School: Magcaseville elementary School Grade Level: V

GRADES 1 to 12 Teacher: Wendy M. Eson Learning Area: ENGLISH

WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards

C. Learning a.Restate sentences heard in one’s own words Use verbal and non-verbal cues Identify different meanings of Use complex sentences to show a. revise writing for clarity-
Competencies/Objectives b.Use appropriate graphic organizers in text read in TV broadcast content specific words cause and effect. correct spelling
Write the LC code for each c.Read grade level text with 128 words correct per b. Analyze how visual and (denotation and connotation) b. Show tactfulness when b. observe politeness at all times
minute multimedia elements contribute (TLE) communicating with others. EN5WC-IVe-1.8; EN5A-IVe-16
EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ; EN5F-IVe to the meaning of a text b. List primary and secondary EN5G-IVe-1.9.1; EN5A-IVe-
1.13 EN5LC-IVe-4 ; EN5SS-IVe- sources of information 17
Page 77 of 164 1.7.1 ;/Page 77 of 164 EN5V-IVe-20.1 ; EN5V-IVe-
20.2, EN5SS-IVe-5/Page 77 of
164
II. CONTENT Restating sentences heard in one’s own words Using verbal and non-verbal Identifying different meanings Using complex sentences to Revise writing for clarity-
Using appropriate graphic organizers in text read cues of content specific words show cause and effect. correct spelling
Reading grade level text with 128 words Analyzing how visual and (denotation and connotation) Showing tactfulness when Observe politeness at all times
multimedia elements contribute Listing primary and secondary communicating with others.
to the meaning of a text sources of information
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Developing Reading Power 5 p. 214 Developing Reading Power 5 p. Developing Reading Power 5
214 p.
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Metacards activity cards, manila paper Video clips, graphic Reading articles, visual aids, Perception charts, visual aids, Rating sheet, Learner’s Material,
Stories to be flashed in television/ written in illustrations, chart library holdings, charts pictures pencils
manila paper News Broadcast to be flashed
in television
IV. PROCEDURES
A. Reviewing previous lesson Review Review 1.Review the kinds of Review your previous
or presenting the new lesson How visual and multimedia elements contribute to Examples of graphic organizers sentences according to composition. Check for clarity
the meaning of a text. structure: simple, compound and spelling corrections.
and complex by placing
pictures with sentences
(illustrating cause and effect)
on the board.
B. Establishing a purpose for the 1.Present the story entitled “The Bug Collection” 1.Watch a short broadcasting 1.Present to the class a reading 2.Ask the students to find the
lesson to the students. scene without sounds. article entitled “Saved by a pair of the pictures (cause to its
2.Ask the student to read it. 2.Ask the students to retell the Hero”- English Basics and effect).
3.Call another student to read the story. broadcasting scene based on Beyond 5 pp. 394-396 3.Ask the students to read each
4.Call the students to read the story in group in what they had watched. 2.Ask the students to read the sentences of the pictures.
two’s three’s etc. 3.Call another student to retell article with the emphasized 4.Ask students to match the
the scene. words, list the words and give sentences to form a complex
4.Watch the broadcasting scene their own meaning. sentence
again with sounds. 3.Present to the class the
5.Ask the students to compare correct meanings and ask them
their retelling of the how did they came up with
broadcasting scene to the their own meaning.
original
a.Is your retelling of the scene
correct?
b.What are the things that made
you think that the scene is as
you retold?

C. Presenting examples/instances of At the end of the lesson you will be able to restate You will dramatize a 4.Present to the class a Present complex sentences Exchange your work with your
the new lesson the sentences heard in your own words you can Television broadcasting using dictionary. Ask them if they seatmate and check each other’s
also use appropriate graphic organizers and can verbal and non-verbal cues. know what the book is for and work…
read text correctly with 128 words per minute. explain how it is used. Underline words you find out
spelled wrong
Put question marks on
sentences/ paragraphs you do not
understand or is not clear
Use only a pencil
D. Discussing new concepts and B.Explaining the students what to do. 2.Ask the students to list the B.Explaining the students what B.Explaining the students what B.Explaining the students what
practicing new skills #1 1.Say: I will read again the story, while I am verbal and non-verbal cues they to do. to do. to do.
reading the story, I want you to list all the key previously had on the retelling 1.Say: you enlisted the 1.Say: Match the cause to its 1.Say: Check your work by
sentences and supporting sentences from the story. of the broadcasting scene. emphasized words lately. effect to complete the complex exchanging it with your
2.Comprehension check up 3.Ask them to group Those words have their own sentences by coloring the boxes seatmate.
3.Ask the student to tell the key sentence in the themselves into 4 and make a standard meaning and can be with the same color. 2.Do the checking three times in
first paragraph, then give the supporting sentences. script found in the dictionary. We call 2.Check the outcomes and the a round-robin technique.
Continue to ask questions until the students were those words denotation. complex sentences if correct. 3.The teacher will silently
able to organize ideas using the graphic organizer 2.Say: however, the words that 3.Read the complex sentences observe the process of correcting
imparts the attitudes and (effects) and differentiate it each other if the students are
feelings, whether pleasant or again from the simple and practicing politeness at all times.
unpleasant, are called compound. 4.At the end of the activity, ask
connotations 4.Give other examples the students to rate their
commenters using a rating sheet
if he/she is polite or not.
E. Discussing new concepts and C.Modelling for students C.Modelling for students C.Modelling for students C.Modeling for students C.Modelling for students
practicing new skills #2 1.Direct the student to read the sample of what 1.Watch again another 1.Show the students how to use 1.Give the students a complex 1.Show the students what to do
they presented using the graphic organizer. broadcasting scene. the dictionary to find the sentence. by providing an example.
2.Ask the student to give all the key sentence in 2.Ask the students to list all the denotation of the example 2.Direct the students to give the 2.Correct the example with
the story then the supporting sentences. verbal and non-verbal cues by words. cause and effect. explanation of the basis of
3.Stress to the student the difference of key analyzing the multimedia 2.Using a fish bowl technique, 3.Stress to the student the correction.
sentence and supporting sentences. elements namely as: text, ask the students to try it different parts of the complex 3.Stress to the student the clarity
4.From the given graphic organizer, give graphic, sound, video and themselves. sentences using another of a composition and rules of
 opportunity for the student to restate the sentences/ animation. 3.Let the students read their example. spelling
story in their own words 3.Stress to the students the denotations.
difference between verbal and 4.Present another example for
non-verbal cues. connotations.
F. Developing mastery D.Guided Practice D.Guided Practice D.Guided Practice D.Guided Practice D.Independent Practice
(Leads to Formative Assessment a.The teacher will post another story for the 1.The teacher will check the 1.The teacher posts a chart of 1.Ask the students to read the Give students enough time to
3) student to read and to organize. (ANDRES scripts of each group before positive and negative story “The Lion and the revise their work after the
BONIFACIO Developing Reading Power p. 226) proceeding to the group activity connotations. Mouse” correction process
b.The teacher will call student to restate the story 2.Group Presentation 2.Group Activity 2.Let the students answer the
in their own word. 3.After each presentation, the 3.Group the pupils into four following questions of cause
c.Group Activity groups will show the list of the groups. Ask them to list down and effect
1.Group the pupils into three group verbal and non-verbal cues they the positive and negative
The first group will do the graphic organizer. The derived from the multimedia connotations using different
second group will read the story correctly with elements. library resources.
proper phrasing, intonation, pronunciation. The 4.Visit the library and ask them
third group will restate the story the story in their to do the task and list their
own word. primary and secondary sources
of information. Primary
sources (ex. Encyclopedia,
textbooks, dictionary, reference
materials, etc.)
5.Ask the students to report on
class their work.
G. Finding practical applications of E.Independent Practice: E.Independent Practice: E.Independent Practice E.Independent Practice: Give students enough time to
concepts and skills in daily living 1.Flash story to the class. (PAGODAS – 1.The teacher will present short Let the students make Ask the students to write revise their work after the
Developing Reading Power p. 228) movie clips and the students sentences using words with another possible ending for the correction process
2.Based on the story you have read, choose one will match them to the positive or negative story using complex sentences.
activity you want to do. You can make a graphic appropriate text related to clips connotations.
organizer, you can also restate it in your own word based on cues.
or you can read it correctly with proper intonation,
pronunciation phrasing.
H. Making generalizations and Closure/Assessment: What have you learned from What have you learned from What have you learned from What have you learned from
abstractions about the lesson What have you learned from today’s lesson? today’s lesson? today’s lesson? today’s lesson today’s lesson?

I. Evaluating learning G.Evaluation: G.Evaluation: G.Evaluation: Provide pupils with exercices Rewrite your own composition
Read the story carefully and correctly. Make a Watch another broadcasting Classify each word as about complex sentence after the correction checking.
graphic organizer. scene. Fill in the chart with the denotation or connotation by showing cause and effect.  Make sure to correct
appropriate cues provided. writing D or C all possible words you need to
Eleme Verba Non- correct.
nts Of l Cues Verbal  Write legibly.
Multi Cues
media
Text
Graphi
cs
Audio
Video
Animat
ion
J. Additional activities for Give examples of graphic organizer Write 5 complex sentences and
application or remediation identify the cause and effect.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?