WEEK 2 – I CAN SHOW MY TALENTS

Objectives
A. Expressive Objectives
1. Listens carefully critically to news reports and other radio broadcasts
and expresses ideas accurately in oral and written forms.
2. Demonstrates confidence in the use of the language to meet
everyday’s needs.
3. Read independently and gets relevant information from various text-
types.

B. Instructional Objectives

Listening Comprehension
Identify informational text-types.

Oral Language
Give precise information on a given topic.

Vocabulary Development
Identify meaning content of specific words (denotation and
connotation) Science

Reading Comprehension
Identify main idea, key sentences, and supporting details of a given
paragraph.

Study Strategy Research

Use card catalogue to locate resources.

Grammar
Compose clear and coherent sentences using appropriate
grammatical structures: subject-verb agreement

Writing/Composition
Write paragraphs showing cause and effect.

Viewing
Determine images/ideas that are explicitly used to influence viewers.
Stereotypes; Points of view; Propagandas

Attitude
Observe politeness at all times.
Show tactfulness when communicating with others
LESSON 56 – ELEMENTS AND THEME OF A LITERARY TEXT

I. OBJECTIVE
1. Identify informational text-types.
2. Use card catalogue to locate resources.

II. SUBJECT MATTER

A. Topics
- Identifying Informational Text-Types
- Using Card Catalogue

B. Materials
pictures of internet, smartphones, newspaper, magazines
reading materials

C. References:
 Curriculum Guide: CG in English 5 Quarter 2 Week 2
EN5LC – IIb – 3.19
EN5SS – IIb – 3.9
http://www.eslfast.com/kidsenglish/ke/ke017.htm

D. Focus Skill/s:
 Listening, Analyzing, Classifying

E. Value Focus:
Show tactfulness when communicating with others.

III. PROCEDURE
A. Setting Up the Stage
Review
Show titles of shows or movies and ask them to classify if it is fiction
or nonfiction.

Motivation
Show the students a newspaper, a magazine, or an encyclopedia.
Ask the students if they have read one. Ask them if they have used them in
doing research.

Show them a card catalogue. Ask them if they have used one in doing
research.

B. Explaining the Students What To Do

Say: “Today we are going to learn about the informational text, its type and
their use.”
“We will also study how to use a card catalogue.”
C. Modelling for Students
Have the students listen to news from the newspaper or an article
from a magazine.
Then ask them what they have learned from what they’ve just listened
to.

Ask: “What have you noticed about the article?”

“How many topics were there?”
“Was it informational?”

Next, discuss what a card catalogue is and what its parts are. Discuss
also the use of a card catalogue is.

D. Guided Practice
To fully understand more about informational text and its type, have
the students read “Read and Learn” on the LM page ____.

Take a trip to the library and ask the students to look through the card
catalogues in your library. Ask them to identify its parts

E. Independent Practice
Choose one book from the Library and make a card catalogue.
Use ¼ of an index card.

F. Closure/Assessment

Informational texts are nonfictional writing, written with the intention

to of informing the reader about a specific topic. It is typically found in
magazines, newspaper, science books, autobiographies, and instruction
manuals.

It uses special text which allows its users to easily find key information
and understand the main topic. This is done by placing a header over certain
sections. It may also use visual representation with captions which includes
pictures, graphs, tables, diagrams, and charts.

A card catalogue is a file of cards uniform in size arranged in some

definite order and listing the items in the collection of a library or group of
libraries. Each card identifies a single item.

The parts of a card catalogue are (1) call number; (2) author; (3) Title
Entry; (4) publisher; (5) series title; and (6) subject headings.
 G. Evaluation
Identify if the following books if there are informational text or not.
Write  for informational text else write  if it is not.
 1. newspaper
 2. magazines
 3. instructional manuals
 4. fairy tales
 5. autobiography

H. Assignment
Ask the students to bring dictionary.

LESSON 57 – ELEMENTS AND THEME OF A LITERARY TEXT

I. OBJECTIVE
1. Give precise information on a given topic.
2. Identify meaning content of specific words (denotation and connotation)

II. SUBJECT MATTER

A. Topics
- Giving Precise Information on a Given Topic
- Identifying meaning content of Specific Words

B. Materials
- dictionary, thesaurus
- word flashcards

C. References:
 Curriculum Guide: CG in English 5 Quarter 2 Week 2

D. Focus Skill/s:
 Speaking,

E. Value Focus:
- perseverance in doing work

III. PROCEDURE
A. Setting Up the Stage
Group the pupils into four groups.
Give each group a three set of words. Ask them to write the synonym and
antonym of the words in a manila paper.
Example:

Word Synonym Antonym

night evening day
happy glad sad
afraid scared brave
B. Explaining the Students What To Do
Say: “Today we are going to learn about how to give precise information on
a given topic and how to define words using connotation and
denotation”

C. Modelling for Students

Now ask the students to read the words in “Find Out and Learn” on
the LM page ____. Ask them the ways on how they would define or give
meaning to the words. Write their answer on their notebook.

Using their dictionary ask the students to find the precise meaning of
the following word:

D. Guided Practice
Have the students answer “Try and Learn” on the LM on page ____.

E. Independent Practice
Perform “Do and Learn” on the LM page ____.

F. Closure/Assessment

In giving precise information on a given topic, we may do the

following:
1. We must have a reliable source which is verifiable. This means
that the information that we get must be true and real, not made up or
unsure.
2. We must have supporting information.

Connotations and denotations are two principal methods of

describing the meaning of words.

Connotations refer to the wide array of positive and negative

associations that most naturally carry them while denotation is the precise,
literal definition of a word that might be found in a dictionary.

G. Evaluation
Answer the following questions below.
1. Who are your parents?
2. What is your father/mothers work? Where does he/she work?
3. In what barangay do you live? In which purok?
4. What would you like to be when you grow up?
5. Where would you like to spend your vacation?
LESSON 58 – IDENTIFYING THE MAIN IDEA, KEY SENTENCE, AND SUPPORTING
DETAILS

I. OBJECTIVE
- Identify main idea, key sentences, and supporting details of a given
paragraph.

II. SUBJECT MATTER

A. Topics
- Identifying main idea, key sentences, and supporting details of a given
paragraph.

B. Materials
- short paragraphs with main ideas, key sentences and supporting details

C. References:
- Curriculum Guide: CG in English 5 Quarter 2 Week 2
EN5RC-IIb-2.21

D. Focus Skill/s:
- Reading, Analyzing, Identifying

E. Value Focus:
-

III. PROCEDURE
A. Setting Up the Stage
Play a game of four-pics-one-word
Example:

BITE THINK DRINK

Ask: “From the four pictures, how did you arrive at your answer.”

B. Explaining the Students What To Do

Say: “Today we are going to learn about how to identify main idea, key
sentences, and supporting details of a given paragraph”

C. Modelling for Students

Have the students read the passage in “Read and Learn” on the LM
page ____.
D. Guided Practice
Have the students answer “Find Out and Learn” on the LM page
____.

E. Independent Practice
Do activity on “Do and Learn” of the LM.

F. Closure/Assessment

The main idea is the point of the paragraph. It is the most important
thought about the topic. To figure out the main idea, we must ask ourselves
“What is being said about the person, place, thing, or idea?”

The main idea can be located in different places. It can be in the

beginning, middle, or end of the paragraph.

The key sentence contains the main idea, while the supporting
sentences provide additional information about the main idea.

G. Evaluation
Identify the main idea in the paragraph below. Write your answer on a
graphic organizer.
LESSON 59 – ELEMENTS AND THEME OF A LITERARY TEXT

I. OBJECTIVE
1. Compose clear and coherent sentences using appropriate grammatical
structures: subject-verb agreement
2. Write paragraphs showing cause and effect.

II. SUBJECT MATTER

A. Topics
- Subject-Verb Agreement

B. Materials
- video on subject-verb agreement
- chart with examples on the rules of subject-verb agreement
- manila paper

C. References:
 Curriculum Guide: CG in English 5 Quarter 2 Week 2

D. Focus Skill/s:
 Writing, Analyzing, Classifying, Reasoning

E. Value Focus:
 Caring for the environment

III. PROCEDURE
A. Setting Up the Stage
Let’s play a game. Group the pupils into four groups and on a manila
paper and have them list as many verbs they can think of.
Give the winner a prize.

B. Explaining the Students What To Do

Say: “Today we are going to learn about subject-verb agreement. Write
sentences following the rules on subject-verb agreement.”

“We will also study about cause and effect. You must be able to
identify which part of the sentence is the cause and the effect.”

C. Modelling for Students

Say: “Remember that verbs, unlike nouns, have the S-form of the word for
the singular form and base form for its plural form. Please take a look
at the example.

Example:
S-form (singular) - sings, dances, writes, eats
Base form (plural) - sing, dance, write, eat
 Show them a chart of examples of subject verb agreement.

Have the pupils read and practice the activity on “Try and Learn” on
the LM pages ______.

D. Guided Practice
Have the students identify the subject as well as note whether the
subject is singular or plural. Remind them on the rule on subject-verb
agreement.

Say: “Now that you know about the rule on subject-verb agreement, let us
study about cause and effect.”

E. Independent Practice
Have the pupils answer the activity on “Do and Learn” of the LM page
.

F. Closure/Assessment
The rule on subject-verb agreement states that a singular subject
takes a singular verb (s form) while a plural subject takes a plural verb (base
form).
Cause and effect statements are two related statements. One
statement, the cause, tells us the reason on an event which resulted to the
next statement, the effect, giving us the result of the action. You can usually
find sentences built this way by key words and phrases they use: so, since,
as a result of, because, therefore. It’s also important to note that the cause is
usually written before the effect is, but there are rare cases when the effect
will be written first. You should realize, however, that no matter what order
you present cause and effect in with your sentences, you cannot have an
effect happen before a cause.

G. Evaluation
A. Circle the correct form of the verb to complete each sentence.
1. Your friend (talk, talks) too much.
2. The man with the roses (look-looks) like your brother.
3. Mary (swim-swims) well.
4. The boys (walk-walks) to school every day.
5. The center on the basketball team (bounce-bounces) the ball too
high.

B. Box the cause in the sentence and underline the effect.

1. Tim forgot his math book, so he was unable to complete his
homework.
2. Keegan was hungry because he skipped lunch.
 3. I stated up until midnight that’s why I woke up late.
4. Sheila got wet in the rain because she forgot to bring an umbrella.
5. Kevin went to dentist because he had a toothache.

LESSON 60 – IMAGES AND IDEAS THAT INFLUENCE VIEWERS

I. OBJECTIVE
1. Determine images/ideas that are explicitly used to influence viewers.
- Stereotypes, Points of View, Propaganda

II. SUBJECT MATTER

A. Topics
- Determining images/ideas that are explicitly used to influence viewers.

B. Materials
- Pictures
- Video clips that are used to influence viewers.

C. References:
 Curriculum Guide: CG in English 5 Quarter 2 Week 2


D. Focus Skill/s:
 Viewing, Analyzing, Interpreting

E. Value Focus:
 politeness

III. PROCEDURE
A. Setting Up the Stage
Show video clips of commercials (example: detergent soap, fast food
chain, powdered juice, diapers, etc.)
Ask: “What do these commercials make us do?”
“Do our parents buy them?”

B. Explaining the Students What To Do

Say: “Today we are going to learn how to determine images/ideas that are
explicitly used to influence viewers. You are going to watch some
commercials or TV ads. I want you to pay attention to the ideas that
the commercial wants to deliver.”

C. Modelling for Students

Group the pupils into smaller groups. Have them think of a popular TV
ad and have them act it out in front of the class.

D. Guided Practice
 Read the article “YouTube's top ads in the Philippines for 2013” on
the “Read and Learn” of the LM page _____.

Answer the question below it.

E. Independent Practice
Group the class into 6-8 groups. Give them a product. Ask them to
create a short commercial about the product they got. Assign to them also the
type of advertisement they will use (stereotype, point of view, propaganda)
Examples:
Group 1 – Shampoo
Group 2 – Detergent Soap
Group 3 – Bath Soap
Group 4 – Toothpaste
Group 5 – Powdered Juice
Group 6 – Milk drink
Group 7 – Fast food chain
Group 8 – soft drinks

F. Closure/Assessment
For us to determine the message of an image or idea we must first
identify what image or idea was used to influence the viewer.
There are certain ways how an image or idea is expressed, here are
the following:

Stereotype is a widely held but fixed and oversimplified image or idea

of a particular type of person or thing. Example is the stereotype of a woman
is as “the carer" and a man as “the provider”

Point of view is the particular attitude or way of considering a matter.

It can also be the position from which something or someone is observed.
Example, two people are seeing the same image but each of them have a
different point of view, they may see or interpret the image differently.

Propaganda information, especially of a biased or misleading nature,

used to promote or publicize a political cause or point of view. It is an
information that is not impartial and is used primarily to influence an audience
and further an agenda, often by presenting facts selectively to produce an
emotional rather a rational response to the information.

G. Evaluation
Have them watch the commercial “Tide: Bossing sa Kaputian Kahit
Tag-ulan” then answer the following questions below. Choose your answer
from the bow below.
 protective mother’s cleanliness
it was compared to another cleanliness in clothing shows love
product for family

1. Based on the video clip, a mother is always

and caring of her child.
2. In the video, they see Bossing Vic as an image of
.
3. The commercial was biased because .
4. The message of the video is that
.
5. The commercial was intended for to buy.