Demo Lesson Plan Past Tense

Schedule of Classes :
Peridot
12:20
1:20
Turquiose Amethyst Onyx
-
1:20 2:20
3:40 4:40
5:00 6:00
June 02,
2014
Monday
I.
II.
III.
Objectives :
At the end of the day,
students should be able
to :
1. Create good
expectation about
how to work in the
classroom.
2. Establish an
encouraging
environment for
rapport among the
students.
3. Identify the value and
importance of the
English subject.
4. Acquaint pupils about
the schools
whereabouts.
Subject Matter
Orientation Start
School with a First Day
of School Script.
Procedure
Suggested Activities
1. Knowing your pupils
Opening
communications
among students.
Use a Naming
Cycle in which
students introduce
one another with
each successive
person.
2. Introducing yourself
Who you are and
what you are like is
of great interest to
new students.
3. School rules and
regulations
Proper way of
greeting each
other.
Observe official
time
Establish standard
for walking along
the pathway,
corridors and
stairs.
Rules in
cleanliness
How to study
effectively
4. Established rules for
supervised recess
time.
Train leaders
Ascertain routines
for selling food
through leader.
Set up standard for
eating.
5. Classroom Routine
How to answer
clearly when
reciting.
How to stand when
asked to answer.
How to ask for
papers, books, etc.
Entering and
leaving the
classroom.
Training for
personal
necessities.
Set standards on
behavior in
performing group
work.
6. Proper care of
building and
properties (facilities,
books, walls, stairs
etc)
7. Proper garbage
disposal
IV.
Evaluation
Students Feedback
Give students two
minutes
their
to
write
reaction
to
the first day. These
should
be
anonymous, so you
get
an
accurate
sense
of
the
students
This
views.
can
provide
feedback on doubt
or
questions
students
that
were
afraid to raise. It
can also begin to
build
climate
learning
in
they
have
responsibility
thinking
learning
class.
which
for
about
in
this
June 04,
2014
Wednesday
Note : (Same lesson plan due to
irregular mobilization.)
I.
Objectives :
to :
1. Create good expectation
about how to work in the
classroom.
2. Establish an
encouraging
environment for rapport
among the students.
3. Identify the value and
importance of the
English subject.
4. Acquaint pupils about
the schools
whereabouts.
II. Subject Matter

Orientation Start School
with a First Day of School
Script.
Peridot
III. Procedure
Suggested Activities
1. Knowing your pupils
12:20
1:20
-
1:20 2:20
3:40 4:40
5:00 6:00
Opening
communications
among students.
2.
3.
4.
5.
Use a Naming
Cycle in which
students introduce
one another with
each successive
person.
Introducing yourself
Who you are and
what you are like is of
great interest to new
students.
School rules and
regulations
Proper way of
greeting each other.
Observe official time
Establish standard for
walking along the
pathway, corridors
and stairs.
Rules in cleanliness
How to study
effectively
Established rules for
supervised recess time.
Train leaders
Ascertain routines for
selling food through
leader.
Set up standard for
eating.
Classroom Routine
How to answer
clearly when reciting.
How to stand when
asked to answer.
How to ask for
papers, books, etc.
Entering and leaving

the classroom.
Training for personal

necessities.
Set standards on
behavior in
performing group
work.
6. Proper care of building
and properties
(facilities, books, walls,
stairs etc)
7. Proper garbage disposal
IV. Evaluation
Students Feedback
Give
students
two
minutes to write their

reaction to the first
day. These should be
anonymous,
so
you
get an accurate sense

of the students views.
This
can
provide
feedback on doubt or
questions
that
students were afraid

to raise. It can also
begin
learning
which
to
build
climate
in
they
responsibility
have
for
thinking
about
Frequency
Purpose
learning in this class.
III. Materials
Printed Material
IV. Activities
1.
Prayer
2.
Checking of Attendance
Peridot
12:20
1:20
-
1:20 2:20
3:40 4:40
5:00 6:00
February 6,
2015
Friday
I. Objectives :
At the end of the period,
the pupils should be able to
:
1. Answer all the prepared
exercises about adverbs
and its kinds.
2. Use the Wh question in
the given sentences.
II. Subject Matter
Topics :
Adverb
Kinds of Adverbs
Manner
Time
Place
3.
4.
Greetings
Setting the mood of the
pupils through chants,
poems and songs.
5.
Explaining the days
activity (purpose of
answering the
sentences using WH in
questioning)
6.
Preparing for the
answer sheet.
7.
8.
9.
10.
V.
Answering the days

activity
Checking the answers.
Getting the frequency
of scores and errors.
Identifying least
mastered skills.
Evaluation
Behavior of the pupils
:
1. How do you find
the activity?
2. Is it easy?
3. Is it difficult?
Direction : Write When,

Where and Why to complete
the sentences below.
The
phrases in parentheses after
are your clues.
1. _____ were you born?
(in
1985)
2. _____ were you born?(in Cebu
City)
3. _____ do you live? (in Tondo,
Mla.)
4. _____ is the class party? (on
Saturday at four oclock)
5. _____ was he late? (because of
heavy traffic)
6. _____ did he score low in the
test? (he failed to study his
lessons.)
7. _____ will they go swimming?
(in the lake)
8. _____ will you visit your
grandparents? (on Friday)
9. _____ is he in the library? (to
borrow some books)
10. _____ will we meet? (at the
park)
Complete the sentences below with the
correct question word. (Write Who,
What, When, Where, or Why in the
blank.
1. ____ are you going? (to the

gym)
2. ____ did she wear to the party?
(a red dress)
3. ____ are finished with their
work? (Arnel and Linda)
4. ____ are you crying? (my dog
died)
5. ____ is the class president?
(Rico)
6. ____ are you leaving? (on
Sunday)
7. ____ did you buy? (a ball)
8. ____ are you running? (Im
almost late)
9. ____ joined the school play?
(Reggie and Doris)
10. ____ did you hide? (behind a
tree)
June 05,
2015
Friday
Note : (Same lesson plan due to

irregular mobilization.)
I. Objectives :
To administer pretest on
Philippine Informal Reading
Inventory Oral Test (PHIL
IRI) to assess pupils reading
ability.
II. Content
Informal Reading Inventory
Oral Prestest (PHIL IRI)
III. Materials
Phil-IRI Oral Test

Manual of Administration
Teachers Copy
Pupils Copy
IV. Procedure
Step 1 : Preparatory Activities
1.
Preparation of test
materials.
2.
Motivation :
Tell the learners the
importance of
reading the words
correctly and
understanding what
you are reading.
Step 2 : Administering the

Grade Level
Passage
(The test should be conducted
individually,
while the other pupils are busy
with
are busy with

seatwork.)
1. Give the pupil the
passage for his/her
grade level. Read the
PROMPT. The prompt
is
necessary
to
activate the pupils
prior
knowledge
about the passage. It
will also motivate the
pupil to be interested
in the passage which
seatwork.)
will put him/her at

ease during reading.
2. Ask the pupil to read
the
passage
of
his/her grade level
orally.
If the pupil
hesitates and looks at
you for assurance,
encourage him/her to
go on.
3. As the pupil reads,
mark all errors on the
pupils individual PhilIRI Form 1.
4. Allow the pupil to
read
the
passage
silently for 2 minutes.
Get the passage from
the pupil and ask the
accompanying
questions.
Note : Accept the pupils response
(s) in any language he/she may
choose
since
it
is
reading
comprehension
that
is
being
assessed and not the ability of the
pupil to express himself/herself
orally in English or Filipino.
5. If the pupil cannot

decode/read,
mark
the pupil as nonreader
in
his/her
individual summary
record.
In such as
case,
read
the
passage to him/her
before asking the
accompanying
questions. This will

determine
the
capacity level of the
pupil is additional
information to the
teacher regarding the
true ability of his/her
pupil who is a nonreader.
6. Record the capacity
level of the pupils.
Compute for his/her
percentage score.
Compute the level of
the pupil in word
recognition.
Compute the pupils
comprehension level.
Identify the overall
reading ability of the
pupil
in
word
recognition and in
comprehension using
the table below.
Word
Independen
t
Independen
t
Independen
t
Instructional
Instructional
Instructional
Frustration
Frustration
Frustration
Non-reader
Comprehen
sion
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Listening
Capacity
June 08,
2015
Monday
I. Objectives :
Familiarize themselves with
each other.
Appreciate the uniqueness
of others.
Provide details of ones
personality using a graphic
organizer.
Continue administering
pretest on Philippine
Informal Reading Inventory
Oral Test to assess pupils
reading ability.
II. Subject Matter
I am Special
All About Me
Continuation of
Administering PHIL-IRI
Reading
Level
Independen
t
Instructional
Frustration
Independen
t
Instructional
Frustration
Frustration
Frustration
Frustration
Non-reader
Materials :
Pictures, coloring
materials, graphic
organizer
Reference :
www.pinterest.com
Value :
Being proud of ones
personality and
capability.
III.Procedure
1. Entry Activity
1. Prayer
2. Attendance
2. Activity 1
1. Motivation
consi
2. Comprehension
Questions
Why are we
considered as
special?
What makes us
special?
Do you considered
yourself as
special? Why?
C. Activity 2
1. Answering graphic
organizer
D. Activity 3
1. While the pupils are
doing
the
graphic
organizer, the teacher
will
continue
administering pre-test on
Philippine
Informal
Reading Inventory Oral
Test.
2. Presentation of Output
IV. Evaluation
What have you
discovered about your
classmates?
V. Assignment
Give an examples of
polite expressions used
in dealing with one
another.
June 22,
2015
Values : Listen
attentively
Reference : English &

Me 5 pp. 2-9. Enhancing
Reading Skill 5 pp. 34-36.
Monday
I. Objectives :
:
1. Familiar with the layout
and
purpose
of
dictionary.
2. Understand the form
and function of
alphabetical order and
be able to find words
using alphabetical order
up to the third or fourth
character.
3. Understand how
dictionary definitions are
organized.
II. Subject Matter
Topic :
How to use
dictionary?
What are the entries
in a dictionary.
Information does a
dictionary give.
Why is it important as
a reference book?
III.Learning Activities
A. Warm Up
B. Sharing Period
1. Prayer
2. Greetings
3. Attendance Report
4. Recitation of songs &
poems
ope
4. Reading of Fry First 100

Words
C. Learning Activities
Answer the given

assignment
last
Friday as the lesson
for today.
Show
the
real
dictionary.
Ask the children what
a dictionary is for and
what and what it
enables us to find
out.
Explore the
appearance
of
a
dictionary by opening
the p. 3 of English &
Me book.
Recap
the
alphabetical
order,
ensuring
that
the
children are aware of
the
alphabetical
sequence.
Open
sample
of
Alphabetizing Words
exercises on p. 34 in
Enhancing
Reading
Skills 5.
Introduce
the
dictionaries. Ask the
children to find the
definitions
of
a
number of words.
(reinforcing
facts
already discussed).
Ensure the children to
fully understand the
layers of explanation
offered
in
the
dictionary, including
word
class
information and the 8
parts of speech.
Discuss
meanings
and
broaden
the
discussion to include
for
example
synonyms
and
comparison
of
powerful
adjectives
or verbs and so on.
Explore the impact
word choice has upon
meaning.
D. Individual Exercises
Answer
exercises
using Guide Words on
p.
31,
Enhancing
Reading Skills 5.
IV. Evaluation
1. Answer page 35,
Enhancing Reading 5.
Use number 1 for the
first word, 2 for the
second word etc.
Write your answer on
the blanks after each
word.
V. Assignment :
Read about Two-Legged

and
Six-Legged
Bookworms.
Find the meaning of the
following
in
the
dictionary.
Spectacles,
sociable,
cheap, betray, burrow,
frass.
Answer Time to Think 1
7.
What are the different
parts of a book.
What are the ways in
taking care of the book?
Reference :
English
Expressways
Reading
pp. 2-11

June 17, 2015
Wednesday
I. Objectives :
:
5. Show
enjoyment
in
listening to a story.
6. Answer questions about
the story listened to.
7. Use
courteous
expression in conducting
a club meeting.
8. Fill out school forms
correctly
Information Sheet
II. Subject Matter
Sharing Period
1. Prayer
2. Greetings
4. Recitation of songs &
poems
5. Reading of Fry First
100 Words
Story : Electing Club
Officers
Strategies :
Predicting, Asking
and Answering
Questions
Values : Be Courteous
Reading : Filling out
forms
Developing English
Language
Proficiency : Using
Courteous
Expressions in
Electing Officers
References :
English For All Times

Reading, p. 68
English Expressways
Language p. 10
Fun in English Reading 5
pp. 17-18
Fun in English Language 5
pp. 34-35
III.Learning Activities
Day 2
Discovering the Magic of
Reading
A. Post Reading
1. After reading, answer the
comprehension questions
and form small groups.
Assign each group on
activity to work on.
Engagement Activities
:
Discussion Questions :
1. How did the election
started ?
2. Did they follow the
correct procedure in
electing officers?
3. How did the chairman

open the election of
officers?
4. What
did
the
members do when
they
wanted
to
nominate somebody?
5. What did they say?
6. If you were a member
of the club, who
would
have
been
your
nominee
for
president?
Vicepresident? Why?
7. Why is it necessary to
conduct a meeting?
8. What
is
its
importance?
9. What will you say if
you want to speak to
the group?
2. Group Activites :
Group 1 Act out the
dialogue.
Group 2 List down the
courteous
expressions
used in electing officers.
Group 3 Have an
election of officers in
your group. Show it to
the class.
Group 4 Write down
the
importance
of
conducting a meeting.
IV. Assignment :
The
following
statements are from a
club meeting.
Read
each sentences aloud.
Arrange them in proper
order
by
writing
numbers 1-8 on the
blanks.
____1. The minutes are

approved.
____2. Is there any new
business?
____3. The meeting will
please come
to order.
____4. The meeting is
adjourned.
____5. Move that we ______.
____6.
Is there any
discussions?
____7.
Are
there
any
additions or
corrections?
____8. I second the motion?
1. haunted house in
Baguio
2. wealthy investors
3. lost opportunity
4. temporary amnesia
5. a naughty
kindergarten student
C. Sentences Drills
1. Everybody loves
to eat mashed
potatoes.
2. The young skater
won in the
competition.
3. What a terrible
dream.
4. They hit him
straight up and
run away.
5. The enemy
sabotaged the
plan.
D. Practice saying the
English Polite Forms in
Asking Favors and
Permission.
Initial /t/
take care
talked
tambourine
taught
Thomas
teacher
tender
teaspoon
tenderloin
Medial /t/
after
bottle
cotton
hectare
certain
creator
fountain
dental
gotten
B. Phrase Drills
Final /t/
aunt
pact
peasant
resist
sight
student
infant
chest
beast
Polite Forms
1. May I use your
phone?
2. May I help you?
3. Can I borrow your
pen?
4. Will you see me
tonight?
5. May I sit down?
6. Do you like this
dress?
7. Could you give
me a kiss?
8. Kindly get the
newspaper?
Responses
Yes, of course.
Yes, thank you.
Certainly
Surely.
Absolutely
Please, go ahead.
By all means.
Id be glad, too.
9. Are you happy

today?
10. Do you mind if I
eat?
Naturally.
Not at all.
9. Setting for standards for

Oral Reading.
10.
Call on the
students one by one.
11.
Answering the
questions after reading
polite forms and
responses.
V. Evaluation
Did you follow the
instruction correctly?
Were you be able to
learned the polite
expressions used in
English?
Were you be able to read
all the words with initial
/t/, medial /t/, and final
/t/?
VI.
Assignment :
Be ready to give the
answers to the following :
1. What does a dictionary
contains?
2. What information does a
dictionary give about a
word?
3. How can we locate a
word in the dictionary?
4. Be ready for our graded
recitation on Monday.
Peridot
12:20
1:20
-
1:20 2:20
3:40 4:40
5:00 6:00
June 11,
2014
Wednesday
I.
Objectives :
:
1. Know the meaning of
dictionary, its entries
and uses.
2. How to locate a word in
the dictionary?
3. How to use dictionary
effectively?
II. Subject Matter
Meaning of dictionary, its
entries and uses.
References :
English and Me 5, pp.
2-4.
Communication Arts
in English 1 by Lara
Amante et.al., pp. 1220.
III. Learning Activities
A. Sharing Period
1. Prayer
2. Greetings
4. Song, poems and
rhymes
B. Drill
Basic Sight Words
3. Review
Direction : Write the polite
response for the following
situation.
1. Please get me a glass of

water?
2. Will you please buy a
loaf of bread?
3. Do you mind if I borrow
your ball pen?
4. May I talk to you?
5. Would you mid closing
the window?
6. Will you be ready in an
hour?
7. Would you like some
tea?
8. Will you please help me
clean the house?
9. Wont you come and see
us tonight?
10.
Please call me
next week?
Materials :
Books and printed
materials
D. Lesson Proper
1. Motivation
Show comic strips
Student A : My biggest
trouble is learning how to
spell a word when I dont
know how to spell it.
Student B : Why dont you
buy a dictionary?
Student A : What would I do
with a dictionary? If I cant
spell the words, I couldnt
find em, and if I can spell
em,, I dont read a dictionary.
2. Presentation
(the leader will distribute
English & Me textbook) p.2
3. Discussion
What is a dictionary?
What are the two kinds
of dictionaries?
What are the entries in
the dictionaries?
What information does
each dictionary entry
give?
How can we use a
dictionary effectively?
4. Application
There are two words in

each number. Encircle the
one that will come ahead of
the other in the dictionary.
1. card
catalog
2. author
astronomy
3. dictionary dictator
4. candid
candle
5. people
percent
IV. Evaluation
Direction : Put each list of
words in
alphabetical
order.
1. ____ space
____Earth
____ planets
____ astronaut
____Uranus
____moon
____Neptune
2. ____ Saturn
weightless
____ Jupiter
____ asteroids
____ Mars
shuttle
____ Pluto
rotate
3. ___
___
___
___
4.
____Venus
5. ____
____
____
Mark
Eldritz
Jhon Carlo
Teddy
June 12,
2014
Thursday
No Classes due to Celebration of

Independence Day
June 23,
2015
Tuesday
I. Objectives :
:
1. Distinguish changes in
meaning caused by shift
in intonation.
2. Use
the
correct
intonation for statement
and questions.
3. Identify the parts of a
book.
II. Subject Matter
Distinguishing changes in
meaning caused by shift in
intonation.
Using correct intonation for
statements and questions.
Reading Selection : All
About Two-Legged and Six
Legged Book Worms.
Materials:
Language 5 Textbook,
pp. 2-11
Reading 5 Textbook,
pp. 2-15
Pictures of two kinds
of bookworms, two
friends, a beach,
hand puppets.
Sample book
III. Procedure
A. Entry Activity
1. Prayer
2. Greetings
4. Song, poems and
rhymes
B. Listening-Speaking
1. Motivation
Tell the pupils to
look at the
pictures on page 2
of their Language
Textbook. Have
them comment on
the pictures. Ask :
What
are the pictures

trying to tell us?
Explain them that
in Unit 1, they are
going to learn how
to express their
ideas and feelings
effectively in
sentences.
2. Presentation
Direct the pupils
attention to page
3 and have them
look at the picture
of the two boys
while they listen to
the dialog as the
teacher says
these pairs of
expressions.
Justin : May I join you? I
am new here.
My name is
Justin.
Julius : Yes, please. You
are new here?
Justin : Yes, I am. I come
from Loboc
town.
Julius : Loboc town? My
grandfather
lives there. By the
way, Im Julius.
Lets go to the
canteen.
Have the pupils observe when
and where their voices rise
and fall? Which utterances
are statements? Does your
teachers voice rise or fall at
the end of each statement?
Lead the pupils to make
generalizations on intonation
exercises statement
and questions.
1. Youre
coming.
2. Youre
coming?
3. Hike the hill?
4. Lets hike to
the hill.
5. Grandfather is going.
6. Grandfather is going?
7. You are an artist.
8. You are an artist?
9. Climb the hill?
10. Climb the hill.
Ask : What comes to your

mind when you hear the
word bookworm? Have you
seen one? Do you know
that there are two kinds of
bookworms? Tell the
pupils that the story they
will read is about the two
kinds of bookworms.
Vocabulary Development
Give the synonyms of the
following word in the
dictionary.
Spectacles eye glasses
Sociable friendly
Betray go against
Burrow dig
Frass wastes
Get a book and study its
parts :
1. Physical Make-up
2. Printed Parts
Reading of the selection :
All About Two-Legged and
Six Legged Bookworms on
page 3. Call on volunteers
to read aloud each
paragraph.
C. Comprehension Check
1. What are the two kinds of
bookworms mentioned in
the selection.
2. Compare the two kinds of
bookworms discussed in
the selection.
3. What does the expression
sticks his or her nose
into a book, mean?
4. Why does the writer says
books are the best friends
we can have?
5. Describe how six-legged
bookworms attack
books.
6. How can these
bookworms in libraries be
destroyed?
7. If you were a twolegged

bookworm,
how will
you
treasure
your books?
IV.
Application
Direction : Write True if the
statement is correct and False
if the statement is incorrect.
____1. The topics in the index
are
arranged
alphabetically.
____2. Some books have a
dedication.
This part tells about
the person/s
for whom the book is
dedicated.
____3. The title page consists
of the full
title of the book only.
____4. The copyright page of
the book is
not so important in a
book.
_____5. The index is usually on
the last
few pages of the
book.
V. Evaluation
Put a check (
) on the
blank if the sentence tells
how to take care of books
and a cross (
x )if it does
not.
____1. I cover my books to
protect
the pages.
____2. I draw on the pages
of my
books.
____3.
I use the blank
pages of my
book as scratch
paper.
____4. I always keep my
books neat
and clean.
_____5. I let my books get
wet in the
rain.

June 25,
2015
What do you feel

during the first day of
classes?
2. Reading of dialogue
Thursday
I. Objectives :
:
1. Identify the kinds of
sentences.
2. Write
sentences
according to kind by
creating an output.
II. Subject Matter
Kinds of Sentences
Making an Output
References :
Enhancing Language
Skills 5, p.8
www.pinterest.com
Materials :
colored paper, coloring

materials
Value : Creativity
III. Learning Experience
A. Entry Activity
1. Prayer
2. Greetings
4. Song, poems and
rhymes
B. Presentation
1. Motivation
Carol : Nice to see you again, Lora!

Lora : Im happy to be in school with
you, Carol.
Carol : We have lots of new classmates.
Lora : Yes, Carol. Im excited to meet
today.
And we have a new teachers,
too.
Carol : Oh yes. Shes Ms. Curtis, our
English
teacher and class adviser, too.
Lora : Shes young and pretty! She
looks like my
cousin, a teacher in high school.
Her
name
is Ms. de Vera.
3.
Comprehension
Carol : Really! I would like to meet your
Questions
cousin.
Where are the girls?

Lora : Ill introduce her to you if you
are
they
come to Why
our excited?
house on Saturday.
Carol :
Sure!
Ill look forward
Whom
does to that.
Lora
want to see?
If you were Lora or
Carol, would you be
happy to meet your
new
classmates?
Why?
4. Sentence Analysis
Her name is Ms. de
Vera.
Have you met them?
Come to our house
on Saturday.
Shes young and very
pretty.
5. Abstraction
A Declarative
Sentence tells
something. It ends
with a period (.)
Interrrogative
Sentence asks
something. It ends
with a question mark
(?).
An Imperative
Sentence instructs
orders or requests. It
usually ends with a
period (.)
An Exclamatory
Sentence expresses
joy, surprise, anger or
other strong feelings.
It ends with an
exclamation point (!)
6. Application
Read
the
following
sentences. Write D if it is a
declarative sentence, In if
it
is
an
interrogative
sentence, Im if it is an
imperative sentence, and
Ex if it is an exclamatory
sentence.
1. _____ Arent you glad
you came?
(Please see p. 8, Enhancing

Language Skills 5)
IV. Evaluation :
Choose the letter of the

correct answer.
1. Which of these is a
declarative sentence?
a. Will you go to store with
me?
b. Wow, you did a great job!
c. I am student a grade five.
d. Give me the keys.
2.
Which of these is an
interrogative
sentence?
a. You won the prize!
b. Can you play basketball?
c. I like to watch movies.
d. Give me the keys.
3.
exclamatory
sentence?
a. You are a fifth grade
student.
b. What a beautiful day!
c. What is your address?
d. Leave me alone.
4. Which of these is an
imperative
sentence?
a. I like the red dress.
b. Do you want to join the
contest?
c. Wow! You surprise me!
d. Bring coloring material
tomorrow.
5. What punctuation mark is
used for
interrogative sentence?
a. period
b. comma
c. question mark
d. exclamation point
Turquiose -
1:40
4. Song, poems and
rhymes
2:40
Peridot
Ruby
Amethyst -
3:00 4:00
4:00 5:00
5:00 6:00
June 17,
2014
Tuesday
I. Objectives :
:
1. Identify the kinds of
sentences.
2. Write
sentences
according to kind by
creating an output.
II. Subject Matter
Kinds of Sentences
Making an Output
References :
Enhancing Language
Skills 5, p.8
www.pinterest.com
Materials :
colored paper, coloring

materials
Value : Creativity
III. Learning Experience
A. Entry Activity
1. Prayer
2. Greetings
B. Presentation
1. Motivation
What do you feel
during the first day of
classes?
2. Reading of dialogue
Carol : Nice to see you again, Lora!
Lora : Im happy to be in school with
you, Carol.
Carol : We have lots of new classmates.
Lora : Yes, Carol. Im excited to meet
today.
And we have a new teachers,
too.
Carol : Oh yes. Shes Ms. Curtis, our
English
teacher and class adviser, too.
Lora : Shes young and pretty! She
looks like my
cousin, a teacher in high school.
Her
3.name
Comprehension
is Ms. de Vera.
Questions
Carol : Really!
I would like to meet your
Where
are the girls?
cousin.
Lora : IllWhy
introduce are
her to youthey
if you
come to excited?
house on Saturday.
our
Whom
does
Lora
Carol : Sure! Ill look forward to that.
want to see?
If you were Lora or
Carol, would you be
happy to meet your
new
classmates?
Why?
4. Sentence Analysis
Her name is Ms. de

Vera.
Have you met them?
Come to our house
on Saturday.
Shes young and very
pretty.
5. Abstraction
A Declarative
Sentence tells
something. It ends
with a period (.)
Interrrogative
Sentence asks
something. It ends
with a question mark
(?).
An Imperative
Sentence instructs
orders or requests. It
usually ends with a
period (.)
An Exclamatory
Sentence expresses
joy, surprise, anger or
other strong feelings.
It ends with an
exclamation point (!)
6. Application
Read
the
following
sentences. Write D if it is a
declarative sentence, In if
it
is
an
interrogative
sentence, Im if it is an
imperative sentence, and
Ex if it is an exclamatory
sentence.
1. _____ Arent you glad

you came?
(Please see p. 8, Enhancing
Language Skills 5)
IV. Evaluation :
Choose the letter of the
correct answer.
1. Which of these is a
declarative sentence?
e. Will you go to store with
me?
f. Wow, you did a great
job!
g. I am student a grade
five.
h. Give me the keys.
2.
interrogative
sentence?
e. You won the prize!
f. Can you play basketball?
g. I like to watch movies.
h. Give me the keys.
exclamatory
sentence?
a. You are a fifth grade

student.
b. What a beautiful day!
c. What is your address?
d. Leave me alone.
imperative
sentence?
a. I like the red dress.
b. Do you want to join

the contest?
c. Wow! You surprise
me!
d.
Bring
coloring
material tomorrow.
5. What punctuation mark
is used for
interrogative sentence?
a. period
b. comma
c. question mark
d. exclamation point
I. Objectives :

:
1. Take note of the details
of the poem read.
2. Learn some antonym
and answer
comprehension
questions correctly.
3. Give the synonym of a
common word.
II. Subject Matter
Poem : Time by Margarita

de Vega
Skills : Noting Details and
learning
some antonyms
Reference :
Note : One week semestral
break from Oct. ___ to ____
2015.
Turquiose -
English Expressways,
Reading
pages 16-19.
Teachers Manual
Value : Spending Time Wisely
1:40
2:40
Peridot
Ruby
Amethyst -
3:00 4:00
4:00 5:00
5:00 6:00
September
17, 2015
Thursday
Materials:
Printed Chart of the
poem
A. Entry Activity
1. Prayer
2. Greetings
4. Song, poems and
rhymes
B. Motivation
How do you spend
your leisure time? Do
you spend your time
wisely? There is a
saying that Time is
Gold. What does
this mean to you?
C. Unlocking of Difficulties
1. Resolution the act or
process of resolving.
2. Wisely aware of what is
going on.
3. Revive to bring back into
use.
4. Impulse a force that starts
a body into a motion.
5. Apparently appearing as
real or true.
6. Temper calmness of mind.
D. Presentation
1. Motivation
Have the pupils listen as
the teacher read the
poem on the board
aloud. Then volunteers
will read the poem by
stanza for the second
time.
E. Have the pupils answer

the questions on page
18, Time too Think 1-5.
F. Application
Discuss the meaning

of antonyms and
given examples.
Assign to the class
activity 1 on page 18,
reinforcement of the
Vocabulary
Development.
Let the pupils also
answer 2 and 3.
G. Values Infusion
Why do we have to
spend our time
wisely?
Turquiose -
1:40
2:40
Peridot
Ruby
Amethyst -
3:00 4:00
4:00 5:00
5:00 6:00
November
11, 2015
Wednesday
\
I. Objectives :

:
1. Read
the
story,
Hopefully, We Shall See
God.
2. Identify the verbs used
in the time expressions
(future)
3. Answer the prepared
exercises
in
the
undertaking lesson.
II. Learning Content

Subject Matter : Future
Tense
Note : One week semestral break

from
Oct. ___ to ___ 2015.
Materials : English & Me,

pp. 124-136.
Books : Books & Printed
Materials
III. PROCEDURE
A. Sharing Period
Prayer
Greetings
Attendance Report
Action Verb Song
B. Basic Sight Words
C. Review
Complete the
sentences with the
correct form of the
verb.
1. The president
(sponsor) a
cleanliness
program.
2. The homeowners
(rebuild) their old
fences.
3. They (report) to
work on
Saturdays.
4. Manuel and Erick
(repaint) the slides
in the park.
5. Engineer Vargas
(draw) the plans
for the town
playground.
D. Lesson Proper
1. Motivation
Open the book on
pp. 124-125. Read
the Story :
Hopefully, We
Shall See God.
Can you tell the
time expressions
used in the
paragraph?
2. Presentation
Open the book
and look at the
chart on p. 129.
3. Generalization
Is going to is
used with a
singular subject.
Are going to is
used with a plural
subject or with
subject YOU.
Am going is used
with subject I.
IV. Evaluation
Write the correct verb
indicating future
tense.
1. They _______ dance all night
long.
2.Next month he _____ be ten
years old.
3. It ______ be very cold on
December.
4. What time _____ he arrive?
5. We ____ eat in ten minutes.
V. Homework
Make 5 future tense

sentences.
Materials : English & Me,

pp. 124-136.
Books : Books & Printed

Materials
Turquiose -
1:40
2:40
Peridot
Ruby
Amethyst -
3:00 4:00
4:00 5:00
5:00 6:00
November
12, 2015
Thursday
III. PROCEDURE
A. Sharing Period
Prayer
Greetings
Attendance Report
Action Verb Song
B. Basic Sight Words
I. Objectives :

:
1.
Read
the
story,
Hopefully, We Shall See
God.
2. Identify the verbs used

in the time expressions
(future)
exercises
in
the
undertaking lesson.
II. Learning Content
Subject Matter : Future
Tense
C. Review
Complete the
sentences with the
correct form of the
verb.
1. The president
(sponsor) a
cleanliness
program.
2. The homeowners
(rebuild) their old
fences.
3. They (report) to
work on
Saturdays.
4. Manuel and Erick
(repaint) the slides
in the park.
5. Engineer Vargas
(draw) the plans
for the town
playground.
D. Lesson Proper
1. Motivation
Open the book on
pp. 124-125. Read
the Story :
Hopefully, We
Shall See God.
Can you tell the
time expressions
used in the
paragraph?
2. Presentation
Open the book
and look at the
chart on p. 129.
3. Generalization
Is going to is
used with a
singular subject.
Are going to is
used with a plural
subject or with
subject YOU.
Am going is used
with subject I.
IV. Evaluation
Write the correct verb
indicating future
tense.
1. They _______ dance all night
long.
2.Next month he _____ be ten
years old.
3. It ______ be very cold on
December.
4. What time _____ he arrive?
5. We ____ eat in ten minutes.
V. Homework
Make 5 future tense
sentences.
B. ircle the synonyms in

each pair of sentences.
1. Long ago, people drew
picture on clay and
stone.
Their drawings often
explained important
events.
2. Then paper was made
for writing.
Egyptians
created
paper
from
plants.
3. Letters carved into wood
were used in ancient
China.
Workers cut
thousands of blocks for
printing.
4. Later on, printing reses
produced finished pages
quickly.
Books and
newspaper
could
be
printed rapidly.
IV. Evaluation :
Write the synonyms for the
underlined word in each
sentence.
Choose your
answer from the box.
Holy
spea
k
start
repl
y
nearly
_____1.His answer was very

simple but
straight to the point.
_____2. Will you please talk in
a loud
voice.
_____3. Saintly people always

do the will
of God.
_____4. The game is almost
over.
_____5. The mass is about to
begin.
Turquiose -
1:40
2:40
Peridot
Ruby
Amethyst -
3:00 4:00
4:00 5:00
5:00 6:00
June 29,
2015
Monday
I. Objectives :
:
4. Identify Synonyms
5. Give the synonym of a
common word.
II. Subject Matter
Synonyms
Reference :
Reading for
Meaning pp. 35-39
Enhancing Reading
pp. 9-12
Materials:
Chart, copy of song
A. Entry Activity
1. Prayer
2. Greetings
4. Song, poems and

rhymes
B. Drill :
Direction : Write whether the
sentence is declarative,
imperative, interrogative or
exclamatory.
_____1. Go get my screwdriver
out of the
workshop for me.
_____2. Quit being so cautious!
_____3. Do you like coconut
milk?
_____4. Jan reads 20 minutes
every
night.
_____5. My great grandmother
visited
America last year.
C. Review :
Directions : Add the correct
punctuation to the end of
these sentences, then on the
line
write
whether
the
sentence
is
Declarative,
Imperative, Interrogative or
Exclamatory.
7. Do you like chewing gum?
Interrogative
8. Drew dropped his book.
Declarative
9. My teacher likes to read.

Declarative
10. What a beautiful day !
Exclamatory
11. Please read that page
again . Imperative
D. Lesson Proper
4. Motivation
(Sing Synonym Song)
SYNONYM SONG
(Tune : Hush Little Baby)
Synonyms almost the same.
Come lets play a matching
game.
Sing two words that mean the
same.
When Im happy I am glad.
When Im naughty I am bad.
If its large.
Its also big.
A hog is also called a pig.
See me hurry.
See me rush.
To be quiet means to hush.
If I want I also wish.
A plastic bowl is still a dish.
Practice or repeat a song.
If you miss you go far wrong.
If you end you stop the game.
They have like meanings much
the same.
5. Read the following lyrics

from the song.
When Im happy, I am
glad.
When Im naughty, I
am bad.
If its large, Its also
big.
6. Analysis and Abstraction
What do you notice
on the lyrics of the
song?
Can you give other
words from the song
that has the same
meaning?
What do we call the
words that have the
same meaning?
7. Generalization
Synonyms are words
that have the same
meaning.
8. Application
A. Read the story below :
Replace each underlined
words with a word in the
box that means about
the same thing.
Tim is having a
birthday
party
tonight. He wants to
bring people to his
house.
After the
presents, they will
eat the cake and go
home.
home
celebration invite
consume leave
following
C. Circle the synonyms in

each pair of sentences.
5. Long ago, people drew
picture on clay and
stone.
Their drawings often
explained important
events.
6. Then paper was made
for writing.
Egyptians
created
paper
from
plants.
7. Letters carved into wood
were used in ancient
China.
Workers cut
thousands of blocks for
printing.
8. Later on, printing reses
produced finished pages
quickly.
Books and
newspaper
could
be
printed rapidly.
IV. Evaluation :
Write the synonyms for the
underlined word in each
sentence.
Choose your
answer from the box.
Holy
spea
k
start
repl
y
nearly
_____1.His answer was very

simple but
straight to the point.
_____2. Will you please talk in
a loud
voice.
_____3. Saintly people always

do the will
of God.
_____4. The game is almost
over.
_____5. The mass is about to
begin.
Note :
June 19,
2014
Thursday
No lesson plan
from June 30
Sept.
16,
2015.
The
teacher
was
on Maternity
Leave.
I. Objectives :
:
1. Identify Antonyms
2. Give the antonyms of a
common word.
II. Subject Matter
Antonyms
Reference : Reading for
Meaning pp. 60-68
Enhancing Reading
pp. 44-46
Materials:
Chart, copy of song
A. Entry Activity
1. Prayer
2. Greetings
4. Song, poems and
rhymes
Peridot
12:20
1:20
-
1:20 2:20
3:40 4:40
5:00 6:00
B. Drill :
Read : Words with ph (/f/
sound)
cellph
one
phenom
enon
monog
raph
paragr
aph
pharyn
x
philos
ophy
xyloph
one
Siphon
Physici
an
telegra
ph
topogr
aph
cinemat
ography
sophom
ore
philanth
ropist
pharmac
ology
phlegm
photosy
mthesis
typogra
phic
philologi
st
mammo
graphy
C. Review :
Directions : Circle the 2
synonyms for each
set of words.
toasty, chilly, cool,
comfortable
walk, crawl, stroll, run
argue, scare, confuse,
frighten
bravery, honesty, courage,
winner
record, paint, draw, sketch
D. Lesson Proper
1. Presentation
(Reading of Poem)
Quick as a Cricket
(by : Audrey Wood)
Im as quick as a cricket,
Im as slow as a snail,
Im as small as an ant,
Im as large as a whale.
Im as sad as a basset,
Im as happy as a lark,
Im as nice as a bunny,
Im as mean as a shark.
Im as cold as a toad,
Im as hot as a fox,
Im as weak as a kitten,
Im as strong as an ox.
Im as loud as a lion.
Im as quiet as a clam,
Im as tough as a rhino,
Im as gentle as a lamb.
Im as brave as a tiger,
Im as shy as a shrimp,
Im as tame as a poodle,
Im as wild as a chimp.
Im as lazy as a lizard,
Im as busy as a bee,
Put it all together,
And youve got me!
2. Analysis
What descriptions are
used in the poem?
What do you noticed
on the descriptions
made by the author?
3. Generalization
Antonyms are words
with opposite
meaning.
Can you give other
words from the song
that has the same
meaning?
What do we call the
words that have the
same meaning?
4. Generalization
Synonyms are words
that have the same
meaning.
5. Application
A. Let the pupils give
examples of antonym
pairs. You can use this
two-sided arrow line as

your guide.
Best
Worst
Everything
Nothing
B. Antonym Replacement
Read the story below.
On the lines, rewrite
the story, replacing
each underlined word
with the matching
antonym. Make sure
to check your work
for any errors.
full
sof
t
refus
e
noisy
expensi
ve
child
wet
many
cloud
y
On a sunny day in
May, a parent went to the
park. She put a blanket on
the dry grass. The ground
felt hard.
A man was
selling cheap lemonade
nearby.
She decided to
buy some and hoped the
man would accept her
money. There were few
people at the park and it
was very quiet.
After
walking around awhile she
went back to her blanket.
It was time for her to leave
the empty park.
IV. Evaluation :
Color the circle yellow if the
words inside are synonyms
and pink if the words inside
are antonyms.
many
few
mad
angry
easy
simpl
e
late
early
right
wrong
open
shut
October 07,
2016
Friday
I. Objectives :
:
1. Write a legibly a correct
friendly
2. letter.
3. Identify the parts of a
letter.
4. Observe
the
correct
format in writing a letter.
5. Use the time frame
allotted in writing a
letter.
6. Observe the verb used
in the paragraph.
II. Subject Matter
Story : Friendly Letter
Materials:
Formal Theme
writing paper, printed
materials
Value : Write correctly and
legibly.
A. Entry Activity
1. Prayer
2. Greetings
4. Poem
B. Presentation
Show the Friendly Letter
Song
INCy WiNCy Spider
Im a friendly letter.
My headings at the top.
Slide over to the right,
I write the date and stop.
And then I put Dear
Someone with a comma ( , )
at the end.
Next I go write the body,
My message to my friend.
I choose a closing like Your
friend or Love forever
more.
I end it with a comma ( , ),
of that Im very sure.
I sign my first and last name
and now Im at the end.
And my perfect friendly letter,
Im ready now to send!
Identifying the 5 parts of
the letter.
Showing sample friendly
letter format.
Writing a friendly letter.

C. Presentation of Output
IV. Evaluation
Concepts
What have you
learned in writing a
friendly letter?
6. Feelings
How did you feel as
you were doing the
activity?

October 14,
2016
Friday
I. Objectives :

to :
1. Understand and recognize past
simple tense.
2. Categorize past simple verbs
according to their end sound
and spelling rules.
3. Use the past simple tense to tell
https://www.youtube.com/
watch?v=WFPJ8GpTF9U
Materials:
Tarpapel, Tarpauline and
Powerpoint Presentation
III. Learning Proper
A. Entry Activity
1. Prayer
2. Attendance
3. Chants, song and poems
B. Pronunciation Drill
Past Tense : Regular
Verbs
Listening Pronunciation
by Kristi Reyes (please see
the Powerpoint Presentation)
about states that happened in

the past.
4. Make a collaborative class
discussion.
II. Subject Matter
Using the Past Form of the

Regular Verbs
References :
Curriculum Guide EN5GIIc-2.2.2

EN5G-IIc=3.9
English This Way 4, pp.
60-64
English Conversation
Simple Past Regular
C. Review :
Choose the correct form of the
following verbs inside the box.
wake(s) up - open(s) - speak(s) take(s) - do(es) - cause(s) - live(s) play(s) - close(s) - live(s) - drink(s)
1. Ann plays handball very well.

2. I never drink coffee.
3. The swimming pool opens at

7:00 in the morning.
What are the two

types of Simple Past?
How do we form a
Past Simple?
What are the time

expressions or signal
4. It closes at 9:00 in the

evening.
5. Bad driving causes many
accidents.
words that indicate in

the past simple?
Video Clip and
Charting
6. My parents live in a very small

flat.
7. The Olympic
Games take place every four
years.
8. They are good students. They
always do their homework.
9. My students speak a little
English.
10. I always wake up early in the
morning.
D. Lesson Proper
1. Motivation
Verb Song
Presentation
Powerpoint Presentation
English Conversation
Simple Past Regular
3. Analysis and Discussion
What do you mean by

Simple Past?
Present
Tense
Past Tense
1. talk
2. dress
3. lock
4. watch
5. park
6. bake
7. like
8. hope
9. change
10. replac
e
11. spy
12. envy
13. study
14. stop
15. plan
16. prefer
17. regret
talked
dressed
locked
watche
d
parked
baked
liked
hoped
change
d
replace
d
spied
envied
studied
stopped
planned
preferre
d
regrette
d
4. Generalization
The ____________ of the
verb is used to express
an action that happened
at a definite time in the
past. Time expressions
such
as
________,
____________,
____________,
_____________,
___________.
Examples :
Jog jogged
Rub rubbed
Mop mopped
4. For verbs ending in
consonant
y,
change the y to I
and add ed.
Examples :
Study studied
Cry cried
Fry fried
5. Application
and so forth are used
with the past form of the
verb. The past form of
Regular verbs is formed
in the following ways.
Directions :
1. Add ed to the verb.

Examples :
Play played
Mix mixed
Open opened
2. Add d to verbs that
end with e.
Examples :
Bake baked
Wipe wiped
Expire expired
3. For
one-syllable
verbs with short
vowel
sounds,
double
the
last
consonant and add
ed.
IV. Evaluation
Directions : Fill in the blanks
with the correct past tense to
complete the sentence.
1. Zenaida found an injured
dog and _______ it home.
(carry,
carried,
carries,
carrying)
2. My sister ________ with Luis

on the phone.
(chat,
chats,
chatting,
chatted)
3. Yesterday,
my
father
_______ at his office until
10:00 p.m.
(work,
works,
working,
worked)
4. I ________ to school this
afternoon.
(walked,
walk,
walks,
walking)
5. The little girl ______ when
she fell down.
(crying, cries, cried, will
cry)

A. Entry Activity
1. Prayer
2. Greetings
4. Poem
B. Drill
Change the following verbs
into past form.
1. take
2. give
3. eat
4. sleep
5. sing
1. Thursday
I. Objectives :

:
1. Identify fact statements
from opinion.
2. Differentiate cause and
effect.
II. Subject Matter
Facts & Opinion

Cause & Effect
Materials:
Charts, Printed
Materials
C. Review
Write the correct verb that
agrees with each indefinite
pronoun.
1. However one (was-were)
written in green ink.
2. Everybody (has-have) a
theory about the
mysterious writer.
3. Many (thinkthinks)
Pedro Rosales might be
the author.
4. Someone (smile-smiles)
at the writer shyness.
5. Someone (has-have) to
step forward before the
dance.
D. Discussion (1)
Generalization
E.
1.
2.
3.
4.
Facts are statements

that can be true or false,
but facts can be proven.
Opinions
are
statements that cannot
be proven. Opinions can
be argued, may be
supported with sayings
of others.
Exercises :
Directions : Identify if
the statement is a fact
or opinion.
Labor Day is always
celebrated every 1st day
of May.
My favorite music is
RNB.
In 2016, there will be a
National Election.
Manny Pacquiao is now
an 8th Division Boxer.
5. I think every student

should study harder to
pass the 6th grade.
F. Discussion( 2)
Generalization
Cause an action that
makes something
happens.
Effect something
happens because of an
action or cause.
Exercises:
Read the sentences.
Underline the cause and
encircle the effect.
1. Many people have

the swine flue
because they do not
know how to cover
their mouth when
coughing.
2. Our drains were
clogged with waste,
that is why flash
floods easily happen.
3. Children easily get
sick because they
dont eat nutritious
food.
4. Drivers meet
accidents due to their
habit of driving under
the influence of
alcohol drinks.
5. Uncle Boy ate much
rise so he grew very
stout.
IV. Evaluation
What have you learned
today?
On the spot remediation.
p guide.on
November
06, 2015
Friday
I. Objectives :
to :
1. Fill out forms neatly and

correctly.
II. Subject Matter
Filling out forms
c) Preparation of bio
data form.
d) Filling out forms
proper.
Materials : BIODATA Form

III. Procedure
a) Sharing Period
Prayer
Greetings
Attendance Report
IV. Evaluation
Checking and
recording of test.
On the spot
b) Motivation
Show the class a

sample of biodata. Tell
them that biodata is
used as their personal
November
09, 2015
Monday
I.
Objectives :
to :
1. Make inferences
II. Subject Matter

Topic : Making
Inferences
References : BES 6
TM, pp. 122-123.
Developing Reading
Power 6
description in applying
for a job.
Value : Love for Nature

II.
Learning Activities
a) Entry Activity
Prayer
Greetings
Attendance Report
g)
b) Motivation
Have you watched the

movie Finding Nemo?
What can you say
about him?
Was he a good fish?
What lesson did you
learn from that movie?
h)
c) Unlocking of Difficulties
Use of Context Clues
a. Disappointed
b. Swallow
c. Tug
d. Stuck
e. Tossed
f. Struggled
i)
d) Reading of short story

Developing Reading Power
V, p. 147.
e) Analysis and Discussion
What
could
have
happened to Baby Fish?
1. It was eaten by a
shark.
2. It was caught in a
net.
3. It was caught on a
fishing rod.
f) Why do you think the
shrimp was stuck in its
mouth?
1. The
shrimp
was
sticky.
j)
2. The
shrimp
was
smooth.
3. The shrimp was a
bait on the hook.
Do you think the baby
Fish enjoyed his trip to
the land?
1. Yes
2. No
3. Perhaps
Why did Mother Fish
allow Baby Fish to go?
1. Because Baby Fish got
angry.
2. Because Baby Fish did
not eat and
play.
3. Because Baby Fish did
not sleep
What do you think will
Mother Fish do after
the incident?
1. Mother will look for
Baby Fish.
2. Mother will go away.
3. Mother will kill the
fisherman.
Generalization
What is an inference?
k) Application
Petes Catch
Pete considered himself a
fine fisherman. He stood on the
river bank as he held his fishing
line with the patience only
fisherman knew. His heart beat
faster as he felt a tug on the line.
He was excited as he plated his
feet firmly on the ground. He
gave a big pull expecting to find
a big fish at the hook of his
fishing line.
Disappointment
clouded his face as he stared at

his catch.
3. Proving the answers
Turquiose
Peridot
Ruby
Amethyst
1:40
3:00
4:00
5:00
2:40
4:00
5:00
6:00
June 26,
2015
Friday
I. Objectives :

to :
1. Note details from a
selection
2. Read short story with
comprehension.
II.
Learning Content
A. Sharing Period
1. Prayer
2. Greetings
3. Tongue Twister
B. Vocabulary
1.
2.
3.
4.
luminous
diffuse
visible
impurities
G. Listening Exercises
1. Story reading by the
teacher.
2. Answering the
exercises
H. Cooperative Exercises
1. Silent reading
2. Answering the exercises
I. Individual Exercises
1. Silent reading
2. Answering the exercises
individually.
IV. Evaluation
A. Checking of answers
B. Recording of scores
C. Getting the frequency of
scores
D. On the spot remedial
work
Peridot
12:20
1:20
-
1:20 2:20
3:40 4:40
5:00 6:00
February 17,
2015
Tuesday
I. Objectives :
to :
1. Identify the preposition
used in the sentence.
II. Subject Matter
Preposition &
Prepositional Phrase
Reference : English This Way
Enhancing
Language Skills 6
pp. 193, 195
Materials:
Printed Visual Aids
III. Learning Experiences
a) Sharing Period
Prayer
Greetings
Attendance Report
b) Review
Write if the underlined

adverb is a adverb of
manner, time, place,
frequency, or degree
in
the
following
sentence.
1. Miss Kitty sings
sweetly.
2. The umbrella was
kept there.
3. Uncle Peng often
goes to the club.
4. Petu ran quickly to
catch the ball.
5. Bowbow went out.
6. Teddy went to the
circus yesterday.
7. Mrs. Cow rang the
bell twice.
8. King will buy some
meat tomorrow.
9. Piggy rarely makes
mistakes.
10.The child slept
soundly.
Where are they going

to put the books?
3. Generalization
What are preposition?
How about
prepositional phrase?
Preposition may
indicate time,
location
or belongingess.
They introduce
phrases which are
called
Prepositional
Phrase.
c) Lesson Proper
1. Presentation
Study the following .
a. We will meet at
the cafeteria.
b. She lives in
Quezon City
c. Please pt the
books on the
table.
2. Analysis /
Discussion
Where does she
lived?
Prepositional
Phrase is a group
of words that
begin with the
preposition and
ends with a noun
or pronoun as
object of the
preposition.
At indicates exact
time, exact
address or
location.
Ex. He arrived
at seven
oclock.
In indicate nonspecific time,
location within the
place.
Ex. Jasmin will

be coming
home
sometime in
March.
On indicates exact
date or location on
top of something.
Ex. Please put
your books on
the table.
168 Mall is
located on
Soler St.,
Tondo, Manila.
IV. EVALUATION
Direction :Underline the prepositional
phrases in these
sentences.
1. My grandparents farm is situated
near the factory.
2. The carabaos shed is under the
acacia tree.
3. There is a flower garden in front of
my grandparents home.
4. The people in the farm work
throughout the day.
5. At noon they stop working to eat
their packed lunch.
4. Fixing Skills
Write on, in, at to
complete the sentence.
1. He will be ____ the school
by noon.
2. She will be _____ Germany
this summer.
3. Submit your project early
_____ the morning.
4. The graduation rites is
____ March 25, 2015.
5. Please be ready with your
materials ____ Monday.
6. They stay beneath the mango

trees to rest.
7. They go home at twilight.
8. Many of them go to the river
nearly toe clean themselves.
9. On Sundays, they do not work on
the farm.
10. Many of them got o town to visit
their relatives.
Answers :
1. Aunt Betty wants a square, gray,

stone coffee table.
2. The king took an exhausting, 2week trip.
*exhausting refers to opinion
3. These are delicious, huge,

chocolate chip cookies!
*chocolate chip refers to a material used
to make the cookies
4. Alice prefers black, Italian,

leather furniture.
5. Archeologists get very excited
when they find large, prehistoric,
animal bones.
Turquiose -
1:40
Peridot
3:00
Ruby
4:00
Amethyst -
5:00
2:40
4:00
5:00
Enhancing Language Skills

pp. 67-68
Review and Resource
Material pp. 59-60
Materials:
Textbook, Printed Visual
Aids
6:00
October 20,
2015
Tuesday
I. Objectives :

to :
1. Use the Simple Present
Tense of the Verb.
2. Choose the correct form
of verb that agrees with
the subject in the
sentence.
II. Subject Matter
Simple Present Tense of the

Verb
Subject and Verb
Agreement
References : English for You

and Me

A. Sharing Period
Prayer
Greetings
Attendance Report
Recitation of poems
learned
Pronunciation of Fifth
Grade Wordlist
Setting of Standards
Listen Attentively
B. Drill
Let the pupils give
examples of verbs.
C. Review
What is a verb?
What are the three
kinds of verb?
D. Lesson Proper
1. Presentation
Study the
sentences.
following
Actions that
is happening
now.
A permanent
action
or
location.
A
habitual
action.
Singular subject
takes the s
form
of
the
verb and plural
subject
takes
the base form
of the verb.
Children learn about

important events in
reading.
A
librarian
shows
them books about
many places.
Newspapers also tell
what is happening.
A
member
of
Congress listens to
people.
2.
Analysis
Discussion
and
What
is
the
subject in each
sentence?
Is it singular or
plural?
What is the verb
used?
When
do
the
actions happen?
3. Generalization
The tense of a
verb tells the time
of the action.
Simple Present
Tense of the verb
is
used
to
expressed
the
following :
4. Fixing Skillls
Choose the correct

simple present tense
verb inside the
parenthesis.
1. He (sing-sings).
(please see more in the
Xerox copy distributed
to the students)
5. Formative
Choose the correct present
tense of the verb.
1. She (tell-tells) funny stories.
2. I (think thinks) her stories
are great.
(please see more in the Xerox
copy)
IV. Evaluation
1. Checking and on the
spot remedial work.
2. Frequency of scores.
3. What have you
learned today?
V. Assignment
Write down sentences about
what you did last summer.
Underline the verbs used in
each sentence.
Turquiose -
1:40
Peridot
3:00
Ruby
4:00
Amethyst -
5:00
2:40
4:00
5:00
English This Way p.

118 - 128
Review and Resource
Material pp. 59-60
Materials:
Textbook, Printed Visual
Aids
6:00
October 21,
2015
Wednesday
I.
Objecti
ves :

to :
1. Use the Past Form of the
Regular and Irregular
Verbs correctly in the
sentences.
2. Providing the past form
of regular and irregular
verbs in sentences.
3. Use of Do and Does in
questions.
II. Subject Matter
Simple Past Tense of

Regular and Irregular Verb
References :
III. Learning Proper

A. Entry Activity
4. Prayer
5. Attendance
6. Chants and Poems
B. Spelling Drill : Give the s
form of the
following
verbs.
1.
2.
3.
4.
5.
Wash
Cry
Pay
Carry
Forecast
C. Review : Choose the

correct verb in
each sentence.
1. She (tell-tells) funny stories.
2. I (think thinks) her stories
are great.
3. We (laugh laughs) a lot.
4. Did you (hear hears) one

of her
stories.
5. Mom and Dad listen. They
(like likes)
her stories.
6. He (want wants) to hear a
funny
story.
7. Shall I (tell tells) you one?
8. It (help helps) me forget
my
problems.
9. If you (read reads) her
stories.
10. You will also (like likes) it.
D. Lesson Proper
1. Motivation
Study the sentences
below :
1. Father washes
the car
every Saturday.
2. Father washed
car last
Saturday.
1. Susan and
Emmy eat
cookies every
recess
time.
2. Susan and
Emmy ate
cookies at
recess time
yesterday.
1. She borrows a
book once a week.
2. She borrowed a
book
last week.
1. They swim in
the pool
every morning.
2. They swam in
the pool
yesterday
morning.
1. Amy reads a
storybook
once a week.
2. Amy read
storybook last
week.
What have you noticed in the

underlined words in sentences
with number 1.
How about the word
underlined in the sentences in
number 2.
2. Presentation and Analysis

The Simple Past Form
of the verb is used to
express an action that
happened at a definite
time in the past. Time
expressions such as a
minute
ago,
yesterday, last week,

yesterday morning, a
decade ago, and so
forth are used with the
past form of the verb.
The
past
form
of
in the following ways.
1. Add ed to the verb.
Examples :
Play played
Mix mixed
Open opened
2. Add d to verbs that
end with e.
Examples :
Bake baked
Wipe wiped
Expire - expired
3. For
one-syllable
verbs with short
vowel
sounds,
double
the
last
consonant and add
ed.
Examples :
Jog jogged
Rub rubbed
Mop mopped
4. For verbs ending in
consonant
y,
change the y to I
and add ed.
Examples :
Study studied
Cry cried
Fry - fried
Irregular Verbs do not
follow rules in forming
their past form.
You
simply
memorize
following list.
PRESENT
PAST
Is
Am
Go
Eat
Drink
Sleep
Read
Sing
Stand
Run
Write
Sell
Buy
Sweep
Teach
Drive
Swim
Dive
Light
Cut
Bring
brought
Say
Make
Fly
Pay
Lend
Lead
Sit
Take
Build
was
was
went
ate
the
drank
slept
read
sang
stood
ran
wrote
sold
bought
swept
taught
drove
swam
dived/dove
lit/lighted
cut
said
maid
flew
paid
lent
led
sat
took
built
4. Generalization
The Simple Past Form
of the verb is used to
express an action that
happened at a definite
time in the past. Time
expressions such as a
minute
ago,
yesterday, last week,
yesterday morning, a
decade ago, and so
forth are used with the
past form of the verb.
The
past
form
of
by adding d or ed,
doubled
the
last
consonant and add ed if
the word is ending in
consonant y, change the
y to I and add ed.
If the verb is irregular
verb no rules to follow
in forming their past
form.
You
simply
memorize them.
5. Application
Give the past form of the
following regular verbs below :
4. Close
5. Jump
6. Live
7. Pray
8. Love
9. Camp
10. Talk
11. Dive
12. Look
13. Save
Give the past form of the
verbs ending in y and onesyllable verbs.
1. Hug
2. Study
3. Cry
Turquiose -
1:40
Peridot
3:00
Ruby
4:00
Amethyst -
5:00
2:40
4:00
5:00
6:00
November
27, 2015
Friday
I. Objectives :

to :
1. Understand, appreciate
and enjoy something
they read.
2. Evaluate desirable
values that will guide
them to make a
meaningful and worth

living.
C. Seatwork Activities
II. Subject Matter
Reading Appreciation
References :
Different children story
books
Materials:

A. Entry Activities
1. Prayer
2. Attendance
3. Chants and Poems
B. Motivation
1. Emphasize the
importance of
reading.
2. Recite the Standard
Rules in Listening /
Oral and Silent
Reading.
Group the learners

into five groups.
Each group will read
in front of the class a
story with values.
Have the learners
discuss the story in
the class.
Let the pupils identify
the desirable values
in the story.
Each group will make
a certificate of
appreciation to a
class member whom
the group believes
showed the values
from the story they
have read.
Presentation
IV. Evaluation :

today?
Note :
November 30, 2015 is a
Holiday due to the
Celebration of Andress
Bonifacios Day.
Turquiose -
1:40
Peridot
3:00
Ruby
4:00
Amethyst -
5:00
http://www.elementary.ph/u
sing adjectives
describing-persons-placesanimals-ideas-and-events.
2:40
4:00
5:00
6:00
December
03, 2015
Thursday
I. Objectives :

to :
1. Use adjectives that
describe persons,
places, animals, ideas
and events.
II. Subject Matter :
ADJECTIVES:
References :
PELC Speaking 8.2, p. 14
Building Bridges Through
Communication 2, pp. 8586. Language Learning
Made Easy 3, pp. 313-314,
331-335.
Materials :
Printed Chart of the Story &
Printed Materials
III. Procedure
A. Preparatory
Activities
1. Unlocking of
Difficulties
Crawled - move forward on
the hands and knees or by
dragging the body close to the
ground.
Frightened - afraid or
anxious.
Grabbed - grasp or seize
suddenly and roughly.
Stirring - causing great
excitement or strong emotion;
rousing.
B. Motivation
What do you feel
when you see a
snake?
C. Motive Question
What can you say
about the snake? the
man?
D. Development of the
Lesson
2. What can you say

about the snake?
3. What did the man
see on the road?
4. What did he do
with the snake?
5. Where
did
he
place the snake?
6. What did the man
go after that?
7. What
did
the
snake do when
they were inside
the restaurant?
8. Who among the
characters would
you
like
to
imitate? Why?
9. Did you like what
the man did at the
end of the story?
Why?
Read the story while

the children listen.
The Man and the
Snake
One day, a kind man saw a

snake on the road. He was
about to leave, but he
thought, This is one of Gods
lovely creatures too.
I will
take it home to warm it by the
hot fire. Then, I will set it
free. He picked up the long
snake and put it in his small
sack.
The man was hungry, so he
stopped for lunch at a simple
restaurant.
He sat by the
fireplace, the long snake
crawled out from the small
sack. It was hissing at the
frightened people.
The angry man jumped up
and ran to the fireplace. Is
this how you repay the
kindness
of
others?
he
shouted in a loud voice.
The man grabbed a long
stick used for stirring the fire.
He chased the ungrateful
snake out of the restaurant.
(Lead the pupils to identify the words in

the story that describe nouns, pronouns,
places and animals. Write the words)
Use the process questions like:
E. Analysis/Discussion
Comprehension
Check-up
1. Who
are
the
characters in the
story?
What can you say about the man?

(kind) the snake? (ungrateful)
Describe the restaurant in the story.
(simple)
What does the word kind describe?
(man)
What does the word ungrateful
describe? (snake)
What
does
the
word
simple
describe? (restaurant)
(Help the pupils to classify nouns
described into persons, animals,
places, and events.
will complete each

sentence.
Choose
from the word bank
below.
WORD BANK
What can you say about the words

listed? (They describe persons,
places, animals, ideas and events.
F. Generalization
What do we use to
describe
persons,
and events?
ADJECTIVES is used
to
describe
persons,
and events.
G. Post Activity
1. Application
Read the story and
write
down
the
descriptive
words
used.
Nina is fond of pets. She
has a new pet cat whom she
calls Crissy. Here is how Nina
describes her.
Heres my pet Crissy.
She is healthy and funny. She
looks fierce but she is friendly.
She has a red ribbon on her
neck. After drinking milk, she
still eats rice and fish. She is
very greedy.
2. Enrichment
Activities
Fill in the blank with
correct adjective that
excited
interestin
g
joyful
understanding
generous
happy
1. I like to share ____ things with my

classmates.
2. My classmates are always _____
about it.
3. My teachers said that I am _____
for doing that.
4. Well, I simply want to make other
_____.
5. Besides, it also gives me
pleasure to see their _____ faces.
3. Formative Test
Complete
the
following
sentences using the adjectives in
the box.
hard
sharp
juicy
rainy
fresh
hot
fragrant
nutritious
wide
1. Be careful in using a _______knife.

You might get hurt.
2. The sampaguita flower has a
_______ smell.
3. Can you climb a ________
mountain?
4. Streets should be __________, so
vehicles can easily pass through.
5. On ________ days, be sure to put
on your raincoat when going out.
Turquiose -
1:40
Peridot
3:00
2:40
4:00
Ruby
4:00
Amethyst -
5:00
5:00
6:00
December
04, 2015
Friday
I. Objectives :
At the end of the period
the students must be able
to :
1. Note the details of the
selection.
2. Answer the exercises.
II. Subject Matter
Skill
: A Noting Details
Reference
:
Developing
Reading Power V
Listening Attentively
A. Entry Activity
Prayer
Greetings
Attendance
Poem/chants/songs
B. Review
Recall the whquestion
C. Vocabulary
Development
D. Listening Exercise
teacher
2. Answer exercise
cooperatively
3. Proving the answer
E. Cooperative Exercise
1. Silent reading of the
selection
2. Answer the exercise
cooperatively.
3. Proving the answer
F. Individual Exercise
1. Silent reading
2. Answering
individually
IV. Evaluation
1. Checking and on the
spot remedial work.
2. Graphing of scores
3. Sharing insights :
What have you
learned today?
December
07, 2015
Monday
I. Objectives :
to :
1. Identify the adjective
used in the sentence.
activity for the day
for mastery about the
topic
that
is
discussed for that
day.
II. Subject Matter
Identifying adjective used in a

sentence.
Reference :
Basic & Beyond Language 3
pp.157-160.
III. Procedure
Activity 1 :
Read each
sentence.
Then, encircle
the adjective used and
draw an arrow to the word
it describes. The first one
has been done for you.
1. Many people gathered
at the park.
2. They stood on the green

grass.
3. The band played on the
high stage.
4. They played beautiful
music.
5. One sang a wonderful
song.
6. An old man clapped his
hands.
7. To ladies offered them
flowers.
8. They liked the lovely
flowers.
9. They played different
instruments.
10.
A loud applause
was given to them.
Activity 2 : Encircle the
adjective and underline the
word it describes.
1. Margie is the youngest
child in the family.
2. She wrote a long letter
to her friend.
3. Basketball is a popular
game in the country.
4. We saw an exciting
game.
5. The family lives in a big
house.
6. Small sunflowers grew
everywhere.
7. The loggers cut tall
trees.
8. That is a magnificent
painting.
9. Our three dogs are
missing.
10.
We
swept
dried leaves.
IV. Evaluation
What
have
learned today?
the
you
December
08, 2015
Tuesday
I. Objectives :
to :
1. Use
the
positive,
comparative
and
superlative degree of
adjectives.
Topic :
Comparison of
Adjectives
Reference
:
Basic
&
Beyond Language 3 pp.
169 176.
Materials : Printed Output
Visual
Aid,Photocop
y exercises
A. Entry Activity
Prayer
Attendance
Poem/Songs/Chant/
B. Review
Directions : Identify the
verbs in the
following
sentences.
1. I like to drink chocolate
milk.
2. The flower base fell on
the floor and broke.
3. Who broke the statue?
4. I lost my calculator.
5. Sam
loves
to
play
basketball.
6. They play music too
loudly.
7. My brother bought a
new bike.
8. Have you ever taken a
ferry?
9. Eating too much sugar is
bad for you.
10.
Do you like to go
to the cinema?
C. Lesson Proper
1. Presentation
Show the pupils a
picture
of
pencils
asked
them
to
describe it.
Possible answer :
Set A has many
pencils.
Set B has more
pencils than Set
A.
Set C has most
pencils among
the three sets.
2. Analysis & Discussion

What word is used
to describe the
pencil?
What
did
you
noticed on the
adjective
used
when we compare
to
noun
or
pronoun?
How about when
we compare more
than 2 nouns or
pronouns?
3. Generalization
How to we form
the comparison of
adjectives?
Adjectives have
three
degrees
of
comparison namely:
positive, comparative
and superlative.
Adjective
in
positive
degree
describe only one
noun or pronoun.
We add er to one
syllable adjective
and more to more
than two syllable
adjectives.
The comparative
degree
of
adjectives
are
always followed by
the word than.
Superlative degree
compares three or
more nouns or
pronouns.
We add est to one
syllable adjective
and most to more
than two syllable
word.
The superlative
degree is always
preceded by the
word the.
4. Fixing Skills
Complete
table
of
degrees
adjectives.
POSITIVE
SUPERLATIVE
the
three
of
COMPARATIVE
1. brave
__________
_________
2. _________ darker
_________
3. _________ __________
heaviest
4. pretty
__________
_________
5. _________ stronger
_________
Directions : Fill in the correct
form of the words in brackets
(comparative or superlative)
1. My house is [big] bigger
than yours.
2. This flower is [beautiful]
________ than that one.
3. This is the [interesting]

________ book I have
ever read.
4. Non-smokers usually live
[long]
________
than
smokers.
5. Which is the [dangerous]
_________ animal in the
world.
D. Check-up/Remediation
E. Evaluation
today?
October 03,
2016
Monday
I. Objectives :
At the end of the period the

students must be able to :
A. Accomplish Individual
Activity.
B. Let them learn how to
read using the
appropriate phrasing in
reading a Psalm/poem.
C. Manifest genuine love for
reading.
D. Pronounce the words
with silent letters
correctly.

Topic :
Reading of Psalm with
correct phrasing.
Pronunciation of words
with silent letters.
Materials : Tarpapel
and
Powerpoint
Presentation
Reference :
English This Way 5, pp.

70-73
Open
Road
to
Communication 5,
pp. 114-121.
III. Learning Activities :

A. Entry Activities
1. Prayer
2. Attendance
3. Poem
4. Pronunciation of words
Exercise 1:
Directions : Read the
following Psalm with
correct phrasing.
Are, neat, honest, helpful, diligent

and
respectful
We strive to be thinking, responsible
and
steadfast always.
Together, we work to bring glory to
our
school.
Children will work

their own portfolios.
IV. Evaluation
What did
today?
you
on
learn
October 04,
2016
Tuesday
I. Objectives :
Exercise 2 :
Directions :
Do the
same on Exercise 1,
copy the Psalm and put
the correct phrasing.
PUPILS
CREED
We, the pupils of Isabelo delos Reyes
Elementary School

A. Identify the verb used in
a sentence.
B. Understand the meaning
of action words and
recognizing s form of
action words in present
tense of the verb.

Topic :
1. Verb / Present Tense
o Action Verb
o Helping Verb
o Linking Verb
Materials : Tarpapel and
Powerpoint
Presentation
Reference : English This Way

5, pp. 70-73
Open Road to
Communication 5,
pp. 114-121.

A. Entry Activities
1. Prayer
2. Attendance
3. Poem
B. Lesson Proper
1. Motivation
Show picture
phrase
with
Sweep the streets.
Planting of trees.
Repairing
fences.
the
C. Cooperative Exercise
1. In the previous lesson,
you learned that verbs
express
action
or
condition or state of
being;
Examples :
They plant fruit trees.
They water the plants

everyday.
They clean their yard.
They dig the canal.
They
burn
the
rubbish.
2. This time, you will learn
that verbs have tenses.
Smoking is one of
the leading causes
of fatal diseases.
(pls. see Eng. & Me p.
94)
Habitual Action
Ariel,
Arman,
Arnold and Anna
always
pray
together.
D. Discussion
Tense tells when the
action happened or took
place. Tense is the form
of a verb that shows the
time of an action or
condition.
A verb or
action may happen in
the present, happened
in the past, or will
happen in the future.
Simple present tense is
used to express any of
the following:
General Truth
E. Generalization
Verb - is a word that
tells what the subject
does or what is done to
the subject.
place. It shows the time
of an action or condition.
The
Simple
Present
Tense is used to express
General Truth
Habitual Actions
There are rules in
using s form of the
verb.
1. Use a verb that ends
in s when the
subject is singular or
when talking about
one person or thing.
Ex. He works for the

family.
2. Use the base form of
the verb, which does
not end in s, when
talking about two or
more persons or
things.
Ex. Tito and Nilo
burn the
rubbish.
3. Verbs in the present
tense use the base
form when the
subject of the
sentence is I and You.
Ex. I fix my bed.
4. Do and Does are
important
verbs.
Sometimes they are
the main verbs in the
sentence.
At other
times,
they
are
helping verbs.
Helping verbs are
also called auxiliary
verbs. Use Does in
singular
subjects.
Use Do in plural
subjects.
F. Application
Directions : Complete
these sentences by
writing the correct form
of the verb in the
present tense in the

blank. Use the verb at
the left.
(stay) 1. Food _____ in the
stomach
for about three
hours.
(begin)2. The digestive system
_____
at the mouth.
(carry) 3. Ureters ______ urine
from
the kidney to the
bladder.
(help) 4. My brother _____ us
decorate the tree.
(drink) 5. I _____ milk
everyday.
IV.Evaluation
Directions : Complete the
sentence
with Do or
Does.
1.
_____ Peter live with his

father?
2.
_____ you learn Spanish?
3.
_____ Andrew and Martin

ride their bikes to school?
4.
_____ they play in the

garden?
5.
_____ Sandy's hamster live

in a cage?
6.
_____the cats sit on the

wall?
7.
_____ we work in front of

the computer?
8.
______ you play the

drums?
9.
______ Steve wear

pullovers?
10.
______ I clean the

bathroom
October 05,
2016
Wednesday
I. Objectives :

A. Gain mastery in the use
of be-verbs.
B. Making sentences using
be verbs.

Topic :
1.
2. Verb / Present Tense
o Action Verb
o Be Verbs
A. Entry Activities
1. Prayer
2. Attendance
3. Poem
B. Lesson Proper
1. Motivation
Show picture of
football players
My name is Eldritz.
years olf. I am in
I am 31
Planting of trees.
Repairing
fences.
the
C. Cooperative Exercise
3. In the previous lesson,
you learned that verbs
express
action
or
condition or state of
being;
Examples :
They plant fruit trees.
They water the plants
everyday.
They clean their yard.
They dig the canal.
They
burn
the
rubbish.
4. This time, you will learn
that verbs have tenses.
D. Discussion
place. Tense is the form
of a verb that shows the
time of an action or
condition.
A verb or
action may happen in
the present, happened
in the past, or will
happen in the future.
Simple present tense is
used to express any of
the following:
Beneficial favorable or
ad
advantageous
resulting in good.
Scalded injure with
very hot liquid or steam.
October 10,
2016
Monday
I. Objectives :
to :
A. Noted details of the
selection.
B. Answer the exercises
independently.
Topic :
Reading to
Directions
Follow
Precise
Skill D (Exercises 1722)

Reference :
Developing Reading Power 5

pp. 184-189.
Skill D (Exercises 1722)

A.
Entry Activities
1. Prayer
2. Greetings
3. Attendance
4. Songs,
poems
chants
B. Vocabulary
Harmful causing
likely to cause harm.
or
or
Eagerly keen or ardent

in desire or feeling;
impatiently longing.
Etiquette
the
customary code of polite
behavior in society or
among members of a
particular profession or
group.
C. Listening Exercises
teacher.
2. Answering
the
exercises
D. Cooperative Exercises
1. Silent Reading
2. Answering
the
exercises
E. Individual Exercises
1. Silent Reading
2. Answering
the
exercises individually.
IV. Evaluation
Checking of answers
Recording of scores
Getting the frequency
of scores.
On the spot remedial
work.
V. Assignment
Bring
your
white
board.
Have
advance
reading about past
tense of the verb.
2. The adverb of place

describes where the
action is done.
Examples : here, inside,
there, elsewhere,
somewhere, nowhere,
downstairs.
4. The sun shore

brightly.
5. The wind blew very
hard.
6. The challenge was
quite easy for the sun
and the wind.
1. The adverb of time
describes when the
action is done.
Examples : early, later,
tomorrow, yesterday,
soon, tonight, afterward.
We can go to the mall
now. (Now describes
when the speakers can
go to the mall).
Let us meet there.

(There describes where
they will meet).
3. The adverb of manner
describes how the
action is done.
Examples : gracefully,
loudly, gaily, humbly,
easily, happily,
confidently.
The boy tossed the ball
hard (Hard
describes how the ball
is tossed.
4. The adverb of
frequency describes
how many times the
action is done. It
answer the question,
How often?
Examples : everyday,
once a day, seldom,
often, regularly, always,
sometimes.
He often forgets to
close the door when he
leaves.
Practice Exercises :
Write the correct adverb

from the box below. Use
the clue in the parentheses
to help you.
How
Where
When
Gaily
Here
Late
Quietly
Nearby
Yesterda
y
How
Often
Sometime
s
always
1. They all clapped their

hands _______ (how)
2. I will meet the team
______ (where)
3. _______ problems and
misunderstandings
cannot be avoided. (how
often)
4. I read this story _____
(when)
5. The crew worked ______
(how)
6. She saw him _______
(where)
7. Those three came ______
(when)
8. The crew is _______
doing their
responsibility, (how
often).
IV. Evaluation
Underline the adverb in
each of the following
sentences. Then on the
line, write P if it is an
adverb of place, F if it is
an adverb of frequency,
M if it is adverb of
manner, and T, if it is an
adverb of time.
____1. The sun joyfully
accepted his
victory.
____2. We visit the dentist
regularly.
____3. The wind faced its
defeat
gracefully.
____4. The challenge took
place nearby.
____5. Finally, who won the
challenge?
____6. Did the wind blow
several times?
____7. The sun shone only
once.
____8. The sun did not shine so
strenuously.
____9 The man passed through
the
prairie.
____10. The victor won the
challenge
convincingly.
V. Assignment
What is adverbs? Give
examples and its kinds.
Opinion
Size
Age
Shape
Colour
Origin
Material
Purpose
An opinion adjective explains what you think about somethi

Examples: silly, beautiful, horrible, difficult
A size adjective, of course, tells you how big or small somet
Examples: large, tiny, enormous, little
An age adjective tells you how young or old something or so
Examples: ancient, new, young, old
A shape adjective describes the shape of something.
Examples: square, round, flat, rectangular
A colour adjective, of course, describes the colour of somet
Examples: blue, pink, reddish, grey
An origin adjective describes where something comes from
Examples: French, lunar, American, eastern, Greek
A material adjective describes what something is made from
Examples: wooden, metal, cotton, paper
A purpose adjective describes what something is used for. T
Examples: sleeping (as in sleeping bag), roasting (as in r
V. ASSIGNMENT
What is the order pattern of
adjectives in a series.
Give an example using a chart
in
showing
the
correct
sequencing of adjective in a

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Schedule of Classes :

the first day. These

II. Subject Matter

Entering and leaving

Training for personal

minutes to write their

get an accurate sense

students were afraid

learning in this class.

Answering the days

Direction : Write When,

1. ____ are you going? (to the

Note : (Same lesson plan due to

Phil-IRI Oral Test

Step 2 : Administering the

are busy with

will put him/her at

5. If the pupil cannot

questions. This will

Reference : English &

4. Reading of Fry First 100

Answer the given

Read about Two-Legged

English For All Times

3. How did the chairman

____1. The minutes are

9. Are you happy

9. Setting for standards for

1. Please get me a glass of

There are two words in

No Classes due to Celebration of

are the pictures

Ask : What comes to your

7. If you were a twolegged

What do you feel

colored paper, coloring

Carol : Nice to see you again, Lora!

Where are the girls?

(Please see p. 8, Enhancing

Choose the letter of the

colored paper, coloring

Her name is Ms. de

1. _____ Arent you glad

a. You are a fifth grade

b. Do you want to join

At the end of the period,

II. Subject Matter

Poem : Time by Margarita

Value : Spending Time Wisely

E. Have the pupils answer

Discuss the meaning

At the end of the period,

II. Learning Content

Note : One week semestral break

Materials : English & Me,

Make 5 future tense

Materials : English & Me,

Books : Books & Printed

At the end of the period,

2. Identify the verbs used

B. ircle the synonyms in

_____1.His answer was very

_____3. Saintly people always

4. Song, poems and