ENGLISH DLP Q1-Week2 Angelie Colilihan.docx

Sample multi grade lesson plan for grade 5 and 6

1. Lesson Plans for Multigrade Classes
Grades 4 5 6
Learning Area: English (Prepared by: MELANI L. RAGSAG) Quarter: 1 Week: 2
Grade Level 4 5 6
Content
Standards
The learners
The learners demonstrate
their expanding vocabulary
knowledge and grammatical
awareness, comprehension of
literary and informational
texts, and composing and
creating processes; and their
receptive and productive
skills in
order to produce age-
appropriate and gender-
responsive texts based on
one’s purpose, context and
target audience.
Listening Comprehension
demonstrates understanding of text types
to listen for different purposes from a
variety of texts
Oral Language
demonstrates understanding of various
verbal elements in orally communicating
information
Attitude
demonstrates understanding of verbal and
non-verbal elements of communication to
respond back
Reading Comprehension
demonstrates understanding of various
linguistics nodes to comprehend various
texts
Fluency
demonstrates understanding that English
language is stress timed to support
comprehension
Listening Comprehension
demonstrates understanding of text
types to listen for different purposes
from a variety of texts
Oral Language
demonstrates understanding of various
non-verbal elements in orally
communicating information
Attitude
demonstrates understanding of verbal
and non-verbal elements of
communication to respond back
Reading Comprehension
demonstrates understanding of various
linguistics nodes to comprehend
various texts
Fluency
demonstrates understanding that
English language is stress timed to
support comprehension
Writing Composition
demonstrates understanding of
different formats to write for a variety of

2. audiences and purposes
Grammar
demonstrates command of the
conventions of standard English
grammar and usage when writing or
speaking
Grammar
demonstrates command of the
conventions of standard English
grammar and usage when writing or
speaking
Vocabulary Development
demonstrates an understanding that
words are composed of different parts
to know that their meaning changes
depending on context
Study Strategy
demonstrates understanding of library
skills to research a variety of topics
Performance
Standards
The learners apply
comprehension of literary
and informational texts and
produce narrative and
expository texts based on
their purpose, context, and
target audience using simple,
compound, and complex
The learner analyzes text types to
effectively understand information/
messages.
The learner uses cues to appropriately
construct meaning from a variety of texts
for a variety of purpose.
Uses knowledge of texts types to correctly
distinguish literary from informational texts.
The learner analyzes text types to
effectively understand information/
messages.
The learner uses cues to appropriately
construct meaning from a variety of
texts for a variety of purpose.
Uses knowledge of texts types to
correctly distinguish literary from

3. sentences, and age-
appropriate and gender-
sensitive language.
Drafts texts using appropriate text types for
a variety of audiences and purposes.
informational texts.
Drafts texts using appropriate text types
for a variety of audiences and
purposes
Competencies Day 1
EN4LR-I-1
Comprehend informational
texts
●Give the
distinguishing
features of an
informational
text
●Identify the
topic or main
idea of a text
read
●Identify text-
types:
enumeration-
description
type of text
DAY 1
Identify the elements of literary texts
EN5LC-Ib2.17.1
Infer the theme of literary text EN5RC-
Ib2.9.1
Observe politeness at all times EN5A-Ib-16
DAY 1
Analyze sound devices – personification
in a text heard
EN6LC-Ib-2.3.6
Relate an experience appropriate to the
occasion
EN6OL-1b-1.17
Infer meaning of idiomatic expressions
using affixes
EN6V-Ib-12.4.2.1

Day 1
Lesson Objectives
At the end of the
lesson, the learners
should be able to:
To identify the elements of literary texts
To infer the theme of literary text
To analyze sound devices –
personification in a text heard
To relate an experience appropriate to
the occasion

4. a.define an
informationa
l text
b.identify the
topic or main
idea of a text
c.locate needed
information
from an
enumeration
and description
type of text to
complete a
graphic
organizer
1.
To observe politeness at all times

To infer meaning of idiomatic
expressions using affixes.
Subject Matter Informational
Text
Topic and Main Idea
Enumeration-
Description
Type of Text
Identifying the elements of literary texts
Inferring the theme of literary text
Observing politeness at all times
Analyzing sound devices –
personification in a text heard
Relating an experience appropriate to
the occasion
Inferring meaning of idiomatic
expressions using affixes
Learning
Resources English 4 LM page 268
TM page 113-115
LR Portal Dengue
briefer 18420-Dengue
Briefer
Agri Module 1579
BOW, TG, CG 2016, textbooks, story books,
ICT integration, multi Media
BOW, TG, CG 2016, textbooks, story
books, ICT integration, multi Media

5. Health 6 Module 6
21860
SLM Quarter 1
Module 3 (English)
LR Portal (media gallery)
Procedures
Before/Pre-Lesson
Proper
Activating Prior
Knowledge
Methodology:
Use letter icons to
What can you say about the
picture?
Grouping Structures (tick boxes):
□Whole Class
describe the parts of the lesson (for
example the introduction), where you may
address the whole class as one group
Mixed Ability Groups
□Grade Groups
□Ability Groups
□Friendship Groups
□Other (specify)
Combination of Above
Teaching, Learning and Assessment Activities
Sharing of experiences:
Who among you has
experienced getting sick?
What did you feel?
What should you do
so that you will not
get sick?
Can you also get sick
because of pests or
insects?
WHOLE CLASS ACTIVITY
A. Setting Up the Stage
Motivation
1. Sing: “Be Polite – Good Manner Song” https://www.youtube.com/watch?
v=VLYIo_sLqH0
2. Talk About It.
a. What was the song about?
b. What polite words are found in the song?
c. Why should we use polite words?
d. Do you use polite words?

6. show
methodology
and assessment
activities
Direct Teaching
Group Work
Independent
Learning
Assessment
children like you, have
experienced getting sick.
Some of you probably
experienced getting sick
because of an insect. Can
you guess what we will
read today?
Today, we will find out
an example of an
informational text about
Dengue Fever. We will also
learn about other types of
text like enumeration and
description type
of text.
Let the learners choose the
synonym of the word. Color
the word.
1.Severe
intense
upset
2.Shock
surprise happy
3.Occur
happen believe
4.serious
significant
WHOLE CLASS ACTIVITY
A. Setting Up the Stage
Motivation
1. Sing: “Be Polite – Good Manner
Song” https://www.youtube.com/watch?
v=VLYIo_sLqH0
2. Talk About It.
a. What was the song about?
b. What polite words are found
in the song?
c. Why should we use polite
words?
d. Do you use polite words?
WHOLE CLASS ACTIVITY
A. Setting Up the Stage
Motivation
1. Sing: “Be Polite – Good Manner
Song” https://www.youtube.com/watch?
v=VLYIo_sLqH0
2. Talk About It.
a. What was the song about?
b. What polite words are
found in the song?
c. Why should we use polite
words?
d. Do you use polite words?
A
IL
GW
DT

7. sad
5.stagnant
1.stagnant
motionless
flowing
the pupils read the
selection:
Dengue Dengue
Hemorrhagic Fever (DHF)
is a more severe form, in
which bleeding and
sometimes shock occurs –
leading to death. It is most
serious in children.
Symptoms of bleeding
usually occur after 3- 5 days
of fever.
Dengue is spread by
the bite of an infected
mosquito Aedes aegypti, a
day biting mosquito which
lays eggs in clear and
stagnant water found in
flower vases, cans, rain
barrels, old rubber tires, etc.
The adult mosquitoes rest
in dark places of the house.
The mosquito gets the
virus by biting the infected
persons mostly during
DT
B. Explaining the Students What To Do
1. Say: “Today we are going to learn about
the elements of a
literary text.”
2. Present the story found in Appendix
1.
3. Unlocking of Difficult Words (using
context clues, and examples ( See
Appendix 2)
4. Call a pupil volunteer to read the
story orally.
5. Comprehension Check -up: Ask the
questions found in Appendix 3.
6. Talk about the pupils’ answers.
GW
A. Think-Pair-Share ( TPS)
1. THINK: Let the pupils think of some
occasions in which they had shown
politeness.
2. PAIR: Let them choose their partner
and let them share their experiences for
3 minutes.
3. SHARE: Let the teacher expand the
“share” into a whole-discussion. Let the
pupils also share their experiences to the
class with their partner.
B.
1. Group the pupils.
2. Let each group analyze the poem
found in Appendix 4.
3. Let them identify the personifications

8. daytime. The first
symptoms of thedisease
occur about 5-7 days after
an infected bite. There is no
way to tell if a mosquito is
carrying the dengue virus.
People, especially children
must protect themselves from
mosquito bites.
Answer the ff:
1.What is DHF?
2.What insect is the
carrier of dengue?
3.When do the first
symptoms of the
disease occur?
How can you protect yourself
from dengue?
used in the poem.
What information did you
get from the first
paragraph?
Dengue is spread by the bite
of an infected mosquito
Aedes aegypti.
Informational Text are
non-fiction texts that give
information about the
topic
What information did you
get from our second
paragraph?
GW
Group Activity:
1. Group the pupils.
2. Each group will read the story again and
let them list down the elements of the
literary text they have read.
3. Call a pupil-volunteer to read and retell
the story using the information he/she has
gathered.
DT
1. Presentation of output.
2. Discuss about personification using a
video clip.
https://www.youtube.com/watch?v=qbph-
1zrfHQ
3. Discuss about idiomatic expressions
using a video clip.

9. Enumeration- type of text lists
down and describes
information about a certain
topic Where do the
mosquitoes usually lay their
eggs?
1. stagnant water
found in flower
vases,
2.stagnant water
found in cans
3.rain barrels
What can you say about our
topic about Dengue?
Dengue Hemorrhagic
Fever (DHF) is a more
severe form, in which
bleeding and sometimes
shock occurs – leading to
death.
Description – type of text
that describes a person,
place, thing, event, it
includes its feature,
characteristics and or
Example
LOCATE ME!
Read the selection and locate
the needed information to
complete the graphic
organizer.
DT
Ask:
a. What should we remember when
listening to a literary text?
b. What are the elements of a literary
text?
c. What elements did you remember
from the story we read?
( Refer to Appendix 5 )
IL
Read the story and write the elements of the
literary text (See Appendix 8).
Perform the activities found in Appendix
6.
2.Perform the activities found on
Appendix 7.

10. Common Plant Pests
1.Aphids can change its
body color to make the plant
parts and turn from nymph
to adult. It develops wings
and fly to another plant host
in the same plant family.
Aphids mature in 12 days.
2.Cutworm is a larva of
moths and butterflies.It
hatches in the underside of
leaves and plants. It is called
a caterpillar.
3.Borers eat, grow and
hatch inside plant parts as
caterpillar. When plant
tops wilt suddenly, this
shows that borers are
around .Borer is the cousin
of the cutworm.
Bugs lay in white cottonly
masses. When young, bugs
crawl like a scale insect. They
execute the large amounts of
honeydew that is why they are
being.
followed by ants and mold
fungus.
Locate the needed
information:
What pests lay in

11. white cottonly
masses?
ACTIVITY TIME!
LABEL ME!
Find a partner and read
the selection.
Identify the type of text.
Write E if it is enumeration
type of text and write D if it
is description type of text.
See worksheet attached for
guided practice…
Insert Rubric
A
Read the story and identify the elements of
the literary text (See Appendix 9).
A
Directions: Underline the idea, object, or
animal being personified and circle what
they're doing that makes it an example
of personification (See Appendix 10).

12. What is an informational
text?
What is an
enumeration type of
text?
What is a description
type of text?
Let the learners read an
example of an
informational text and
write the main idea.
Flies can be found
anywhere. This insect
carries infectious
diseases by transferring
infection from their feet
or from their mouth
after feeding on
something that is
infected. Large
numbers of flies are seen
in places like
garbage dumps, wet market,
poultry and piggery. You can
also see this six-legged animal
feasting on rotten plants and
animals.
Main Idea:
What kind of text is the
selection?

13. Let the learners read the
selection and write answer on
the answer sheet.
Why is washing our
hands important?
Handwashing makes
our hands clean if
washed properly. By
using a germicidal soap
and clean water, it will
make our hands free
from any form of germs.
The germicidal soap
should stay in our
hands for 20 seconds.
Germicidal soaps are
known to kill germs in
our hands and body.
Handwashing is
important so that we
will not get sick.
What is the main
idea?

Remarks
Reflection
Day 2
Lesson ObjectivesEN4LR-I-1
Comprehend
informational texts
To infer the meaning of unfamiliar words
(compound) based on given context clues
(synonyms, antonyms, word parts) and other
To analyze a poem with four or more
stanzas in terms of its elements, rhymes,
sound devices, imagery, and figurative

14. ●Outline
important
events of a text
read
Identify the topic or
main idea of a text
read
strategies
To use appropriate body
movements/gestures
To read aloud grade level appropriate text
with an accuracy rate of 95 – 100%
language
To compose clear and coherent sentences
using appropriate grammatical
structures of irregular nouns
To read aloud grade level appropriate
text with an accuracy rate of 95-100%
Subject Matter
At the end of the
lesson, the learners
should be able to:
a.Outline
important
events of a text
read
b.Identify the
topic or main
idea of a text
read
c.Complete an
outline based
on a text read
Inferring the meaning of unfamiliar words
(compound) based on given context clues
(synonyms, antonyms, word parts) and other
strategies
Using appropriate body movements/gestures
Reading aloud grade level appropriate text
with an accuracy rate of 95 – 100%
Analyzing a poem with four or more
stanzas in terms of its elements, rhymes,
sound devices, imagery, and figurative
language
Composing clear and coherent sentences
using appropriate grammatical
structures of irregular nouns
Reading aloud grade level appropriate
text with an accuracy rate of 95-100%
Learning
Resources English 4 LM pp
212-213, page 153
English 4 LM page
176-177
TM, TG, BOW, Pictures, Chart TM, TG, BOW, Pictures, Chart

15. LR Portal (Media
gallery)
Procedures Teaching, Learning and Assessment Activities
Have you experienced
climbing a tree like the boy?
What kind of tree is in the
picture?
The Coconut is known to be
the tree of life.
Le’s find out the uses of the
parts of a coconut.
What do you think are the uses
of the different parts of a
coconut?
WHOLE CLASS ACTIVITY
A. Setting Up the Stage
Motivation:
Divide the class into groups. Give them the picture puzzle of compound words
(See Appendix 11).
Ask them to solve the puzzle and write the name of the picture on a strip of
paper.
Have a representative from each group present the picture and the word they
have formed.
1. Shell
2.Trunk
3.Leaves
4.meat
1.Shell
a.
b.
2.Trunk
a.
DT
1. Have the pupils read the sentences found
in Appendix 12.
2. Answer the questions below the
sentences.
3. Let them study the chart found in
Appendix 13.
GW
1. Group the pupils.
2. Each group will be given a poem to
analyze in terms of its elements (See
Appendix 14).
3. Let each group read the poem with
accuracy (See Appendix 15 for the

16. b.
3.Leaves
a.
b.
4.Meat
a.
-b.__________
Aside from the coconut
tree, we can also see a lot of
bamboo in our country.
-Today, we will learn
more about the
bamboo as well as its
uses in an outline
form.
Let the learners find the
similar word in the
sentence by underlining
the word.
1.The bamboo is the giant
of the grass family. It can
grow as tall as the tree.
2.There are different
kinds of bamboo. Some
bamboos vary in height.
3.Trees are important in
our life. They play a vital
role in our environment.
Bamboos are used in making
furnitures. These furnishings
are very useful to us.
Rubrics).
DT

17. GW
1. Group the pupils.
2. Let each group read the story found in
Appendix 16 and let them identify the
compound words in the paragraph. Say if it
is a one-word compound, two-word
compound, or hyphenated compound word.
1. Let the pupils watch a video clip about
the elements of poetry.
https://www.youtube.com/watch?
v=WPnmSnvIEug-
2. Discuss about irregular nouns.
https://www.youtube.com/watch?
v=ix2iPB1cfh8
Let the pupils read the
selection:
Bamboos
The bamboo is the giant
of the grass family. Some
bamboos can grow as tall as
trees. They can grow in the
lowlands or in rolling hills.
There are different kinds of
bamboos.
The bamboo has many
uses. The most important
use of bamboo is for
building houses.
Whole bamboo is used for
pots and beams of houses.
Split bamboo is used for
roofs, walls and floors. It is
also used in fishing and
farming. Different kinds of
fish traps are made from
IL
1. Let the pupils perform the activity found
in Appendix 17.
2. Look at the following pictures. Have them
identify the message of each picture. Choose
from the words below (See Appendix 19).
IL/A
1.Perform the activities found in
Appendix 18.

18. bamboo. The farmer uses
the bamboo as a fence for
his
garden and farm.
The bamboo has many
other uses. It can be made
into toys, furniture and
utensils. It is a very useful
plant.
Answer the given questions
by filling up the outline
form.
1.What is the
selection about?
BAMBOO
2.How can you describe a
bamboo?
What are the uses of the
bamboo?
A
Read the following sentences. Identify and
underline the compound word. On the line
before each number, classify the compound
word if it is open, closed, or hyphenated
compound word (See Appendix 20 ).
Look at the sample outline of

19. our text.
Bamboo
I.Description
A.giant of the
grass family
B.can grow in the
lowlands
or in rolling hills
II.Uses
A.for building
houses
B.used in fishing
C.used in
farming
An outline is a brief
summary of a particular topic
that helps you organize
ideas.
primates; it is no larger than
an adult man’s hand. It has
brown and gray fur covering
the body.
Its hind legs and feet are
elongated. It has big round
eyes.
The tarsier is nocturnal. It
sleeps during the day and
finds food at night. It mainly
eats insects.
Tarsier (Outline)

20. I.Tarsiers can be found
in Southeast Asia
A.
B.
C.
II.It is one of the
smallest primates
A.
B.
C.
D.
III.It is nocturnal A.
B.
Let the learners read the
selection and complete the
outline about Spiders.

21. Spiders
Cecilia B. Corsino
Spiders are tiny
animals that spin silk
to catch insects. Some
spiders spin silk webs
to trap food. Such
webs are sticky that
when an insect flies
into one, it cannot
escape.
Some spiders use sheets
of silk to wrap their
prey like mummies.
Remarks
Reflection
Day 3
Lesson Objectives
EN4LR-I-1
Comprehend
informational texts
To compose clear and coherent sentences
using appropriate grammatical structures: -
Aspects of verbs
To plan a two to three paragraph
composition using an outline/other graphic
organizers
To describe different forms and
conventions of film and moving pictures
(blocking)
To observe politeness, tactfulness and
openness to criticism at all times

22. ●Infer
the
author’
s
purpos
e
At the end of the lesson,
the learners should be
able to:
a.identify the
author’s
purpose to a
given text
b.write a
paragraph
using a specific
author’s
purpose
c.tell an author’s
purpose based
on statements
used
To describe different forms and conventions
of film and moving pictures (lights, blocking,
direction, characterization , acting, dialog,
setting or setup)
Subject Matter Inferring Author’s PurposeComposing clear and coherent sentences
using appropriate grammatical structures: -
Aspects of verbs
Planning a two to three paragraph
composition using an outline/other graphic
Describing different forms and
conventions of film and moving pictures
(blocking)
Observing politeness, tactfulness and
openness to criticism at all times

23. organizers
Describing different forms and conventions
of film and moving pictures (lights, blocking,
direction, characterization , acting, dialog,
setting or setup)
Learning
Resources English 4 TM page 5
English SLM Q1 M3
41 LR Portal
Determining Authors
Purpose
TM, TG, BOW, Pictures, Chart
Procedures Teaching, Learning and Assessment Activities
What do you feel today?
What are other
emotions or feelings
that you know?
SurprisedAngry
WHOLE CLASS ACTIVITY
A. Setting Up the Stage
Sing :“She’ll be coming round the mountain”
https://www.youtube.com/watch?v=g9eRTAK8qBE

24. Complete the sentence:
1.I feel happy when
2.I feel sad
when
3.I feel angry
when
Do you have pets at
home?
What do you feel when you
are with your pets?
How do you take good care of
your pets?
Today, we will read a
story about an animal. The
title of our story is the
Legend of the Monkey.
We will find out the purpose of
the author in writing this kind
of story.
DT
B. Explaining the Students What to Do
Say: “Today we are going to write about the
aspects of verb”
“But first, what are verbs?”
“What are the tenses of verbs?”
C. Have the students read about verbs in
Appendix 21.
D. Discuss the process on how to create an
outline and use other graphic
organizers (See Appendix 22).
GW
Group the pupils into four groups. Have
them assign a director, a cameraman, a
floor director, a lights man, and the rest
will be actors and actresses. Have them
act out a scene with the following theme:
Group 1 – Drama Film
Group 2 – Horror Film
Group 3 – Actions Film
Group 4 – Comedy Film
Give each group 5-7 minutes to think
about what scene they will re-enact and
present their work in front of the class.

25. Let the learners find the
meaning of the words by
matching the words in
column A with column B.
Column A
1.trainee
2.weave
3.lazy
4.furious
5.punish
Column B
1.apprentice
2.to form a cloth
using thread
3.unwilling to work
4.extremely angry
inflict a penalty
GW
1. Group the class and have them answer
Appendix 23.
DT
1. Group presentation
2. Discuss the forms and conventions of a
film or moving picture found in Appendix
24.
3. Show the short film “Principles of Film
Form” from youtube.com.
https://www.youtube.com/watch?
v=yXmlLLqWrZQ
Let the pupils read the
selection:
The Legend of the
Monkey
Once there was a young
girl who lived in the forest
and was trainee of the
Goddess of Weavers. One
day, the Goddess called the
girl and asked her to make a
dress made of cotton. The
young girl had no idea how
to make it. So the goddess
explained that she has to
IL
1. Make an outline of your top three
favourite subjects and under it write what
lesson you have learned from it. Follow the
format in Appendix 25.
IL/A
1. Identify which form or convention of
film is being described. Choose from the
words inside the box.
(See Appendix 26).

26. clean the cotton, beat it,
spin it, weave it into cloth,
cut it and finally sew it.
But the girl was lazy and
thought that making a
dress out of the cotton was
a lot of hard work. So, she
thought of an easier way.
She took the leather cloth
which is used to beat the
cotton and wore it.
She also thought that
the leather would last longer
than the cotton.
When the Goddess asked
the girl to show her the
dress, she got furious to
find out what the girl did.
So, she punished her by
making the leather stick to
her skin and beat her with
a wooden stick which
became her tail.
And the girl
became the first
monkey.
Answer the ff.
1.Who are the
characters?
2.What is the
setting of the
story?
3.What happened to

27. the girl?
Why did the goddess punish
the girl?
words with words
that are similar and
opposite in
meaning. This book
is important to
everyone who
wishes to
communicate his
ideas precisely and
vividly by using
different words
3.Some pupils throw pieces of
paper and candy wrappers on
the school yard. Are you one
of these pupils? Let’s have
pride in our school and keep
the yard clean. It only takes a
little effort.
Let the learners write the
author’s purpose if it is to
entertain, to inform or to
persuade.
1. My most
embarrassing moment was
when I fell on the stairs. I
slipped on the floor and the
guard saw me.
A
Read the following sentences. Have the
pupils identify what is the aspect of the verb
used in the sentence (See Appendix 27).
IL/A
1. Identify which form or convention of
film is being described. Choose from the
words inside the box.
(See Appendix 26).

28. 2. Cigarette smoking is
dangerous to our health so we
must not buy and use
cigarettes so that we will have
healthier lungs.
Remarks
Reflection
REFERENCES
APPENDICES

29. Appendix 1
Day 1, Grade 5 English56/Q1/W2
Read the story carefully.
A Letter Soup
By Pedro Pablo Sacristan

30. Once upon a time there was a very evil and unpleasant crook who only ever thought
about how to get money. Seeing anyone happy bothered the crook enormously. What he
hated most was when people were polite and courteous to each other,  saying things like
please and thank you, and don't mention it. It annoyed him even more if they were smiling
when they said these things.
The crook thought all those kinds of words were a useless waste,
and weren't good for anything. So what he did was spend a lot of time inventing a
machine which could steal words. With this machine, he planned to steal 'please', 'thank
you', 'don't mention it', and similar words people used to be polite. He was convinced that
no one would notice if those words were to suddenly disappear. When he had stolen
these words, he intended to take them apart and sell the letters to book publishers.
After he started up his machine, people would open their mouths, intending
to say kind and polite things, but nothing came out. All those words ended up inside
the big machine. Just as the crook had hoped, in the beginning nothing
happened. It looked like people really didn't need to be polite after all. However,
after a while, people started to feel like they were always in a bad mood, doing
everything reluctantly, and feeling like everyone else was being forever demanding
of them. So, within a few days, everyone was angry and arguing over the slightest little thing.

31. The crook was terribly happy with his success, but he didn't count on a couple of very
special little girls. Those girls were deaf, and had to communicate using sign language.
Now, because the machine couldn't steal gestures, these girls continued being kind and
polite. Soon they realised what had been happening to everyone else, and they found out
about the crook and his wicked plan. 
The girls followed him to his hideout on the top of a hill next to the sea. There they
found the enormous machine busy separating all the words into letters. The crook had
gone to take a nap, so the girls crept up to the machine and started being polite and
courteous to each other.
Try as it might, the contraption couldn't steal those words, and it started to suffer a power
overload, which got more and more serious as the girls went on communicating. Finally, it
exploded; sending all the letters it had gathered flying into the sky. These letters started coming
down, like rain, and most ended up in the sea. After that, everyone could be polite and
thoughtful again. The anger and the arguments stopped, proving that good manners are very
useful for keeping people together in a spirit of happiness.

32. Seeing all those letters fall into the sea gave those two little girls an idea. A little while later they opened a
factory. Making alphabetti spaghetti soup!
Appendix 3
Day 1, Grade 5 English56/Q1/W2
Comprehension Check up:
1.Who was very evil and unpleasant?
2.What did he hate so much?

33. 3.What was his plan?
4.What did he invent? Did his machine work?
5.What happened to the people?
6.Who were not affected by the machine?
7.Why they were not affected?
8.Where was hideout located?
9.What did the girls do to stop him?
10. If you were the girls, would you have done the same? Why?
Appendix 2
Day 1, Grade 5 English56/Q1/W2
Unlocking of Difficult Words using picture clues, context clues,and examples.
a.crook
Say: “The crook is stole the lady’s bag.”

34. (show the picture of a crook)
What do crooks steal? Why do they steal things?
b.argue
Say: “Don’t argue over who little things.”
(show picture of two people arguing)
Why do people argue?
c.deaf
Say: “The two girls are deaf.”
(Show pictures of two deaf girls)
Why do some people cannot hear?
Ask: “What should you remember when listening to a story?”
“What are the things we should know about the story?”
“What elements did you remember from the story we read?”
Appendix 4
Day 1, Grade 6 English56/Q1/W2
DIRECTIONS: Analyze and identify the personifications used in the poem.

37. http://mrbroadfield.blogspot.com/2011/03/personification-poems.html
Appendix 5
Day 1, Grade 5 English56/Q1/W2
Remember:
✔When listening to story being read, we should listen carefully and pay attention to the details of the story. In this
way we can identify the elements of a literary text.
✔We could also take down notes while listening and reading.
✔The elements of a literary text are the character, setting, and plot, conflict, and theme.
✔The theme is the subject of the story and what the author wants to convey to the readers.
✔The plot is made up of events that happened in the story. It consists of the beginning, the middle, and the ending.

38. oBeginning – It gives the problem faced by the main character.
oMiddle – It presents the actions made by the character to solve the problem.
oEnding – It gives the solution to the problem.

39. Appendix 6
Day 1, Grade 6 English56/Q1/W2
Name: ___________________________________________ Score: ___________________
I. Circle the Personification. (Challenged)
DIRECTIONS: Circle the personification in each sentence.
1. The tall tree stood guard at the gate.
2. Her old car wheezed as it went up the steep hill.
3. The cool breeze caressed his hot face.
4. The broken glass in the window chewed on her hands.

40. 5. The thunder rumbled questions to the lightning.
http://www.k12reader.com/worksheet/warm-up-to-personification/view/
Name: ___________________________________________ Score: ___________________
II. Fill in the Blank. (Average)
DIRECTIONS: Complete the sentence using a verb to show personification.
1. The daisies __________________________ in the wind.
2. The clouds __________________________ in the blue sky.

41. 3. The dog ____________________________ at the little boy.
4. The shadows on the attic stairs ___________________________________.
5. The floodwater ______________________ toward the small town.
http://www.k12reader.com/worksheet/warm-up-to-personification/view/
Name: ___________________________________________ Score: ___________________
III. Write Using Personification. (Advance)
DIRECTIONS: Use the idea below to write a sentence using personification.

42. 1. a dying rose
2. a slow rain
3. a big bear
______________________________________________________________________________
http://www.k12reader.com/worksheet/warm-up-to-personification/view/

43. Appendix 7
Day 1, Grade 6 English56/Q1/W2
ACTIVITY 1

45. ACTIVITY 2

47. ANSWER KEY:

49. Appendix 8
Day 1, Grade 5 English56/Q1/W2
DIRECTIONS: Read the story and answer the wh- questions.
THE FOX IN THE WELL
One day a fox fell into a well. He jumped and jumped but he could not get out. The well was
too deep. Soon he began to feel cold and hungry.
Suddenly there was a noise from above. A goat had come to drink from the well. It looked in
and saw the fox. “Why, what are you doing down there, Mr. Fox?” asked the goat.
The fox was very cunning. Quickly, he thought of a way to trick the goat. “Oh, I’m drinking,” he
said.
“Down there? But there’s water in the bucket up here.”
“Yes, I know,” said the fox. “But the water down here is much sweeter.
Why don’t you come down and taste it for yourself?”
“I think I will do that.” And the silly animal jumped into the well.
At once the fox leapt on to the goat’s back. And from there he soon jumped out of the well.
“Hey! Where are you going?” cried the goat. “What about me? How am I going to get out of
here?”
“Ah-ha, you silly goat,” laughed the fox. “Don’t you think you should have thought of that
before you jumped in?”

50. And still laughing to himself he ran off, leaving the poor goat in the well.
Answer the following questions.
1. Who was trapped in the well?
2. Who came passing one day?
3. What convinced the goat to go down the well?
4. How did the fox get out of the well?
5. What is the moral of the story?

51. Appendix 9
Day 1, Grade 5 English56/Q1/W2
DIRECTIONS: Read the story and identify the element of the literary text from the story .Choose your
answer from the boxes below.

The Queue
by Jean Paul V. Banay
It was 9:30 in the morning at Labuin Elementary School. It was
already break time for Grade V-Coral. Children line up in a queue to go
the canteen to have their recess.
At the canteen, the children lined up in a queue waiting for
their turn to buy their food. Luke, a Grade 3 pupil rushed in front of the
queue and shouted at the canteen manager for food.
Calmly, the canteen manager said to Luke “Luke, it is not nice
to shout at people, especially when you’re at the canteen. And we should
observe the rules inside the canteen. Look at these children, they line up in
a queue and wait for their turn. You should do the same.” said the canteen
manager.
After that day, Luke lined up in the queue and asked politely
for food.

52. Character setting conflict
Plot theme
1.It was 9:30 in the morning at Labuin
Elementary School.
2.Luke, a Grade 3 pupil.
3.Luke rushed in front of the queue
4.The canteen manager told Luke about the
rules inside the canteen.
5.Following rules inside the canteen is the
right thing to do.
Appendix 10
Day 1, Grade 6 English56/Q1/W2

53. Directions: Underline the idea, object, or animal being personified and circle what they're doing that makes it
an example of personification.
1. The sun danced across the sky on the hot summer day.
2. The big full moon guided me through the forest.
3. The mountain listened to the rumbles beneath its surface.
4. As the rain pounded to the ground, everyone ran for cover.
5. The old man sat at the edge of the sea as the waves crashed on the shore.
6. The old car groaned as it made its way down the long open road.
7. The wind whispered lonely sounds as it blew through the old creaky windows.

54. 8. The leaves raced to the ground as the children ran across the playground.
9. The pencil moaned as the boy turned the handle on the pencil sharpener.
10. The tornado pranced across the field and wiped away everything in its path.
http://teachers.usd497.org/prsalvat/Personification%20Worksheet.doc
Appendix 11
Day 1, Grade 56 English56/Q1/W2

55. Divide the class into groups. Give them the picture puzzle of compound words.
Ask them to solve the puzzle and write the name of the picture on a strip of paper.
cupcake mailman love letter fairy tale

56. Basketball merry-go-
round
one-half rainbow
Appendix 12
Day 1, Grade 5 English56/Q1/W2

57. Read the sentences.
1.When he had stolen these words, he intended to take them apart and sell the letters to book
publishers.
2.Those girls were deaf, and had to communicate using sign language.
3.The girls followed him to his hideout on the top of a hill next to the sea. 
4.It started to suffer a power overload, which got more and more serious as the girls went on
communicating.
5.The chief-of-police arrested the crook.
Question:
●What do you think are the underlined words?
●What have you observed about these words?
●What two words can we find in these words?
●Can you think of other words which are combinations of two words?

58. Appendix 13
Day 1, Grade 5 English56/Q1/W2
Study the example below:
GROUP 1 GROUP 2 GROUP 3
cupcake
bookworm
rainbow
mailman
electric fan
swimming pool
love letter
report card
son-in-law
one-fourth
merry-go-round
over-the-counter
●What have you observed about the group of words?
●How are they alike?
●How are they different?

59. Remember:
Compound words are two words put together to create a new word.
They can be open, closed, or hyphenated.
Examples:
Open Compound Words
dog house, ice cream, six-pack, runner-up
Closed Compound Words
ladybug, toothpaste, bedroom
Hyphenated Compound Words
editor-in-chief, officer-in-charge, life-saver

60. Appendix 14
Day 1, Grade 6 English56/Q1/W2
Group 1 Group 2

Brother
I had a little brother
And I brought him to my mother
And I said I want another
Little brother for a change
Rabbit
A rabbit
Bit
A little bit
An itty-bitty
Little bit of beet
Then bit
By bit
He bit
Because he liked the taste of it

61. Language Arts, Vol. 81 No. 3, January 2004
Group 3 Group 4
Language Arts, Vol. 81 No. 3, January 2004
Appendix 15
Day 1, Grade 6 English56/Q1/W2

Waiters
Dining with his older daughter
Dad forgot to order water.
Daughter quickly called the waiter.
Waiter said he’d bring it later.
So she waited, did the daughter,
Till the waiter brought her water.
When he poured it for her later,
Which one would you call the
waiter?

Growing
The grown-ups say I’m growing tall
And that my clothes are growing small.
Can clothes grow small? I always think
That things grow big
Or else they shrink.
But did they shrink
Or did I grow
Or did we both change?
I don’t know.

62. POETRY READING AND PERFORMANCE RUBRIC
4 3 2 1
Vocal
intonation
and
expression
Highly effective
and expressive
intonation used
to reinforce
change in
mood, voice,
setting, and/or
characterization.
Effective and
expressive
intonation used
to reinforce
change in
mood, voice,
setting, and/or
characterization
.
Moderately
effective and
expressive
intonation used
with room for
improvement
and practice.
Not effective;
more practice
with intonation
is strongly
recommended.

63. Language
used
Highly effective
use of strong
vocabulary as it
relates to the
storyline. Some
words were
taken from the
vocabulary
journal.
Effective use of
vocabulary as it
relates to the
storyline. Some
words were
taken from the
vocabulary
journal.
Moderately
effective use of
vocabulary as
it relates to the
storyline, with
room for
moreword
incorporation.
A few words
were taken
from the
vocabulary
journal.
Little use of
vocabulary as
it relates to the
storyline. No
words were
taken from the
vocabulary
journal. Room
for more word
incorporation.

64. Volume
(loudness)
Highly
appropriate
audience
volume used
when speaking
and performing.
Appropriate
volume used
when speaking
and performing,
with a little room
for improvement
Volume not
used
effectively.
More practice
is
recommended.
Volume used
isnot
appropriate for
audience.
More practice
when speaking
and performing
is highly
recommended
Audience
address
Appropriate
audience
address with a
high likelihood to
engage and
entertain.
Appropriate
audience
address;
audience may
be engaged
and
A little more
practice in
voice,
intonation,
language, and
volume is
A lot more
practice in
voice,
intonation,
language, and
volume is
recommended

65. entertained. recommended
to engage and
entertain the
audience.
to engage and
entertain the
audience.
http://www.readwritethink.org/files/resources/lesson_images/lesson1001/poetry.pdf
Appendix 16
Day 1, Grade 5 English56/Q1/W2
Identify the compound words in the paragraph. Say if it is a one-word compound, two-word compound, or
hyphenated compound word.

66. A Trip to Town
by Jean Paul V. Banay
One Saturday morning, Marissa and her mother went to town to buy
supplies for the household.
They first stopped at the repairman’s shop to follow up the repair of
their electric fan. The repairman said they could pick it up on Monday.
Afterwards, they went to the supermarket to buy groceries. They
bought meatballs, tomato sauce, and pasta. Mother will be cooking
spaghetti that night. They also bought cooking oil, soy sauce, banana
catsup, vinegar, salt and pepper. They also purchased some bathing
supplies, like bath soap, shampoo, conditioner, and lotion. At the cleaning
supplies section, they bought detergent soap, fabric conditioner, and
dishwashing paste.
After paying for the groceries, they went to a pizza house. Marissa ate
one-fourth of the pizza.
On their way home, they stopped over the local bakery to buy
doughnuts and cupcakes as take home for Marissa’s father and siblings.
It was a nice trip to town.

67. Identify the compound words used the story. Classify and write them in the table below.
One-word
compound
Two-word compound
Hyphenated
compound















Appendix 17
Day 1, Grade 5 English56/Q1/W2

68. CHALLENGED
Read the sentences below. Find the compound word and break them into two smaller words.
1.Mary and I were sleeping in her backyard.
+ =
2.My brother and I went to watch the baseball game.
+ =
3.I love to use mint flavored toothpaste when I brush my teeth.
+ =
4.Tommy and his brother love to go down to the riverbanks to catch frogs.
+ =
5.The favorite part of my vacation was when I got to ride in the airplane.
+ =

69. AVERAGE
Write the compound name of the following pictures. Write in on the line below each picture.
1.

2.

3.

70. 4.

5.

ADVANCED

71. Place a hyphen between words that are considered as compound words.
1.The hand picked tomatoes tasted better than the ones from the store.
2.The model was ready for her close up picture.
3.The referee called a time out during the basketball’s game.
4.Beware of car chasing dog on Brgy. Linga.
5.Sally’s mother in law came to visit her on her birthday.
Appendix 18
Day 1, Grade 6 English56/Q1/W2

72. Name: _________________________ Date: ______________
Irregular Plural Nouns Worksheet


Directions: Circle the irregular plural noun in each sentence below.
Example A- The (children / childs) went to the assembly after lunch. Answer: children
1. The (women / womans) went to go shopping at the mall.
2. The (mans / men) had to join the military in the 1960’s.
3. There were a lot of (mice / mouses) in the attic.
4. I saw many (gooses / geese) in the lake.
5. At the zoo, I saw many (oxes / oxen).
6. The dentist had to take a good look at my (tooths / teeth).
7. The shoes I bought did not quite fit my (foots / feet).
8. I was frightened when I saw the (deer / deers) run across the freeway.
http://englishlinx.com/cgi-bin/pdf_viewer.cgi?script_name=%2Fpdf%2FIrregular-PL-Nouns-Circling-P-1-
Intermediate.pdf&x=174&y=18
Appendix 19
Day 1, Grade 5 English56/Q1/W2
Look at the following pictures. Have them identify the message of each picture. Choose from the words below.

73. happy stop ignore
angry sad silence please

74. excited bored hungry
Appendix 20
Day 1, Grade 5 English56/Q1/W2
Read the following sentences. Identify and underline the compound word. On the line before each number,
classify the compound word if it is open, closed, or hyphenated compound word.
1. I dropped my mail at the post office.

75. 2. The milkman delivers milk to the hospital.
3. I ate too many pancakes this morning.
4. Jordan is chasing dragonflies on the field.
5. Mary was surprised when she opened the jack-in-the-box.
Appendix 21
Day 1, Grade 5 English56/Q1/W2
Read the following sentences and notice the difference between the underlined words.
⮚I wash the car.
⮚I am washing the car.
⮚I have washed the car.
1. What have you noticed about the words?
2. What does this remind you about verbs?
Let us study the following sentences.

76. 1.In the sentence “I wash the car.” wash, which is the verb, is the simple form. The time when the
action was done is indefinite or we are unsure if it is on-going or completed. Thus, this sentence is in
the simple aspect of the verb.
2.While in the sentence “I am washing the car”, washing, which is the verb, is in the present
progressive form, which tells us that the action is on-going.
3.On the other hand, the sentence “I have washed the car.”, have washed, being in the present
perfect, tells us that the action has just been done or completed.
These sentences are in the present tense, if we are to write it in past tense, we would have.
⮚I was washing the car. – simple past
⮚I had washed the car. – past perfect
⮚I had been washing the car. – past perfect progressive
Appendix 22
Day 1, Grade 5 English56/Q1/W2
An outline is a formal system used to think and organize your ideas. You can use it to see if your
ideas are connected to each other and what order works best. Outlines can be useful to help you see
the overall picture.

77. There are two kinds of outlines: the topic outline and the sentence outline.
1.The topic outline consists of words or short phrases.
2.The sentence outline is done in full sentences. It is normally used when you want to focus on
complex details.
Steps in making an outline:
1. Identify the topic or the main idea.
2. Identify the main categories.
3. Create the first category.
4. Create subcategories.
Normally, use Roman numerals to write the main idea. Then under the main idea, we indent and
write the first subcategory with a capital letter. See the example below.
Appendix 23
Day 1, Grade 5 English56/Q1/W2
Write the correct aspect of the verb for the following sets of sentences.
1. walk (present)
a. Sarah __________ to school. (simple)

78. b. Sarah ________________ to school. (present progressive)
c. Sarah ________________ to school. (present perfect)
2. cook (present)
a. Mother __________ dinner for us.(simple)
b. Mother __________________ dinner for us. (present progressive)
c. Mother __________________ dinner for us. (present perfect)
3. water (present)
a. Francis __________ the garden. (simple)
b. Francis ____________________ the garden. (present progressive)
c. Francis ____________________ the garden. (present perfect)
4. play (past)
a. I _______________ in the plaza. (simple)
b. I _______________ in the plaza. (past perfect)
c. I _______________________ in the plaza. (past perfect progressive)
5. read (past)
a. We _______________ books in the library. (simple)
b. We _______________ books in the library. (past perfect)
c. We ________________ books in the library.(past perfect progressive)

79. Appendix 24
Day 1, Grade 6 English56/Q1/W2
Remember
The forms and conventions of a film or moving picture are:
1. Lights – Lights refers to the lighting used in films can be natural or
artificial. It is used achieve aesthetical or practical effect while
illuminating the scene.
2. Blocking is the precise staging of actors in order to facilitate
the performance of a film
3. Direction is the control of the scenes in the film. In simpler terms, it is giving directions to the
actors and the people in charge of the set and those behind the camera.

80. 4. Characterization refers to the process by which the writer reveals the personality of a
character
5. Acting is the work of an actor or actress, in which a person in theatre, film, television,
and any other storytelling medium portrays a character.
6. Dialogue is the conversation between characters in the film.

81. 7. Setting or set-up refers to the time and location where filming takes place. It can be in a studio or a location.

82. Appendix 25
Day 1, Grade 5 English56/Q1/W2
I. ______________________
A. ______________________________
B. _______________________________
C. ______________________________
II. _____________________
A. _______________________________
B. ________________________________
C. _______________________________
III. __________________________
A. ________________________________

83. B. _________________________________
C. _________________________________
Appendix 26

84. Day 1, Grade 6 English56/Q1/W2
Name:_____________________________________________ Score: _________________
Identify which form or convention of film is being described. Choose from the words inside the box.
Lights blocking direction acting
dialogue characterization setting or set-up.
1. The actors are positioned in front of the house.
2. The director is telling the actors what he wants
in the scene.
3. They are filming near the sea.
4. They use natural sunlight.
5. The actress made us cry at that scene.

85. 6. “Get out, the house is on fire!!!” shouted the
actor.
7. Glinda plays as the good witch.
Appendix 27
Day 1, Grade 5 English56/Q1/W2

86. Name:_____________________________________________ Score: _________________
Read the following sentences. Have the pupils identify what is the aspect of the verb used in the sentence.
Write SPR for simple present, SPS for simple past, PRP for present progressive, PSP for past perfect, PPF for present
perfect, and PPP for past perfect progressive.
1. Romina studied her lesson for the test.
2. Father rides the bus to go to work.
3. I have been cleaning my room.
4. Finn and Jake are watching his favourite TV show.
5. Jerry talks to Tom over the phone.