Englis

Quarter 1
Week 5
Quarter 1,
Week 5

Day 1
Identify sound devices used in
text.(LC)
Appreciate the different sounds
in the environment.
Does simple task
promptly.EN5LC-Ie-2.11.1-
What are the things that produce
sounds? Where do these sounds
come from?
Speaking prompts:

I feel happy when I hear..............

I feel sad when I hear...................
The last time I feel excited when I
hear........
 Unlocking of Difficulties
Reminisce
The girl is reminiscing her
wonderful days with her father.
How about you, what are the
memories you usually reminisce?

Rush

The fire fighters are in the rush because

of the big fire in the next block.
Ask: How do fire fighters move if
there is a fire? When do we rush?
 What are the sounds that we
usually hear in our environment?
Are those sounds important?

Listen to this
short story. Be sure
to identify the sounds
the things produced.
 Rushing Cindy
(by: Karen Ivy D. Tan)
Cindy was reminiscing her date with her
idol when their neighbour’s car honked and
knocked her up. She remembered she has to
feed the pigs when they started to oink. Her
mother told her to do her chores before
anything else. She rushed to the kitchen not
noticing the banana peelings on the floor.
Suddenly, a loud blag was heard.
What happened to Cindy?
Why did she rush?
What were the sounds made by things
mentioned in the story?
What other sounds animals and things
produced?
 Teaching Chart
Onomatopoeia is a sound device which is an imitating natural sound that suggests
sense.
Example:
She heard bees buzzing and thought it would bit her.
The car honked because of the traffic
More examples: hiss, cuckoo, ring, meow, beep, clang etc.
Alliteration a sound device which is the repetition of a consonant sound at the
beginning of words.
Example:
Sally sells seashells in the seashore.
Walter wondered where Willie was so he asked Wayne.

Assonance is a sound device which is the repetition of the same vowel sound
either at the beginning of words or inside the words.

Example:
May lay near the bay and stayed awake
Everyone excitedly exclaimed for Emily.
Let us now try to identify what
sound device is used in the following
poems.
 Beach Orchestra

1
The waves are racing
2
Towards the shore
3
Booming crashing...more moremore!
4
The sand is crunching beneath my feet
5
Boom crash crunch crunch
6
I march to the beat
7
Sand castles toppling
8
Umbrellas whisking by
9
Storm clouds brewing
10
Land meets sky
11
Biting wind
12
Full grey clouds
13
Let the storm begin
 My Puppy Punched Me in the Eye

1
My puppy punched me in the eye
2
My rabbit whacked my ear
3
My ferret gave a frightful cry
4
And roundhouse kicked my rear
5
My lizard flipped me upside down
6
My kitten kicked my head.
7
My hamster slammed me to the ground
8
And left me nearly dead.
9
So my advice? Avoid regrets;
10
No matter what you do,
11
Don’t ever let your family pets
12
Take lessons in kung fu.
(For Advanced Learners)
Divide the class into three groups and let
them do the following tasks.
Group 1-The group will compose a
song describing Cindy using alliteration.
Group 2-The group will write an
acrostic poem describing Cindy using
assonance.
Group 3-Dramatize the story
emphasizing onomatopoeia.
 SCALE
RUBRICS FOR
DRAMATIZATION
ACTIVITY 1 2 3 4 5

Creativity

Script is related to the

given topic
The role of each character
is well-presented
Well- organized

Teamwork
 SCALE
RUBRICS FOR SONG
PRESENTATION 1 2 3 4 5

Delivery

Originality

Content

Teamwork
 SCALE
RUBRICS FOR SHORT
POEM ACTIVITY
1 2 3 4 5
Simple and clear

Relevance of poem to the

topic
Well- organized ideas

Teamwork

TOTAL SCORE:
(For Average Learners)
Divide the class into three groups. Ask each group
to present by reciting literary text.

Group 1-Alliteration group

Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper
picked?
(For Average Learners)
Divide the class into three groups. Ask each group
to present by reciting literary text.

Group 2-Assonance Group

How much wood would a woodchuck chuck if a

woodchuck could chuck wood?
He would chuck, he would, as much as he could, and
chuck as much wood
As a woodchuck would if a woodchuck could chuck wood
 (For Average Learners)
Divide the class into three groups. Ask each group
to present by reciting literary text.
Group 3-Onomatopoeia Group

Crack! Crack!

The fire crackles under the stars.

Sizzle! Sizzle!
Click! Clack! Click! Clack!
The water sizzles above the fire. The tent poles clicking and
Crunch! Crunch! clacking together
The campers crunching on potato Rustle! Rustle!
chips. As we prepare our sleeping
bags to go to sleep.
Chirp! Chirp!
The crickets say, “good-night
 SCALE
RUBRICS FOR
PRESENTATION 1 2 3 4 5

Delivery

Stage Presence

Creativity

Teamwork

TOTAL SCORE:
 Assignment

Make your own example of the following sound

devices;

1. Onomatopoeia
2. Assonance
3. Alliteration
Quarter 1,
Week 5

Day 2
Analyze a 2-stanza poem in terms of its elements (rhymes,
sound devices, language imagery and figurative language).(RC)
Use formal and informal English when appropriate to task and
situation. (LC)
EN5RC-Ie-6
EN5OL-Ie-3.9
Talk about it
Figurative Language is a
language that uses words
or expressions with a
meaning that is different
from the literal
interpretation.
Oral Language Activity
How much wood would a
woodchuck chuck if a
woodchuck could chuck
wood?
He would chuck, he would,
as much as he could, and
chuck as much wood
As a woodchuck would if a
woodchuck could chuck
wood
Oral Language Activity
Peter Piper picked a peck of
pickled peppers
A peck of pickled peppers
Peter Piper picked
If Peter Piper picked a peck
of pickled peppers
Where’s the peck of pickled
peppers Peter Piper picked?
Oral Language Activity
Crack! Crack!
The fire crackles under the stars.
Sizzle! Sizzle!

The water sizzles above the fire.

Crunch! Crunch!
The campers crunching on potato
chips.
 The Green
SHIPS
Bird SILVER

was a Mildred Plew

There Meigs
small Green
There Bird,
are trails that a lad may follow
as green When
as atheleaf,
years of his boyhood slip,
But I shall soar like a swallow
that livedOnin
thea wings of a silver ship
forest. He had a
Guiding my bird of metal
long tail that
One with her throbbing fame
bobbed up and
Floating down like a petal,
down when heup like a flame
Roaring
sang. The crest
Winding the wind that scatters
on his head
Smoke from the chimneys lip
spread like a the
Tearing tinyclouds to tatters
fan whenWith
hethe wings of a silver ship
was
 Grazing the broad blue skylight
The Green Bird
Up where the falcons fare
Riding the realms of twilight
There was a
Brushed by a comets hair
small Green Bird,
as greenSnugasin a
myleaf,
coat of leather
that lived in athe skyline swing
Watching
forest. He hadtheaworld like a feather
Shedding
long tailFrom
thatthe tip of a tilted wing
bobbed up and
There are trails that a lad may travel
down when he
When the years of his boyhood wane
sang. The
But Icrest
will let a rainbow ravel
on his head
Through the wings of my silver plane
spread like a tiny
fan when he was
Talk about it
Who is talking in the poem?
What is he dreaming to be?
What is meant of wings of a silver ship?
How will he fly an airplane?
What rhyming words are mentioned in
the poem?
What sound devices were used in the
poem? Cite examples.
What figurative languages are used in
the poem?
Identify which sentence uses figurative languages. Put a
check (/ ) mark on the space before the number.

______1. Father is like a lion when angry.

______2. Don’t count the chickens before they are
hatched.
______3. Mother bought a basket of fruits yesterday.
______4. Roots have grown in my legs waiting for you.
______5. Life is not always a bed of roses.
Quarter 1, Week 5

Day
3
Infer the meaning of unfamiliar words (Blended) based on given
context clues (synonyms, antonyms, word parts and other
strategies).(V)
Show ways to preserve natural resources.
Show tactfulness when communicating with others.(A)
EN5V-Ie-12-13
EN5A-Ie-17
 Skill Development

Blending- is a word formation process in which parts of

two or more words are combined to create a new
word with a new meaning
Examples of Blended words
spork brunch camcorder pixel
cyborg smog advertainment
simulcast telethon workaholic liger
brunch taglish spanglish
hightech
 Explaining

Inferring the meaning of unfamiliar blended

words could be done by finding the meaning of each
word being combined.
 Read the
Last year, the girl scoutsselection
in our district celebrated their anniversary with a journey.
The purpose of the trip was to explore the virgin forest of Palawan since the forests
of Palawan have not been touched by loggers.

Many of the girl scouts who went were independent girls and did not need
help in doing essential things like cooking and hiking. It took them long to reach
there, so they decided to have brunch. Their ultimate eating utensil was spork.
Then, they went around the place amidst the thick long line of trees and took
pictures using camcorder.

The girls learned from local folks that these forests helped the community
have a steady supply of water and electricity and how they worked together in
keeping their forest unspoiled. The girls appreciated them much.

Cooperation helped them to make their trip successful. By working

together, most of them learned much and enjoyed the trip. They discovered or
become aware of the value of preserving or taking care of the forests to avoid
floods and soil erosion.
Comprehension Check

* Who celebrated their anniversary?

* How did they celebrate the occasion?
* How did the local folks keep their forest
unspoiled?
* What did the girls realize from their
trip?
* Why do we need to preserve our forest?
In what ways can you help preserve our
forest?
 Guided
Practice
A. Where the words come from?
1. Pixel comes from the two words
a. Picture and cell
b. Picture and element
2. cyborg
a. cyber and burglar
b. cybernetic and organism
3. smog
a. smell and log
b. smoke and fog
4. simulcast
a. simulation and broadcast
b. simultaneous and broadcast
5. telethon
a. telephone and marathon
b. television and cellphone
 Guided
B.Practice
Write the new word formed.
a. internet and citizen
b. jazz and exercise
c. urine and analysis
d. alphabetical and numeric
e. emotion and icon
Independent
Practice
Synthesize the blended word and give its meaning
through context

1. My father is a workaholic. He doesn’t stop

working.______ _______
2. Lorna spoke Spanglish to talk with her cousins in
Europe.________ ________
3. Children today have high-tech gadgets. _________
_________
4. I usually have my brunch meal during Saturdays
and Sundays.______ _____
5. The baby tiger was found dead by the zookeeper
yesterday. _____ _____
Quarter 1, Week 5

Day4
Compose clear and coherent sentences using conjunctions.(G)
Write words with correct spelling.(W)
Read with automaticity grade level frequently occurring content words
(Math).(F)
Distinguish various types of viewing materials (dynamic). (VC)
EN5G-Ie-8.3-8.4
EN5WC-Ie-1.8.2
EN5F-Ie-1.8.1.2
EN5VC-Ie-6
Oral Language Activity
 Talk about it
What have you noticed on the video
presentation?
The characters were not moving.
That is an example of a static video
presentation.
What are the different interest shown?
How about you, what are your
interests? What do you gain from your
interest? Do you belong in a group with
the same interest?
Read the conversation
Earl: Jon, are you joining the History Club or the Science Club?
Jon: Neither. I am joining the Math Club.
Earl: I thought you were interested in Science and History?
Jon: I like Science but I would like to be an engineer like my
father. He is good in Math. In fact I enjoyed most when he talked
about fractions, least common multiple, least common
denominator and the rest.
Earl: How about you Paul, have you decided on what club to
join?
Paul: Neither History nor Science interest me. I am interested in
both art and photography. However, what Jon mentioned
amused me. Algebra terms such as exponent, variables
coefficient tickle my brains. So, I will join Art Club and
Mathematics Club.
Earl: You cannot join both. You will have no time to attend the
meeting of both clubs. They are held at the same time.
Paul: Then I will join either Art or Math Club. What club will you
join?
Earl: Since English is my major interest, I will join the English
Comprehension Check
1. What were the boys doing?
2. Who planned to join the Math
Club? Why?
3. Why couldn’t Paul join both?
4. Why Earl would join the English
Club?
 Teaching
Teaching Chart
Chart
Conjunctions are words that connects words, phrases and sentences

1. Or…. Connect alternatives

Which do you prefer the red or the blue one?

2. And…..connect related ideas

Tennis and Basketball are two strenuous game

3. Not only….but also…..connect ideas for added emphasis

I study not only singing but also dancing

4. Both….and….connect ideas to mean one as well as the other.

Both the principal and the teacher were here this morning

5. But … connects contrasting ideas

Karl answered softly but firmly
 Guided Practice
Combine each pair of sentences using conjunctions
1.The women of Samar wear the kimona and patadyong.
The women of Leyte wear the kimona and patadyong also.
2.The footwork in Muslim dances is beautiful.
The dancer forgot her part.
3.I have an assignment on the way of dressing of the pre-
Spanish Filipinos.
I have not done it yet.
4.Hats were worn by the Filipino men in the past to look
good.
Hats were worn by Filipino men in the past for protection.
 Independent Practice
Given several pictures, use the following conjunctions in
meaningful sentences.
1. and
________________________________________
2. but
_______________________________________
3. or
_______________________________________
4. both
________________________________________
5. not only… but also
_______________________________________
Quarter 1, Week 5

Day5
Compose clear and coherent sentences using conjunctions.
(G)
Revise writing for clarity. (WC)
Observe politeness at all times. (A)
EN5G-Ie-8.3-8.4
EN5WC-Ie-1.8.2
 Spelling

Blended Words
Review

Can you still recall our

lesson yesterday?
What are the conjunctions
that we have studied?
Let the pupils give
 Teaching Chart

1. Neither….nor…. connect ideas where none of

the two ideas is chosen
Neither Raul nor Ariel knows the answer.
2. Either…..or….. connect ideas where we can
make a choice
Either father or mother will attend the meeting.
 Guided Practice

Complete the dialogue using conjunctions.

Mother and Aida are at a department store. They are talking
about which dress to buy.
Mother: Which of these do you prefer?
Aida: I like the red one ____ it’s big for me.
Mother: Then you can take either the big one _____ the
small one.
Aida: ________ the big one _____ the small one appeals to
me.
Mother: Why don’t we just take the red one? We can just
make some adjustments.
Aida: Oh! Yes. I think that is a better idea.
 Write about it

Write 5 sentences
using different
conjuctions
THANK YOU !!!!!