English

Quarter 1
Week 5
Quarter 1, Week 5

Day 1
Identify sound devices used in text.(LC)
Appreciate the different sounds in the
environment.
Does simple task promptly.EN5LC-Ie-
2.11.1-2.11.3
 
What are the things that produce
sounds? Where do these sounds
come from?
Speaking prompts:

I feel happy when I hear..............

I feel sad when I hear...................
The last time I feel excited when I
hear........
 Unlocking of Difficulties
Reminisce
The girl is reminiscing her
wonderful days with her father.
How about you, what are the
memories you usually reminisce?

Rush

The fire fighters are in the rush because

of the big fire in the next block.
Ask: How do fire fighters move if
there is a fire? When do we rush?
 What are the sounds that we
usually hear in our environment?
Are those sounds important?

Listen to this short

story. Be sure to
identify the sounds
the things produced.
 Rushing Cindy
(by: Karen Ivy D. Tan)
Cindy was reminiscing her date with her
idol when their neighbour’s car honked and
knocked her up. She remembered she has to
feed the pigs when they started to oink. Her
mother told her to do her chores before
anything else. She rushed to the kitchen not
noticing the banana peelings on the floor.
Suddenly, a loud blag was heard.
What happened to Cindy?
Why did she rush?
What were the sounds made by things
mentioned in the story?
What other sounds animals and things
produced?
 Teaching Chart
Onomatopoeia is a sound device which is an imitating natural sound that suggests
sense.
Example:
She heard bees buzzing and thought it would bit her.
The car honked because of the traffic
More examples: hiss, cuckoo, ring, meow, beep, clang etc.
Alliteration a sound device which is the repetition of a consonant sound at the
beginning of words.
Example:
Sally sells seashells in the seashore.
Walter wondered where Willie was so he asked Wayne.

Assonance is a sound device which is the repetition of the same vowel sound
either at the beginning of words or inside the words.

Example:
May lay near the bay and stayed awake
Everyone excitedly exclaimed for Emily.
Let us now try to identify what
sound device is used in the following
poems.
 Beach Orchestra

1
The waves are racing
2
Towards the shore
3
Booming crashing...more moremore!
4
The sand is crunching beneath my feet
5
Boom crash crunch crunch
6
I march to the beat
7
Sand castles toppling
8
Umbrellas whisking by
9
Storm clouds brewing
10
Land meets sky
11
Biting wind
12
Full grey clouds
13
Let the storm begin
 My Puppy Punched Me in the Eye

1
My puppy punched me in the eye
2
My rabbit whacked my ear
3
My ferret gave a frightful cry
4
And roundhouse kicked my rear
5
My lizard flipped me upside down
6
My kitten kicked my head.
7
My hamster slammed me to the ground
8
And left me nearly dead.
9
So my advice? Avoid regrets;
10
No matter what you do,
11
Don’t ever let your family pets
12
Take lessons in kung fu.
(For Advanced Learners)
Divide the class into three groups and let
them do the following tasks.
Group 1-The group will compose a
song describing Cindy using alliteration.
Group 2-The group will write an
acrostic poem describing Cindy using
assonance.
Group 3-Dramatize the story
emphasizing onomatopoeia.
 SCALE
RUBRICS FOR
DRAMATIZATION
ACTIVITY 1 2 3 4 5

Creativity

Script is related to the given topic

The role of each character is

well-presented
Well- organized

Teamwork

TOTAL SCORE :
 SCALE
RUBRICS FOR SONG
PRESENTATION 1 2 3 4 5

Delivery

Originality

Content

Teamwork
 SCALE
RUBRICS FOR SHORT
POEM ACTIVITY
1 2 3 4 5
Simple and clear

Relevance of poem to the

topic
Well- organized ideas

Teamwork

TOTAL SCORE:
(For Average Learners)
Divide the class into three groups. Ask each group
to present by reciting literary text.

Group 1-Alliteration group

Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper
picked?
(For Average Learners)
Divide the class into three groups. Ask each group
to present by reciting literary text.

Group 2-Assonance Group

 
How much wood would a woodchuck chuck if a
woodchuck could chuck wood?
He would chuck, he would, as much as he could, and
chuck as much wood
As a woodchuck would if a woodchuck could chuck wood
 (For Average Learners)
Divide the class into three groups. Ask each group
to present by reciting literary text.

Group 3-Onomatopoeia Group

 
Crack! Crack!
The fire crackles under the stars.
Sizzle! Sizzle!
Click! Clack! Click! Clack!
The water sizzles above the fire.
Crunch! Crunch! The tent poles clicking and
The campers crunching on potato clacking together
chips. Rustle! Rustle!
As we prepare our sleeping
bags to go to sleep.
Chirp! Chirp!
The crickets say, “good-night
 SCALE
RUBRICS FOR
PRESENTATION 1 2 3 4 5

Delivery

Stage Presence

Creativity

Teamwork

TOTAL SCORE:
 Assignment

Make your own example of the following sound devices;

1. Onomatopoeia
2. Assonance
3. Alliteration
Quarter 1,
Week 5

Day 2
Analyze a 2-stanza poem in terms of its elements (rhymes,
sound devices, language imagery and figurative language).(RC)
Use formal and informal English when appropriate to task and
situation. (LC)
EN5RC-Ie-6
EN5OL-Ie-3.9
Oral Language Activity
How much wood would a
woodchuck chuck if a
woodchuck could chuck
wood?
He would chuck, he would,
as much as he could, and
chuck as much wood
As a woodchuck would if a
woodchuck could chuck
wood
Oral Language Activity
Peter Piper picked a peck of
pickled peppers
A peck of pickled peppers
Peter Piper picked
If Peter Piper picked a peck
of pickled peppers
Where’s the peck of pickled
peppers Peter Piper picked?
Oral Language Activity
Crack! Crack!
The fire crackles under the stars.
Sizzle! Sizzle!
The water sizzles above the fire.
Crunch! Crunch!
The campers crunching on potato
chips.
 Unlocking of Difficulties
a. Trails
The trail going to the famous falls of Calbayog is
narrow
How about you? Have you passed on a narrow
trail?
 
b.Swallow
This is a swallow. A bird
with short bill and
pointed wings tatter.
c. tattered

My shirt was tattered when he pulled

me.
A beggar wears tattered clothes.
Motivation
What do you want to be in the future?
What are your plans based on what
you view yourself in the future?

Let us read a poem and we will find

out what a man will do once his
ambition comes true.
 The Green Bird
SILVER SHIPS
Mildred Plew Meigs
There was a small
Green Bird, There
as green asthat a lad may follow
are trails
When in
a leaf, that lived theayears of his boyhood slip,
But I shall soar like a swallow
forest. He had a long
On the wings of a silver ship
tail that bobbed up and
down when he Guiding
sang. my bird of metal
One with her throbbing fame
The crest onFloating
his headdown like a petal,
spread like aRoaring
tiny fanup like a flame
when he was alarmed.
Winding the wind that scatters
He was just Smoke
a little
from the chimneys lip
bigger than aTearing
sparrow
the clouds to tatters
With the wings of a silver ship
but more slender.
 Grazing the broad blue skylight
The Green Bird
Up where the falcons fare
Riding the realms of twilight
There was a small
Brushed by a comets hair
Green Bird, as green as
a leaf, thatSnug
lived in acoat of leather
in my
forest. He Watching
had a long the skyline swing
tail that bobbed
Shedding uptheand
world like a feather
down when From
he the tip of a tilted wing
sang.
The crest on his head
There are trails that a lad may travel
spread like a tiny fan
When the years of his boyhood wane
when he was But Ialarmed.
will let a rainbow ravel
He was just a little
Through the wings of my silver plane
bigger than a sparrow
but more slender.
Talk about it
Who is talking in the poem?
What is he dreaming to be?
What is meant of wings of a silver ship?
How will he fly an airplane?
What rhyming words are mentioned in
the poem?
What sound devices were used in the
poem? Cite examples.
What figurative languages are used in
the poem?
Identify which sentence uses figurative languages. Put a
check (/ ) mark on the space before the number.

______1. Father is like a lion when angry.

______2. Don’t count the chickens before they are
hatched.
______3. Mother bought a basket of fruits yesterday.
______4. Roots have grown in my legs waiting for you.
______5. Life is not always a bed of roses.
 Talk about it
Figurative Language is a
language that uses words
or expressions with a
meaning that is different
from the literal
interpretation.
 Enrichment Activity:
Group 1

Recite a poem emphasizing

rhyming words.

Group 2

Think of a song which mentions sound

devices.
 Rubrics
SCALE
RUBRICS FOR SHORT POEM ACTIVITY
1 2 3 4 5
Mastery of the piece
Delivery
Stage Presence
Teamwork
TOTAL SCORE:

SCALE
RUBRICS FOR SONG
PRESENTATION 1 2 3 4 5
Content
Delivery
Creativity and Stage Presence
Teamwork

TOTAL SCORE:
Quarter 1, Week 5

Day 3
Infer the meaning of unfamiliar words (Blended) based on given
context clues (synonyms, antonyms, word parts and other
strategies).(V)
Show ways to preserve natural resources.
Show tactfulness when communicating with others.(A)
EN5V-Ie-12-13
EN5A-Ie-17
 Unlocking of Dufficulties

Essential
What are the things you need in order to survive?
The things you have mentioned are what we call essential
to us.

Brunch
A meal taken between breakfast and lunch is called
brunch.
Have you experienced eating brunch? Could you state a
situation wherein you have eaten brunch already?
 Unlocking of Dufficulties

Camcorder
Do you have your camera? A camcorder is a camera that
is also a recorder.

Independent
If you can do things by yourself and does not anymore
depend on others in doing something, you are an
independent person. Can you say you are an
independent person? How?
 Motivation
Have you been on a trip? What makes a
successful trip?
Let us read the story about the scouters’ trip
and tell how they were able to
have a successful trip.
 Read the
Last year, the girl scouts inselection
our district celebrated their anniversary with a journey.
The purpose of the trip was to explore the virgin forest of Palawan since the forests
of Palawan have not been touched by loggers.

Many of the girl scouts who went were independent girls and did not need help
in doing essential things like cooking and hiking. It took them long to reach there,
so they decided to have brunch. Their ultimate eating utensil was spork. Then, they
went around the place amidst the thick long line of trees and took pictures using
camcorder.

The girls learned from local folks that these forests helped the community have
a steady supply of water and electricity and how they worked together in keeping
their forest unspoiled. The girls appreciated them much.

Cooperation helped them to make their trip successful. By working together,

most of them learned much and enjoyed the trip. They discovered or become aware
of the value of preserving or taking care of the forests to avoid floods and soil
erosion.
 Comprehension Check

* Who celebrated their anniversary?

* How did they celebrate the occasion?
* How did the local folks keep their forest
unspoiled?
* What did the girls realize from their trip?
* Why do we need to preserve our forest? In
what ways can you help preserve our
forest?
 Skill Development

Teaching Chart
Blending- is a word formation process in which parts of
two or more words are combined to create a new
word with a new meaning
Examples of Blended words
spork brunch camcorder pixel
cyborg smog advertainment simulcast
telethon workaholic liger brunch
taglish spanglish hightech
 Explaining

Inferring the meaning of unfamiliar blended words

could be done by finding the meaning of each word
being combined.
 Guided
A.Practice
Where the words come from?
1. Pixel comes from the two words
a. Picture and cell
b. Picture and element
2. cyborg
a. cyber and burglar
b. cybernetic and organism
3. smog
a. smell and log
b. smoke and fog
4. simulcast
a. simulation and broadcast
b. simultaneous and broadcast
5. telethon
a. telephone and marathon
b. television and cellphone
 Guided
B.Practice
Write the new word formed.
a. internet and citizen
b. jazz and exercise
c. urine and analysis
d. alphabetical and numeric
e. emotion and icon
Independent Practice
Synthesize the blended word and give its meaning
through context
 
1. My father is a workaholic. He doesn’t stop
working.______ _______
2. Lorna spoke Spanglish to talk with her cousins in
Europe.________ ________
3. Children today have high-tech gadgets. _________
_________
4. I usually have my brunch meal during Saturdays
and Sundays.______ _____
5. The baby liger was found dead by the zookeeper
yesterday. _____ _____
 
Quarter 1, Week 5

Day4
Compose clear and coherent sentences using conjunctions.(G)
Write words with correct spelling.(W)
Read with automaticity grade level frequently occurring content words
(Math).(F)
Distinguish various types of viewing materials (dynamic). (VC)
EN5G-Ie-8.3-8.4
EN5WC-Ie-1.8.2
EN5F-Ie-1.8.1.2
EN5VC-Ie-6
Oral Language Activity
 Talk about it
What have you noticed on the video
presentation?
The characters were not moving.
That is an example of a static video
presentation.
What are the different interest shown?
How about you, what are your
interests? What do you gain from your
interest? Do you belong in a group with
the same interest?
 Read the conversation
Earl: Jon, are you joining the History Club or the Science Club?
Jon: Neither. I am joining the Math Club.
Earl: I thought you were interested in Science and History?
Jon: I like Science but I would like to be an engineer like my father. He is
good in Math. In fact I enjoyed most when he talked about fractions, least
common multiple, least common denominator and the rest.
Earl: How about you Paul, have you decided on what club to join?
Paul: Neither History nor Science interest me. I am interested in both art and
photography. However, what Jon mentioned amused me. Algebra terms such
as exponent, variables coefficient tickle my brains. So, I will join Art Club and
Mathematics Club.
Earl: You cannot join both. You will have no time to attend the meeting of
both clubs. They are held at the same time.
Paul: Then I will join either Art or Math Club. What club will you join?
Earl: Since English is my major interest, I will join the English club, of course.
Comprehension Check
1. What were the boys doing?
2. Who planned to join the Math Club?
Why?
3. Why couldn’t Paul join both?
4. Why Earl would join the English
Club?
 Teaching Chart
Teaching Chart
 
Conjunctions are words that connects words, phrases and sentences
 
1. Or…. Connect alternatives
Which do you prefer the red or the blue one?
 
2. And…..connect related ideas
Tennis and Basketball are two strenuous game
 
3. Not only….but also…..connect ideas for added emphasis
I study not only singing but also dancing
 
4. Both….and….connect ideas to mean one as well as the other.
Both the principal and the teacher were here this morning
 
5. But … connects contrasting ideas
Karl answered softly but firmly
 
 Guided Practice
Combine each pair of sentences using conjunctions
1.The women of Samar wear the kimona and patadyong.
The women of Leyte wear the kimona and patadyong also.
2.The footwork in Muslim dances is beautiful.
The dancer forgot her part.
3.I have an assignment on the way of dressing of the pre-
Spanish Filipinos.
I have not done it yet.
4.Hats were worn by the Filipino men in the past to look
good.
Hats were worn by Filipino men in the past for protection.
 Independent Practice
Given several pictures, use the following conjunctions in
meaningful sentences.
1. and
________________________________________
2. but
_______________________________________
3. or
_______________________________________
4. both
________________________________________
5. not only… but also
_______________________________________
Quarter 1, Week 5

Day5
Compose clear and coherent sentences using conjunctions.
(G)
Revise writing for clarity. (WC)
Observe politeness at all times. (A)
EN5G-Ie-8.3-8.4
EN5WC-Ie-1.8.2
 Spelling

Blended Words
Review

Can you still recall our lesson

yesterday?
What are the conjunctions that we
have studied?
Let the pupils give examples of
 Teaching Chart

1. Neither….nor…. connect ideas where none of the two ideas

is chosen
Neither Raul nor Ariel knows the answer.
2. Either…..or….. connect ideas where we can make a choice
Either father or mother will attend the meeting.
 Guided Practice

Complete the dialogue using conjunctions.

 Mother and Aida are at a department store. They are talking
about which dress to buy.
Mother: Which of these do you prefer?
Aida: I like the red one ____ it’s big for me.
Mother: Then you can take either the big one _____ the
small one.
Aida: ________ the big one _____ the small one appeals to
me.
Mother: Why don’t we just take the red one? We can just
make some adjustments.
Aida: Oh! Yes. I think that is a better idea.
 Write about it

Write 5 sentences using

different conjuctions
THANK YOU !!!!!