

 Courage ________ _______ _______
 Principle ________ _______ _______
 Modern ________ _______ _______
 Simplicity ________ _______ _______

Group III - Alliteration is the use of the same beginning consonant

sound in a line or verse.

Read the tongue twister with correct pronunciation and diction.

2. Composition

Write your own poem about life’s goals and how you can accomplish
them. Don’t forget to give a title for your poem.
Please be guided by the rubric below.

A. Content and Ideas 5 points

- Content of poem is related to the topic
- Ideas are very well focused and detail is powerful.

B. Organization and Transitions 3 points

- Flows exceptionally well and has smooth transitions
from the beginning to end.

C. Rhythm 2 points
- The rhythm helps to tell the meaning and makes the poem
enjoyable to read.
________
Total: 10 points
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Day 4

I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical
structures: -conjunctions EN5G-Ie-8.3/8.4
2. Infer the meaning of unfamiliar words (blended) based on given context
clues (synonyms, antonyms, word parts) and other strategies EN5V-Ie-12
and 13

II. Developmental Activities

A. Spelling (Supervised Study)

B. Oral language Activity

Refer to LM, Read and Learn pp.___

Blending is the word formation process of combining two or more
words to create a new word.

Examples: breakfast + lunch = brunch

simultaneous + broadcast = simulcast
camera + recorder = camcorder
emote + icon = emoticon

Activity: Blend the following words to create a new word:

1. fact + fiction = _________________________

2. gleam + shimmer = _____________________
3. sports + broadcast = ____________________
4. television + photogenic = ________________
5. clap + crash = __________________________
6. situation + comedy = ____________________
7. twist + whirl = __________________________
8. smoke + fog = __________________________
9. work + alcoholic = ______________________
10. fourteen + night = _____________________

C. Grammar
1. Review
Ask: What is a simple sentence? Give an example.
What is a compound word? Give an example.

2. Introduction/Presentation
Refer to LM, Find Out and Learn pp.___

Read the following sentences. Notice the underlined words.

1. She says that she loves her dog, but she never plays with it.

2. You must study for the test or you will fail.

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3. Mom said that we must wash the dishes and we must clean our rooms.

Discussion:

a. How many ideas are combined in each sentence?

b. What word connects the two ideas?

c. What do you call that word which connects the two ideas?

d. What kind of ideas are combined by and, but, and or?

3. Teaching/Modeling

A word is a coordinating conjunction when it connects

words or group of words that have the same use in a sentence. And,
but, and or used as coordinating conjunctions.
Can simple sentences be joined with coordinating
conjunctions? Study the pairs of sentences below.

It won’t cost you anything. I’m sure you’ll enjoy it.

It won’t cost you anything, and I’m sure you’ll enjoy it.

Do you want to come with me? Do you want to stay home?

Do you want to come with me, or do you want to stay home?

We will just be pretending. We’ll still have fun.

We will just be pretending, but we’ll still have fun.

Circle the conjunction in these sentences. Tell what the conjunctions

express.

I want to be a forest ranger for Me? I work hard so I can make

trees are important to me. your furniture.

I want to be a teacher in the

barrio or in an island.
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D. Guided Practice
1. Insert the proper coordinating conjunction in each phrase.

Tired ________________happy hungry _____________thirsty

sweet ________________tasty stout ______________sickly

far _________________worth it busy _____________a reason

2. Read these sentences carefully. Then write the appropriate conjunctions

on the blanks.

1. Zach loves to dance _______sing.

2. Gia is only two, ________she can already tell a story.
3. “Do you like milk ________ fruit juice?”
4. Abby has gained weight, _______she wants to be carried.
5. Caleb is rarely sick, ________he snacks on healthful food.
6. Caleb, Aaron, Joshua ________ Keziah are cousins.
7. They are friends with Abby, Cybelle, Chloe ________Josiah.

E. Independent Practice

Answer these questions with sentences using coordinating conjunctions.

1. What choices do you have for snacks in your canteen?

________________________________________________________

2. Why do teachers get angry at your class sometimes?

________________________________________________________

3. What is it that you want to do but can’t? Why?

_______________________________________________________

4. What two reminders do your parents always tell you?

________________________________________________________

5. Why do some pupils arrive late in school?

_________________________________________________________
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III. Assignment

Write your own sentences using conjunctions. Get your inspiration from this
grocery shelf.

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

Day 5

I. Objectives

1. Revise writing for clarity – correct spelling EN5WC-Ie1.8.2

2. Distinguish among various types of viewing materials EN5-Ie-6

II. Developmental Activities

A. Spelling (Mastery Test)

B. Oral Language Practice

Viewing: Distinguishing Various Types of Viewing Materials.

Videos are recordings of moving people and objects in different

situations. Today, it is very easy to take a video. You can use camera,
cellphone, laptop, or video recorder. Videos become very useful because
we can learn so many things through video demonstrations and
presentations. It is also easy to upload and download videos from the
internet.

Activity:

From the selection you have read on Filipino Breakfast, you have
learned the importance of taking breakfast on time. Watch a video about
breakfast preparation. Then ask your classmates which among these
combinations of breakfast they like.
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C. Skills Development

1. Introduction

2. Teaching/ Modeling

Tell the class:

Whether you are using formal or informal English, it is

important that the spelling of the words are correct.
You use the symbol; sp to mark those that are
spelled incorrectly. Study this paragraph. Mark the
misspelled words, then write the correct ones above
them.

spelling correct
Example: Is my speling corect?

sp sp
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D. Guided Practice

Read the paragraph carefully. Identify the misspelled words then rewrite the
paragraph with the corrected words.

We are teking up adition in Math. It is not realy dificult. My teacher explens

it very well. I resited seberal times and I allways got it rite. Sum of my clasmates
get nervus when they wer colled to the blackbord. One droped the chok many
tayms so I voluntird to help him.

___________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

D. Independent Practice

Write another paragraph with misspelled words. Exchange with your

seatmate and have your work marked and corrected. Learn and enjoy!

________________________________________________________________

________________________________________________________________

________________________________________________________________

III. Assignment

Give the correct spelling of the following words.

1. prospeck

2. failurre

3. aprehension

4. nervusly

5. acomodation
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Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Schools Division of Imus City

TEACHER’S GUIDE IN ENGLISH GRADE V

FIRST QUARTER WEEK 5

PREPARED BY:

ANGELICA C. LAPORGA
Teacher I, BNTES – Maharlika Annex
angelica.laporga@deped.gov.ph

EDITED BY:

MIGUELA S. LEGASPI
DIVISION KEY ENGLISH TEACHER

LETICIA A. ROGACION
EPS ENGLISH
NOTED:

LETICIA A. ROGACION
EPS ENGLISH

RECOMMENDING APPROVAL:

GREGORIO A. CO JR.
CID/ ASST. CHIEF

APPROVED BY:

LUALHATI O. CADAVEDO
CES/OIC-SCHOOLS DIVISION SUPERINTENDENT