School
KINOGUITAN CENTRAL SCHOOL
Grade Level
FIVE
Teacher
For more DEPED Downloads, visit: teachershq.com
Learning Area
ENGLISH
Teaching Dates and Time
AUGUST 22-26, 2016/8:00-8:50, 8:50:9:40 A.M.
Quarter
SECOND
School | KINOGUITAN CENTRAL SCHOOL | Grade Level | FIVE | |
Teacher | For more DEPED Downloads, visit: teachershq.com | Learning Area | ENGLISH | |
Teaching Dates and Time | AUGUST 22-26, 2016/8:00-8:50, 8:50:9:40 A.M. | Quarter | SECOND |
Monday | Tuesday | Wednesday | Thursday | Friday | |
I. OBJECTIVES | |||||
A. Content Standards | Identify signal words from text heard | Identify main idea, key sentences and supporting details of a given paragraph. | Compose clear and coherent sentence using appropriate grammatical structures-subject verb agreement (inverted sentence) | Plan a two to three- paragraph composition using an outline/other graphic organizers | Determine images/ideas that are explicitly used to influence viewers point of view |
B. Performance Standards | Analyzes text types to effectively understand information/messages | Uses literal information from text to aptly infer and predict outcomes | Uses the correct function of nouns, pronouns, verbs, adjectives and adverbs in general and their and their functions in various discourse (oral and written) | Draft texts using appropriate text types for a variety of audiences and purposes | Applies knowledge of the various forms and conventions of print, non-print, and digital materials to approximately comprehend print, non-print, film and moving text |
C. Learning Competencies/Objectives Write for the LC code for each | Curriculum Guide EN5LC –II.A-4 | Curriculum Guide EN5LC –II.A-2.21 | Curriculum Guide EN5G –II.A-3.9 | Curriculum Guide EN5WC –II.A-1.1.6.1 | Curriculum Guide EN5vC –II.A-7; EN5VG- IIa-7.2 |
II. CONTENT | Identifying the signal words | Identifying main idea, key sentences and supporting details of a paragraph | Composing clear and coherent sentences using appropriate grammatical structures-subject verb agreement (inverted sentences) | Planning a two to three paragraph composition using an outline/other graphic organizers | Determining images/ideas that are explicitly used to influence viewers point of view |
III. LEARNING RESOURCES | |||||
A. References | |||||
1. Teacher’s Guide pages | Quarter 2, Week 1, pp | Quarter 2, Week 1, pp | Quarter 2, Week 1, pp | Quarter 2, Week 1, pp | Quarter 2, Week 1, pp |
2. Learner’s Materials pages | Quarter 2, Week 1, pp | Quarter 2, Week 1, pp | Quarter 2, Week 1, pp | Quarter 2, Week 1, pp | Quarter 2, Week 1, pp |
3. Textbook pages | |||||
4. Additional Materials from Learning Resource (LR) portal | |||||
B. Other Learning Resources | |||||
IV. PROCEDURES | |||||
A. Review previous lesson or presenting the new lesson | Clarify meaning of words using dictionaries, thesaurus, and /or online resources | - Ask pupils: What do you call the words that give the step-by-direction or sequence? - What words give signal the step-by-step direction or sequence? | How are you going to identify the main idea, key sentence , or supporting details in a paragraph | Identify the subject and verb in the given sentence. Analyze if the verbs agree with the subjects | What should you remember in planning a two to three-paragraph composition? |
B. Establishing a purpose for the lesson | Ask: What are you going to do before going to school every day? | Teacher show some chocolates Ask: Who among you love to eat chocolates? | Read the following sentence and identify where is the subject and verb | The teacher will show of different sedimentary rocks. Ask: What do you see in the pictures? What kind of rocks are these? | Ask: Are you familiar with TV commercials? What is your favorite TV commercial? Can you draw inside the box your favorite product and tell something about it? |
C. Presenting examples/instances of the new lesson | Ask the pupils about their favorite food and ask them if they know how to cook their favorite food. The teacher will ask also to follow the right procedure in cooking. | Today, we are going to read the selection entitled, “Quick History of Chocolate” to find out how chocolate came to be. In later discussion, we are going to get the key sentence, supporting details and main idea. | Have you ever experienced being teased by somebody? How do you feel? Do you think making fun of somebody is a good act? Today, you will be learning the subject-verb agreement. | After seeing the pictures, I will be giving you an outline about sedimentary rocks. Later on, we will be making a two t- three-paragraph composition using the outline. | Ask: what ideas/images in the TV commercial are used to influence viewers? -Did you gain interest of buying the product after watching the TV commercial? |
D. Discussing new concepts and practicing new skills #1 | Say: At this time you have to listen to the selection about how to make apple and hazelnut crunch. After listening, you will answer the question. | Before proceeding to the selection, find out the meaning of the words in Column A with the phrases in Column B. | Unlocking of difficulties through picture: thin naughty tenses scatter’s argues -Reading a selection | Reading the outline about sedimentary rocks. | This day, you will be learning the images/ideas in commercials that are used to influence viewers. You are going to watch some TV commercials, observe the lines of the endorsers/characters in the commercial that you consider captivating. |
E. Discussing new concepts and practicing new skills #2 | -Before proceeding to the selection, there will be unlocking of difficulties. -Read the sentences. Select the meaning of the underlined words from the sentences. -Teacher will read again the selection and let pupils answer the questions. | Reading the text, “Quick History of Chocolate.” and let pupils answer comprehensive questions about the selection read. | Answer comprehensive questions from the selection read Say: Here are some inverted sentences from the selection. Analyze how verbs agree with the subjects. | Say: Now let us try to make a two to three-paragraph composition using the outline. | The teacher will present some TV commercials and call some pupils to role play a scene from the commercial that is considered to be captivating. Then pupils will identify the ideas of the scene being portrayed as to stereotype, point of view or propaganda. |
F. Developing mastery | -The class will play “Advance Game”. Each group will be given small banners with signal words written on it. The leader will hold and raise it once the teacher asked for the answer. | Say: Going back to the selection, you will now look for the key sentence, supporting details and main idea in each paragraph (carousel) | Write the following sentence in the inverted order. | The class will be divided into two groups. Say: I have here an outline. Group 1 will make a paragraph based on the first part of the outline while Group 2 will works in the second part of the outline. Your outputs will be combined to form a two-paragraph composition. | The class will be divided into four. Each group should give new name of the product to endorse. A representative from each group must explain the ideas used to influence the viewers. |
G. Finding practical applications of concepts and skills in daily living | -Ask pupils the steps in washing clothes | Each group will roam around the room and see the posted Manila papers with selections. Each selection will ask for either the key sentence. | Compose coherent sentences is inverted order using the given verbs that agree with the subjects in each item which comes first in the inverted order of the sentence. | Form a two paragraph composition using the following outline, “Taking of Our Bodies.” | The teacher will present advertisement, and then the pupils will determine the ideas used to influence the viewers. |
H. Making generalizations and abstractions about the lesson | What are signal words? What words are used to signal the sequence or step-by-step direction? | How will you identify the key sentence, main idea and supporting details in a paragraph/selection? | Give an example. | How is outlining a two-paragraph composition done? | What are the ideas/images in the media that are explicitly used to influence the viewers? |
I. Evaluating learning | Fill in the blank whether the correct signal words to determine the correct sequence in preparing a peanut butter sandwich. | Give the key sentence supporting details and main idea of the selection. | Compose coherent sentences in the inverted order using the given (phrase below) | Form a two-paragraph composition using the following outline. | The teacher will present advertisement then the pupils will determine the ideas used to influence the viewers. |
J. Additional activities for application or remediation | What are the steps in cooking rice? Complete the process by supplying the missing steps. | Read the following selections. Then, identify what is asked in each item by choosing the letter of the correct answer from the given answers. | Write the following sentences in inverted order.
| Write a two-paragraph composition about your favorite sports. | Choose at least three TV commercials and determine if it is stereotype, point of view, or propaganda. |
V. REMARKS | |||||
VI. REFLECTION | |||||
A. No. of learners who earned 80% in the evaluation. | |||||
B. No. of learners who require additional activities for remediation who scored below 80%. | |||||
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. | |||||
D. No. of learners who continue to require remediation. | |||||
E. Which of my teaching strategies worked well? Why did these work? | |||||
F. What difficulties did I encounter which my principal or supervisor can help me solve? | |||||
G. What innovation or localized materials did I use./discover which I wish to share with other teachers? | |||||
For more DEPED Downloads, visit: teachershq.com