Lesson Plan in English 5

Quarter: 4th Quarter

Week :Week 2

I.Objectives:

Listening Comprehension:

Restate sentences heard in one”s own words.

Oral Language:

Use appropriate facial expressions.

Vocabulary Development:

Identify different meanings of content specific words (denotation and connotation) (Science)

Reading Comprehension:

Distinguish text-types according to features (structural and language) – Enumeration

Oral Reading Fluency:

Read aloud grade level appropriate text with an accuracy rate of 95 – 100%.

Study Strategy:

Take down relevant notes.

Grammar:

Use compound sentences to show cause and effect.

Viewing:

Infer target audience.

Attitudes towards literacy, literature and language:

Observe politeness at all times.

Show tactfulness when communicating with others.

II. Subject Matter:

A. Topic1. Restating Sentences heard in One Own Words.2. Use Appropriate Facial Expression3. Identifying Different Meaning of Content Specific Words (Denotation and

Connotation) (Science)4. Distinguishing Text-types According to Features (Structural and Language)-

Enumeration5. Using Compound Sentences to Show Cause and Effect

B. Materials: Short story/sentences Pictures emoticon Charts

C. References:

Teacher’s Guide

Website/internet- Youtube / Google/ Yahoo

Dictionary

Day 1:

I-Objectives:

1. Restate sentences heard in one’s own words.

2. Use appropriate facial expressions.

3. Observe politeness at all times.

II. Subject Matter:

A. Topic:1. Restating Sentences Heard in One’s Own Words.2. Using Appropriate Facial Expressions.

B. References:EN5LC –Iva-3.11EN5OL-Iva-2.6.1EN5A-Iva-16Curriculum Guide p, 76Internet (Google, Yahoo, Bing)

C. Materials:Pictures, Charts, flashcards, emoticons (different facial expressions)

III. Procedure:

A. Setting the stage:

Let the pupils observe the picture below. Ask them to study the emotions expressed on it. Ask:.Can you imitate the expressions?

Let them analyzed the picture B. Ask: What is the vet doctor told to the child? Can you restate the words? What is paraphrasing?

At the end of this lesson, you will be able to restate sentences heard in your own words and use appropriate facial expressions.Show the faces again to the pupils.

B. Explaining the students what to do:

1. Tell the pupils that they are going to listen to a short story afterwards, the will answer the comprehension check –up below the story at “Find and Learn”

2. Teacher reads the short story. Pupils will listen.3. Call volunteer/s to restate sentences heard on his own words.4. Ask: What values you should observed during listening to a story and class

discussions?

C.Modeling for Students

Teacher will read sentences.

1. Pupils will restate sentences heard on his/her own words and has (using the facial expression).

2. Ask :Restate the sentences heard on one’s own words and give the facial expression/s based on the feeling/s expressed.

a. His father became worried when she didn't hear from him for two days. _______

b. Juan is quite shy so he doesn't like talking to people he doesn't know. _______

c. A year after being fired from his job, Marvin is still very bitter. He has a lot of

resentment towards his former boss. __________

d. Even though I am accustomed to traveling for business, I still get homesick if I am

away from my home for more than a week. __________

e. Junie is absolutely furious!! I cannot believe that my dog chewed my favorite shoes.

Now they're ruined! ____________

D. Guided Practice:

a. The teacher will show the flashcard with sentence/s. The teacher will call someone to

read the sentence/s. Then the pupil who read the sentence/s will call another pupil to

restate the sentences on his/her own words and use/ show the appropriate facial

expressions stated on the sentence/s. (See Do and Learn)

E. Group Activity:

a. Group the pupils into four (4).

b. Explain the directions of the activity.

Follow the directions carefully.

Game 1- Guessing Game: Each member in the group will take part in

showing the facial expression without saying the name of feeling or emotion

being expressed. The other members of the group will guess the name of

emotion/feeling shown true facial expressions. At the signal of the teacher,

the guessing game will start.

Game 2 – Restate the sentence heard. The group will fall in line. Each group

will choose their leader. The leader will pick a folded paper and read silently

what is written on it. After reading what is written , he/she will whisper it to the

first member in the line. Then the second will whisper it othermember behind

him/her until all the members in a group having heard the sentence being

whispered. The last member will go in front of the class to restate the

sentence heard and shows on the facial expressions expressed in the

sentence. The group with correct statement and facial expression will be

given a point.

F. Independent Practice:

Ask the pupils to do the directions on “Read and Learn “and “Find and Learn”.

G. Closure / Assessment

What have you learned from today’s lesson? Let the pupils do “Talk about it” and

“Write about it”.

Ask : Read the pointers to remember.

H. Evaluation:

Restate the sentences heard on one’s own words. Draw appropriate facial

expressions after the sentences.

1. Grandpa was very proud of me when I got a promotion at work. He took me out to

dinner to celebrate.

2. I'm a little doubtful about whether to get married or not..

3. We are delighted that you will be coming to visit us. It will be so nice to have you

here.

4. After waiting in line for an hour at the bank, the woman grew impatient and left.

5. They were shocked to learn that their beloved neighbor, Miss Ann, had stolen their

ca

Day 2:

I. Objectives:1. Identify different meanings of content specific words (denotation and connotation)

(Science)

II. Subject Matter:

A. Topic:

Identifying Different Meanings of Content Specific Words (Denotation and

Connotation) (Science)

B. References:

EN5V-IVa-20.1EN5V-Iva – 20.2Teacher’s Guide

C. Materials:

Flashcard

Charts

Pictures

dictionary

Video Clips (Youtube)

III. Procedure:

A. Setting the stage:

Look at the picture below.

What is in the first picture? Second picture?

What is the difference between the two pictures?

Today, we’re going to learn the different meanings of content specific words

(denotation and connotation).

B. Explaining the students what to do1. Ask the pupils to point out what the two words’ definitions have in common ..

Continue the comparison and contrast of the two words until they come up with

which word has the positive and negative meanings, then introduce the

denotation and connotation.

2. Modeling for students:

Tell the pupils that they will watch a video clips about denotation and

connotation.

Remind them to observe the standard rules in watching or viewing video clips,

3. Viewing video clips about denotation and connotation

https://youtu.be/0juB4IFlFrc

(Reference: Youtube…Connotation and Denotation.)

4. Comprehension Check-up:

a. What is denotation? Give examples of denotation.

b. What is connotation? Give examples of connotation.

c. Using Venn’s diagram, give the comparison or contrast of the word

denotation and connotation.

C. Guided Practice:The teacher will guide the pupils in answering the exercises on LM.

Look at the examples of denotative and connotative meanings of words.

Choose inside the box the word being referred by the denotative and connotative

meaning. Write your answer on the first column.

D. Group Activity::

1. Organize the class into small groups or teams with no more than five members in

each group. Then hand each group a blank “Connotation and Denotation Chart”

Denotation refers to the literal meaning of a word, the "dictionary definition."¨ For example, if you look up the word snake in a dictionary, you will discover that one of its denotative meanings is "any of numerous scaly, legless, sometimes venomous reptiles having a long, tapering, cylindrical body and found in most tropical and temperate regions."

Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. The connotations for the word snake could include evil or danger.

2. Explain to the groups that they will complete the Connotation and Denotation

Chart.

They may use their dictionary to find out the meaning/s of the words.

3. Independent Practice:

Ask the pupils to answer the activities under “Learn some more “and “Read and

Learn”

E. Closure /Assessment:Ask the pupils about what they have learned from today’s lesson.

Let them do the exercises at “ Talked about it” and “Write about it”

F. Evaluation:

Identify the meaning of words if it is a connotation, write C, and if it is a denotation,

write D. Write your answer on the blank.

1. Green_____ a. Mommy, please buy me a green apple..______b. Lino is not a good boy, many of his classmate .don’t want him in their

group. He is green minded..

2.Snake_____ a. Lito saw a big snake in their backyard._____ b. Mario is a snake. He pretends to be a good boy. He guide his friends ‘

thingsbut when they were not around, he get something in their bags.

3.Cool______a. The weather is verycool. ______b. I like your haircut. It is very cool.

4.Cheap______a. Linda goes with different man that’s why she is being called cheap.______b. The dress in the store is cheap.

5.Rats______a. Rats lived in a dark places.______b. Rats! I left my pocket book in the car.

Day 3

I.Objectives:

1. Distinguish text-types according to features (structural and language) –

Enumeration

2. Read aloud grade level appropriate text with an accuracy rate of 95 – 100%.

3. Take down relevant notes.

II. Subject Matter:

A. Topic:

1. Distinguishing Text-Type According to Features (Structural and Language)

–Enumeration

2. Reading Aloud Grade Level Appropriate Text with an Accuracy Rate of 95-100%.

B. References:

EN5RC-IVa-3.2.8

EN5F-IVa –1.6

EN5SS-Iva-1.8

Teacher’s Guide

Website/Internet- Types of Text Structures in Informational Texts(Balance

Literacy,2nd Grade) Google, Bing, Yahoo

C. Materials:

Flashcard

Charts

Pictures

Projector/laptop

III. Procedure:

A. Setting the stage:1.Show the chart of text type on the board.

Ask: Do you know what is a text type?

Let the pupils give their opinions about text type.

Say :The phrase ‘text type’ is a way of classifying and defining different types of language interaction, both spoken and written.It refers to the purpose of a text and the way it is written.

At the end of the lesson, you will be able to distinguish text-type according to features (structural and language); read aloud grade level appropriate text with an

accuracy rate of 95 – 100% and take down relevant notes.

B. Explaining the students what to do.

1..Show the power point presentation about the topic.

..\TEXT TYPS.ppt

2..Discuss and explain to the pupils the text type according to features(structural and

language).Refer pupils at “Think and Tell”

C. Modeling for StudentsLet the pupils answer the exercises on “Find and Learn” .

D. Guided PracticeBelow are eight different text types and the purpose of those texts, but they are mix up.

Decide what the purpose of each text type is and drag it to the correct text type to the

left.

Match the items on the right to the items on the left.

E. Group Activity

Exercise 1.Say: Look at the sentences below, identify their text type and write these in

the column on the right. Complete this column before saying your group’s yell.Each group

will read aloud their answer.

Text Text Type

1.Advertising has a great impact on

children and therefore advertisements

should be designed carefully so that

children do not adopt inappropriate

values.

(Argumentative (Exposition))

2.The nervous system works through a

complex network of neurons. These are

the basic functioning cells of the nervous

system and conduct electrical impulses

between the central and peripheral

nervous system.

(Explanation)

3.To produce “folegras” (which literally (Descriptive)

means “fatty liver”, workers ram pipes

down male ducks’ or geese’s throats two

or three times daily and pump as much as

4 pounds of grains and fat into animals’

stomachs, causing their livers to bloat to

up to 10 times their normal size. Many

birds have difficulty standing because of

their engorged livers, and they may tear

out their own feathers and cannibalize

each other out of stress..

(Source:www.peta.org)

4.So he sat down, opened a drawer, took

out of it a woman”s photograph, gazed at

it a few moments, and kissed it.

(Narrative)

5.Swallowing air when eating is often

done unconsciously and may cause

frequent belching during or after meals.

To avoid swallowing air, make sure you

slow down when eating, try not to “slurp”

drinks, and avoid talking while chewing.

(Procedure (Instruction))

6.Yesterday, I fell over while walking in

the hills and went to see the doctor, who

bandaged my knee and gave me a

tetanus injection.

(Recount)

7.There are various ways to overcome

deteriorating eyesight. One possible

avenue is to undergo eye surgery.

However, before making this decision,

patients should consider several factors

such as the cost of the surgery, their state

of health and the associated risks.

(Discussion)

8. Major programme requirements that

were identified by the directors include the

(Report)

need for better tools to tract and evaluate

clients’ performance over time.

Copyright ©2012-2013 UGC ICOSA PROJECT, Hong Kong

F. Independent PracticeAsk pupils to answer the work sheet on learners’ manual.

Tell :To help you better understand the concept of text types try to match the examples

of particular texts on the right with the text types on the left by connecting them to the

correct text type.

A B

1. Explanation A recipe

2. Narrative A school textbook about volcanoes

3. Discussion A fairy tale

4. Argumentative(Exposition) A biography

5. Report A travel article

6. Procedure (Instruction) A newspaper editorial

7. Recount An article outlining the pros and

cons of

having a cochlear ear implant

8. Descriptive A summary of a teacher’s teaching

evaluations for the year

G. Closure/AssessmentWhat have learned from today’s lesson?

(Game ) Pupils will pass a ball while singing a song. When the song stops, the

one who holds the ball will give what he/she learned from the day’s topic.

Different text types

Text types as to structures

Text types as to language

H. Evaluation

Directions: Give the meaning of the following text type. Write your answer on the box opposite of the words

TEXT TYPE MEANING

NARRATIVE It tells a story

I.

Day 4

I.Objectives:

1. Use compound sentences to show cause and effect.

2. Show tactfulness when communicating with others.

II. Subject Matter:

D. Topic:

1. Using Compound Sentences to Show Cause and Effect

RECOUNT

INFORMATION REPORT

RESPONSE

PROCEDURE

EXPOSITION

EXPLANATION

DISCUSSION

DESCRIPTION

E. References:

EN5G-IVa-1.8.1EN5VC-IVa –3.7EN5A-Iva-17

Teacher’s Guide

F. Materials:

Flashcard

Charts

Pictures

Website/Internet (Youtube)

Dictionary

Vocabulary Worksheet

Cause and Effect Chart

Two Travelers and the Bear

III. Procedure:

J. Setting the stage:

Say: Look at the picture and answer the following questions:

1. What happened to the boy?

2. Why do you think the boy fell on the ground?

3. What do you think the reasons why the boy fell on the ground?

Tell the pupils that at the end of the lesson, they will learn to use

compound sentences to show cause and effect and be tactful in

communicating others.

K. Explaining the students what to do 1. Present the chart on the board.2. Ask pupils to study what is written in the chart.

Compound sentences are made up of two simple sentences connected by a coordinating conjunction. These conjunctions are also known as FANBOYS:

F - ForA - AndN - NorB - ButO - Or

Y - YetS– So

Cause is the reason why something happens.Effect is the result when something happens..

Compound sentences show cause and effect.

a. What is a compound sentence?

b. What is cause? Effect?

c. FANBOYS is an acronym for the coordinating conjunction, what does it

means?

3. Modeling for Studentsa. Ask pupils to analyze the sentence in flashcards.

What is compound sentence?

What is cause and effect?

How are you going to write a compound sentence with cause and effect

relationship?

b. Explain :

The product was rated poorly because it was below the standard.

What happened? The product was rated poorly. That is the effect. Why did it happen? It was below the standard. That is the cause. What kind of sentence according to structure is the sentence above? That is a compound sentence.

Here is another sentence.

The guests stopped talking when the president entered the hall.

What happened? The guests stopped talking. That is the effect. Why did it happen? The president entered the room. That is the cause.

Connectors such as because, for this reason, that is why, so, therefore, for, and since can be used to show cause-and-effect relationships. A cause-and-effect relationship describes something that happens and explains why it happens.

Compound sentences are made up of two simple sentences connected by a coordinating conjunction. These conjunctions are also known as FANBOYS:

F - ForA - AndN - NorB - ButO - Or

Y - YetS – So

Compound sentences show cause and effect relationship

Another example:

My daughter got sick so we had to cancel our trip.

My daughter got sick

We had to cancel our trip. Two sentences connected with conjunction so to

form a compound sentence.

.

My daughter got sick so we had to cancel our trip.

Cause conjunction Effect

Give your own examples of compound sentences that show cause and

effect relationship.

c. Teacher will give more examplesof compound sentence and let the pupils identify

the cause and effect.

d. Encourage the pupils to give their own examples of compound sentences.

4. Guided PracticeEncircle the two ideas expressed in a compound sentence then underline once the

cause and twice the effect.

a. The dog barked at me because she was hungry.

b. It was my mom’s birthday today so I make her a card.

c. She didn’t sleep well last night so she feels weak today.

d. All her clothes were dirty because her mother did not washed their clothes.

e. Arnold dives in swimming pool and his head bump near the side of the pool.

5. Group ActivityDirections: Group the pupils into four. Let them do the assigned activity for their

group

Group the pupils into four.

Group I will answer activity A.

Group 2 will answer activity B.

Group 3 will answer activity C.

Group 4 will answer activity D.

.A. Read the following sentences carefully. Identify which group of words tells the cause and

which one tells the effect. Then, copy the sentences on your paper. Underline the cause once and encircle the effect.

1) The policeman issued a violation ticket to the driver because he drove through a red light

signal.

2) Michael came all the way from Australia to help his fellow Filipinos in their BahayKalinga

project.

3) The farm lands were dry and hard, for there had been no rain.

4) The fire spread fast due to the strong winds that hit the valley.

5) My mother loves green salads so much that she brought all the bottled dips in the

counter.

B. Write the correct word that signifies cause-and-effect relationships. Choose between so that and because.

1) The people should vote for the right candidate ______________ the country could be more competitive and developed. 2) Our waters become polluted ________________ of too much garbage thrown into them. 3) Everybody is busy including the candidates _______________ of the coming elections. 4) Pupils should study hard ________________ their parents would be proud of them. 5) There will be an achievement test _______________ the DepEd could measure the knowledge learned by the pupils.

C. Match the effect in column A to the cause in column B. In column C, write the matched sentences to form compound sentences.

A Cause B Effect C Compound sentence1. Marissa was happy

because2. The teacher got mad

because3. Shirley won in the

Oratorical contest because

4. Smoking is bad because5. Rosemarie’s parents died

because

a. it destroys the lungs.b. they met a car accident.c. she recited her piece well.d. he broke the window glass.e. she placed first in class.

D. Write at least five (5) compound sentences. Underline the cause once and the effect twice.

6. Independent Practice

Let the pupils do the activity at “ Learn some more” Encircle the two ideas expressed in compound sentences then underline once the cause and twice the effect.

1. The dog barked at me because she was hungry.2. It was my mom’s birthday today so I make her a card.3. She didn’t sleep well last night so she feels weak today.4. All her clothes were dirty because her mother did not wash their clothes.5. Arnold dives in swimming pool and his head bump near the side of the pool.6. Tara didn’t understand the homework assignment, so she asked a friend for

help. 7. The students tried to prepare for the test but they didn't realize how difficult the

test was.8. We needed some groceries for the week so we went to the supermarket.9. It was raining so hard outside so I put on my raincoat.10. The horse jumped at the lake because she feel dirty.

Directions: Match the cause to its effect. Write the correct letter on the line.(www.HaveFunTeaching.com)

Effect Cause___ 1. Sue covered her ears because... a..it jumped into the pool.___ 2. Louie bought a cake because... b.she forgot it in the microwave.___ 3. The waiter dropped his tray of food c. the siren on the firetruck was very loud.

because.___ 4. Paul did his homework at night because...d.he was hot and thirsty afterrunning

outside.___ 5. The popcorn mom madeburned because... e. it is his mom’s birthday.___ 6. Ian received his blackbelt in karate because... f.he had soccer practiceafter school.___ 7. Julie’s mom brought Julie to the doctor g. he passed the final test.

because...___ 8. The dog was all wet because... h.he tripped on a napkin and fell.___ 9. The milk was sourbecause... i.someone took it out and leftit on the

counter.___ 10. George had a drink because. .j. she had a fever.

7. Closure/Assessment

Ask: What have you learn on todays’ lesson? Ask the pupils to answer the

activity at “Talk about it “ and “Read and Write”

8. EvaluationDirections: Do the following activities:

Activity 1: Read the compound sentence silently.

Activity 2: Write five (5) compound sentences. Underline once the cause and twice the effect . Encircle the conjunction used in the sentence.

Day 5

I.Objectives:

Infer target audience.

II. Subject Matter:

A. Topic: Inferring Target Audience

B. References:

EN5RC-IVa-3.2.8

EN5F-IVa –1.6

EN5SS-Iva-1.8

Teacher’s Guide

C. Materials:

Flashcard

Charts

Pictures

III. Procedure:

1. Setting the stage:Ask the pupils the following questions:

What is inferring?

What is target?

When we say “audience”, to whom do we refer it?

At the end of the lesson, pupils are able to infer the target audience.

2. Explaining the students what to doLet the pupils study the picture. Discuss with them how to infer target

audience.

Ask the following questions:

- What is inferring?

- What is target?

- Who should be the audience?

- What are the key aspects would have been chosen to appeal on the

target market?

3. Modeling for Pupils1. Show the video clips to the pupils. ..\Inferring Audience (1).mp4

2. Have them answer the exercises given in “Try and Learn”

4. Guided PracticeGroup Activity

The teacher will group the pupils into four. Each group will be given an envelope

containing pictures of different commercials or TV ads. They will infer who the

target audience in each pictures.

Let them give the following date:

Target audience: _______________________

Age: _______________________

Gender: _______________________

Interest: _______________________

5. Independent Practice

Directions: Infer the target audience. Match the words in column A to the words in column B.

A B1. Seminar/Training Workshop of Teachers in Math a. Carpenters2. How to Make a House b. Bakers3. Making Pastries, Cakes and Breads c. Teachers4. Snow White and the Beast d. Men5. Wrestling e. Little boys and girls

6. Closure/Assessment

Ask the pupils about what they have learned from the topic. Have them answer

the “ Talk about it”

7. Evaluation

Pupils will be asked to do the following activity:

1. Think of a commercial or TV Ads you like. Answer the date below:

Name of commercial/TV Ads : _________________________

Target Audience: __________________________

Age: __________________________

Gender: ___________________________

Interest: ___________________________

2. Watch a television commercial at home or find an ad in a newspaper or

magazine

Then , write one paragraph describing the ad, making an inference about who

the target audience and explaining why they think such.