School: ALBA ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: AIRENE U. MILLAN Learning Area: ENGLISH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standards

C. Learning a.Restate sentences heard in one’s Use verbal and non-verbal cues Identify different meanings of Use complex sentences to a. revise writing for clarity-
Competencies/Objectives own words in TV broadcast content specific words show cause and effect. correct spelling
Write the LC code for each b.Use appropriate graphic b. Analyze how visual and (denotation and connotation) b. Show tactfulness when b. observe politeness at all times
organizers in text read multimedia elements (TLE) communicating with others. EN5WC-IVe-1.8; EN5A-IVe-16
c.Read grade level text with 128 contribute to the meaning of a b. List primary and secondary EN5G-IVe-1.9.1; EN5A-IVe-17
words correct per minute text sources of information
EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ; EN5LC-IVe-4 ; EN5SS-IVe- EN5V-IVe-20.1 ; EN5V-IVe-20.2,
EN5F-IVe 1.13 1.7.1 ;/ Page 77 of 164 EN5SS-IVe-5/ Page 77 of 164
Page 77 of 164
II. CONTENT Restating sentences heard in one’s Using verbal and non-verbal Identifying different meanings Using complex sentences to Revise writing for clarity- correct
own words cues of content specific words show cause and effect. spelling
Using appropriate graphic Analyzing how visual and (denotation and connotation) Showing tactfulness when Observe politeness at all times
organizers in text read multimedia elements Listing primary and secondary communicating with others.
Reading grade level text with 128 contribute to the meaning of a sources of information
words text
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 p.
214
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Metacards activity cards, manila Video clips, graphic Reading articles, visual aids, Perception charts, visual aids, Rating sheet, Learner’s Material,
paper illustrations, chart library holdings, charts pictures pencils
Stories to be flashed in television/ News Broadcast to be flashed
written in manila paper in television

IV. PROCEDURES
A. Reviewing previous lesson Review Review 1.Review the kinds of Review your previous
or presenting the new How visual and multimedia Examples of graphic organizers sentences according to composition. Check for clarity
lesson elements contribute to the structure: simple, compound and spelling corrections.
meaning of a text. 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 1.Watch a short broadcasting 1.Present to the class a reading 2.Ask the students to find the
lesson Bug Collection” to the students. scene without sounds. article entitled “Saved by a pair of the pictures (cause to
2.Ask the student to read it. 2.Ask the students to retell the Hero”- English Basics and its effect).
3.Call another student to read the broadcasting scene based on Beyond 5 pp. 394-396 3.Ask the students to read
story. what they had watched. 2.Ask the students to read the each sentences of the
4.Call the students to read the 3.Call another student to retell article with the emphasized pictures.
story in group in two’s three’s etc. the scene. words, list the words and give 4.Ask students to match the
4.Watch the broadcasting their own meaning. sentences to form a complex
scene again with sounds. 3.Present to the class the sentence
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 Original File Submitted and
a.Is your retelling of the scene Formatted by DepEd Club
correct? Member - visit
b.What are the things that
depedclub.com for more
made you think that the scene
is as you retold?
C. Presenting examples/instances At the end of the lesson you will be You will dramatize a Television 4.Present to the class a Present complex sentences Exchange your work with your
of the new lesson able to restate the sentences heard broadcasting using verbal and dictionary. Ask them if they seatmate and check each other’s
in your own words you can also use non-verbal cues. know what the book is for and work…
appropriate graphic organizers and explain how it is used. Underline words you find out
can read text correctly with 128 spelled wrong
words per minute. 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 2.Ask the students to list the B.Explaining the students what B.Explaining the students B.Explaining the students what to
practicing new skills #1 do. verbal and non-verbal cues to do. what to do. do.
1.Say: I will read again the story, they previously had on the 1.Say: you enlisted the 1.Say: Match the cause to its 1.Say: Check your work by
while I am reading the story, I want retelling of the broadcasting emphasized words lately. Those effect to complete the exchanging it with your seatmate.
you to list all the key sentences and scene. words have their own standard complex sentences by 2.Do the checking three times in
supporting sentences from the 3.Ask them to group meaning and can be found in coloring the boxes with the a round-robin technique.
story. themselves into 4 and make a the dictionary. We call those same color. 3.The teacher will silently
2.Comprehension check up script words denotation. 2.Check the outcomes and observe the process of correcting
3.Ask the student to tell the key 2.Say: however, the words that the complex sentences if each other if the students are
sentence in the first paragraph, imparts the attitudes and correct. practicing politeness at all times.
then give the supporting sentences. feelings, whether pleasant or 3.Read the complex 4.At the end of the activity, ask
Continue to ask questions until the unpleasant, are called sentences (effects) and the students to rate their
students were able to organize connotations differentiate it again from the commenters using a rating sheet
ideas using the graphic organizer simple and compound. if he/she is polite or not.
4.Give other examples
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 1.Watch again another 1.Show the students how to 1.Give the students a 1.Show the students what to do
 sample of what they presented broadcasting scene. use the dictionary to find the complex sentence. by providing an example.
using the graphic organizer. 2.Ask the students to list all the denotation of the example 2.Direct the students to give 2.Correct the example with
2.Ask the student to give all the key verbal and non-verbal cues by words. the cause and effect. explanation of the basis of
sentence in the story then the analyzing the multimedia 2.Using a fish bowl technique, 3.Stress to the student the correction.
supporting sentences. elements namely as: text, ask the students to try it different parts of the complex 3.Stress to the student the clarity
3.Stress to the student the graphic, sound, video and themselves. sentences using another of a composition and rules of
difference of key sentence and animation. 3.Let the students read their example. spelling
supporting sentences. 3.Stress to the students the denotations.
4.From the given graphic organizer, difference between verbal and 4.Present another example for
give opportunity for the student to non-verbal cues. connotations.
restate the sentences/ story in
their own words
F. Developing mastery D.Guided Practice D.Guided Practice D.Guided Practice D.Guided Practice D.Independent Practice
(Leads to Formative a.The teacher will post another 1.The teacher will check the 1.The teacher posts a chart of 1.Ask the students to read Give students enough time to
Assessment 3) story for the student to read and to scripts of each group before positive and negative the story “The Lion and the revise their work after the
organize. (ANDRES BONIFACIO proceeding to the group connotations. Mouse” correction process
Developing Reading Power p. 226) activity 2.Group Activity 2.Let the students answer the
b.The teacher will call student to 2.Group Presentation 3.Group the pupils into four following questions of cause
restate the story in their own word. 3.After each presentation, the groups. Ask them to list down and effect
c.Group Activity groups will show the list of the the positive and negative
1.Group the pupils into three group verbal and non-verbal cues connotations using different
The first group will do the graphic they derived from the library resources.
organizer. The second group will multimedia elements. 4.Visit the library and ask them
read the story correctly with to do the task and list their
proper phrasing, intonation, primary and secondary sources
pronunciation. The third group will of information. Primary sources
restate the story the story in their (ex. Encyclopedia, textbooks,
own word. 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 1.Flash story to the class. 1.The teacher will present short Let the students make Ask the students to write revise their work after the
living (PAGODAS –Developing Reading movie clips and the students sentences using words with another possible ending for correction process
Power p. 228) will match them to the positive or negative the story using complex
2.Based on the story you have appropriate text related to clips connotations. sentences.
read, choose one activity you want based on cues.
to do. You can make a graphic
organizer, you can also restate it in
your own word 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 Watch another broadcasting Classify each word as about complex sentence after the correction checking.
correctly. Make a graphic scene. Fill in the chart with the denotation or connotation by showing cause and effect.  Make sure to correct all
organizer. appropriate cues provided. writing D or C possible words you need to
Elemen Verbal Non- correct.
ts Of Cues Verbal  Write legibly.
Multim Cues
edia
Text
Graphic
s
Audio
Video
Animati
on
J. Additional activities for Give examples of graphic organizer Write 5 complex sentences
application or remediation and 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%
Prepared by Checked by

AIRENE U. MILLAN EPHRAIM M. MEMBRERE