English Grade 5 1st Quarter Week 1 Day 1 to 5

2. GRADE LEVEL STANDARD:
The learner listens critically to different text
types; expresses ideas logically in oral and written
forms; and demonstrates interest in reading to meet
various needs.

3. QUARTER 1

4. WEEK 1 LESSONS:

5. ENGLISH 5 QUARTER 1
WEEK 1, DAY 1
NOTING DETAILS,AND USING
APPROPRIATE FACIAL EXPRESSIONS

6. 5

7. The Sly Fox
5

8. Arrange the jumbled letters to identify the
word used in the story being defined.
a) growing thickly ------- h s y u b
b) soft hair of certain animals ------ u f r
ANSWER
ANSWER
5

9. a) growing thickly ------- h s y u b
BUSHY
BACK NEXT
5
Arrange the jumbled letters to identify the
word used in the story being defined.

10. b) soft hair of certain animals ------ u f r
FUR
BACK NEXT
5
Arrange the jumbled letters to identify the
word used in the story being defined.

11. c. projecting part of the face including the mouth
and nose --- z l e z m u
d. having a full rounded shape ---- u m l p p
e. tricky or wise----- y s l
ANSWER
ANSWER
ANSWER
5
Arrange the jumbled letters to identify the
word used in the story being defined.

12. c. projecting part of the face including the
mouth and nose --- z l e z m u
MUZZLE
BACK
5
Arrange the jumbled letters to identify the
word used in the story being defined.

13. d. having a full rounded shape ---- u m l p p
PLUMP
BACK
5
Arrange the jumbled letters to identify the
word used in the story being defined.

14. e. tricky or wise----- y s l
SLY
BACK NEXT
5
Arrange the jumbled letters to identify the
word used in the story being defined.

15. The Sly Fox
• The fox is a wild animal that looks like
a dog. It has a pointed nose and ears ,
a bushy tail and thick fur. The fox is
said to be a very clever animal in
fooling others. The wolf is a wild
animal that looks like a dog too. It has
thick fur and pointed muzzle. Wolves
and foxes hunt other animals.
Sometimes, they end up hunting each
other.
5

16. The Sly Fox
One night, a fox met a wolf in the forest. The wolf was very hungry and in a
terrible mood. So the wolf said to the fox.
“Don’t move! I’m going to eat you this minute.”
As he spoke, the wolf backed the fox up against a tree. The fox
realized she could not run away.
“I have to use my wits instead of my legs,” she said to herself.
“I could have been a good dinner for you last year. I was then very
fat and plump. But I had three babies then. Now I’m slim and not
delicious.”
“I don’t care if you are plump or not. I don’t care how many babies
you have. I’m going to eat you right now!”
5

17. The Sly Fox
The wolf began closing in on the fox.
“Stop!, the fox shouted. “ Look how skinny I am. I ran off all
my fat looking for my babies. But I know a place where you can
find something good and fat.”
Wolf backed off and listened to Fox.
“There is a well near here. In the bottom of it is a big round
piece of meat. You can get it instead of eating me. Shall we go?”
5

18. The Sly Fox
The wolf trotted off after the fox, making sure that she
could not run away. They came upon a well.
“See for yourself, what a fat juicy piece of meat is at the
bottom of this well. I wanted to get it for my babies. But you can
have it.”
Inside the well was a delicious looking yellow round piece
of meat. Above the well, the moon shone bright and clear. The wolf
leaned over the well wondering how to get the piece of meat. The
fox jumped up quickly and pushed the wolf down into the deep
well.
“ I’m a sly old mother Fox!” Fox said to herself.
5

19. Answer the comprehension questions
based on the story heard.
1.Who were the characters of the story?
2.Where did the story happen?
3.What did the fox do to be not eaten for dinner by
the wolf?
4.Why did the wolf not eat the fox?
5.What was at the bottom of the well that looked
delicious and good?
5

20. Answer the comprehension questions
based on the story heard.
1.Who were the characters of the story?
–Sly Fox
BACK
5

21. 2.Where did the story happen?
–Sly Fox
BACK
5
Answer the comprehension questions
based on the story heard.

22. 3.What did the fox do to be not eaten for dinner
by the wolf?
–Sly Fox
BACK
5
Answer the comprehension questions
based on the story heard.

23. 4.Why did the wolf not eat the fox?
–Sly Fox
BACK
5
Answer the comprehension questions
based on the story heard.

24. Answer the comprehension questions
based on the story heard.
5.What was at the bottom of the well that
looked delicious and good?
–Sly Fox
BACK NEXT
5

25. THE SLY FOX
“Don’t move! I’m going to eat you this minute.”
“I have to use my wits instead of my legs”
“I could have been a good dinner for you
last year. I was then very fat and plump. But I had
three babies then. Now I’m slim and not
delicious”.
5

26. THE SLY FOX
How did facial expressions affect in saying
these lines of the characters of the story you
listened to?
5

27. THE SLY FOX
What did you do to answer all the given
questions?
5

28. THE SLY FOX
GROUP 1
GROUP 2
GROUP 3
5

29. THE SLY FOX
Have a short role
playing about “The
Sly Fox”
BACK
5

30. THE SLY FOX
Deliver the lines of the fox
and wolf with appropriate
facial expressions
BACK
5

31. THE SLY FOX
Draw the scenes of the
story “The Sly Fox”
BACK NEXT

32. Choose the letter of the word group that best answers
the question or completes the sentence.
1. How does the story open?
a. It introduces the characters of the story.
b. It gives background information on the
characters
c. It tells where the story happened.
d. It started with dialogue between the two
characters.
ANSWER
5

33. Choose the letter of the word group that best
answers the question or completes the sentence.
1. How does the story open?
b. It gives background information on
the characters
NEXT
5

34. Choose the letter of the word group that best
answers the question or completes the sentence.
2. What characters does the story have?
a. Two animal characters.
b. Two human characters.
c. An animal and a human character.
d. A moon and two animal characters.
ANSWER
5

35. Choose the letter of the word group that best
answers the question or completes the sentence.
2. What characters does the story have?
a. Two animal characters.
NEXT
5

36. Choose the letter of the word group that best
answers the question or completes the sentence.
3. Which describes the setting of the story?
a. A bright day in the forest
b. A rainy afternoon in the forest
c. A dark night in the forest
d. A full moon night in the forest.
ANSWER
5

37. Choose the letter of the word group that best
answers the question or completes the sentence.
3. Which describes the setting of the story?
c. A dark night in the forest
NEXT
5

38. Choose the letter of the word group that best
answers the question or completes the sentence.
4. Why did the wolf not eat the fox?
a. The wolf would eat the baby foxes instead.
b. The fox offered him something good and fat.
c. The wolf took pity on the fox.
d. The fox was able to escape from the wolf.
ANSWER
5

39. Choose the letter of the word group that best
answers the question or completes the sentence.
4. Why did the wolf not eat the fox?
a. The wolf would eat the baby foxes instead.
b. The fox offered him something good and fat.
c. The wolf took pity on the fox.
d. The fox was able to escape from the wolf.
NEXT
5

40. Choose the letter of the word group that best
answers the question or completes the sentence.
5. What could have happened to the wolf?
a. He was able to get the piece of the meat at
the bottom of the well.
b. He had a delicious dinner at the bottom of
the well.
c. He and the fox became good friends.
d. He drowned in the well.
ANSWER
5

41. Choose the letter of the word group that best
answers the question or completes the sentence.
5. What could have happened to the wolf?
d. He drowned in the well.
NEXT
5

42. Use of appropriate facial expressions in
delivering the lines of the characters in the
story helps in making the story more
realistic, creative and emotional. The
listeners feel more excited to know what
will happen next and they become more
imaginative.
5

43. Noting details of a story means pointing
out the characters around which the story
revolves, the place and when it happened and
the series of actions that make the story itself.
5

44. V. Assignment
Make a comic strip of the story “The
Sly Fox”
5

45. ENGLISH 5 QUARTER 1
WEEK 1, DAY 2
INFERRING OF UNFAMILIAR COMPOUND
WORDS BASED ON CONTEXT CLUES,
SYNONYMS, AND ANTONYMS

46. Objectives5
• Inferring Meaning of Unfamiliar
Compound Words Based on Context
Clues, Synonyms and Antonyms.

47. 5

48. SPELLING5

49. Compound words are words that are combined together to
form new words and new meanings.
Context clues are the parts of sentence or paragraph
that comes before or after the unfamiliar words.
Synonyms are words with similar meanings while
antonyms are those words with opposite meanings.
5

50. Mark slung his backpack over his shoulder and
ran. The bus company had just introduced a new bus
route. Over the cliffs in the distance, Mark could see the
sea sparkling. With a smile, he paid for his ticket and sat
down. On the drivers lap there was a newspaper with a
bold headline reading ‘Burglar Caught’.
5

51. At the back of the bus, a commotion started up with
two teenage boys arguing. Over the bridge, the bus traveled
on until it pulled up at Mark’s stop. Below the deep water in
the canal, fish swam in the murky depths. Turning down a
side alley, Mark reached his front door and took out his key.
From the back lawn the dog was barking a welcome, and
Mark was very glad to be home at last.
5

52. 5 Read the following words:
A B C
Backpack Front Door Mother-in-law
Newspaper Back lawn Editor-in-chief

53. 5
Compound words are words that are
combined together to form new words and
new meanings.
Compound words can be written as one word.
It is called closed compound word.
Ex. Backpack, overpass, notebook

54. 5
Compound word can be written as two words. It is called
open compound word
Ex. Front door, boxing ring
Compound word can also be written with hyphen.
It is called hyphenated-compound word.
Ex. mother-in-law, hand-in-hand, attorney-at-law

55. 1. The sky was overcast, rain was expected because it was
cloudy afternoon.
What word in the sentence hint the meaning of the
unfamiliar word?
2. I have read the foreword of the book “Mother’s Wit”.
What word is synonymous to foreword?
( conclusion, introduction, content)
5
Read the sentences:
Answer the questions that follow.
ANSWER
ANSWER

56. 1. The sky was overcast, rain was expected
because it was cloudy afternoon.
CLOUDY AFTERNOON
5
Read the sentences:
Answer the questions that follow.
BACK

57. 2. I have read the foreword of the book
“Mother’s Wit”.
INTRODUCTION
5
Read the sentences:
Answer the questions that follow.
BACK NEXT

58. 3. His statement was an example of falsehood.
What word has opposite meaning with
falsehood?
( truth, lies, rumor)
5
Read the sentences:
Answer the questions that follow.
ANSWER

59. 3. His statement was an example of falsehood.
What word has opposite meaning with
falsehood?
5
Read the sentences:
Answer the questions that follow.
NEXT
TRUTH

60. Write the compound words that
mean the following:5
____bell by the door
____ache or pain at the back of the body
____cake fried on a pan
____room where classes are held
____cloth to cover

61. 5

62. Box the meaning of the compound
word through context clues.
1. I have read the headline of
the newspaper today, it is
front story written in bold
letters.
5

63. Box the meaning of the compound
word through context clues.
2. Mr. Mercado gives a
piece of advice to his son-
in-law. The husband of his
daughter wants to go
abroad.
5

64. Underline the synonym of the compound
word in the following sentences.
1. Parents provide backstop during Brigada Eskwela.
( assistance, food, ideas )
2. Two weeks later, Erianne was cleaning out the small
bag she carried with her everywhere when she found a
thin, black leather billfold.
( bag, jacket, wallet )
5

65. Encircle the antonym of the compound
word in each sentence:
1. The policemen broadcast the issue of illegal
logging.
( tell new, spread, hide )
2. Luisa wants to stay at the backside.
( bottom, front, left )
5

66. TEST YOUR SELF: Infer the meaning of the
compound word in each sentence. Encircle the
letter of the correct answer.
1. My mother and I cross at the overpass. The
underlined compound word is synonymous
to ____________.
a. Footbridge b. Hall way c. Road
5

67. TEST YOUR SELF: Infer the meaning of the
compound word in each sentence. Encircle the
letter of the correct answer.
2. The keywords must be in uppercase because it is
easier to emphasize if they are written in capital letters.
What words in the sentence hint the meaning of the
word uppercase?
A. capital letters B. keywords C. emphasize
5

68. TEST YOUR SELF: Infer the meaning of the
compound word in each sentence. Encircle the
letter of the correct answer.
3. Manny Pacquiao experienced being knocked-out in
his fights. ___________ has opposite meaning with the
word knocked-out.
A. cheated b. defeated c. revived
5

69. ASSIGNMENT
Using your own understanding of the words, define
the following words and compound words. Use the
compound words in meaningful sentences.
1. boxing-_____________________________________________
ring-_______________________________________________
boxing ring_________________________________________
Sentence:__________________________________________
5

70. ASSIGNMENT
Using your own understanding of the words,
define the following words and compound words.
Use the compound words in meaningful
sentences.
2. finger-____________________________________________
print-_______________________________________________
finger print _________________________________________
Sentence:__________________________________________
5

71. ENGLISH 5 QUARTER 1
WEEK 1, DAY 3
ASPECTS OF VERBS

72. Aspects of Verbs5

73. 5

74. post(after) + date= after the date
super(more than) + natural= more than
the natural
ex( former)+ president= former president
non(without) + sense = without sense
multi(many) + task = many task
Read and analyze the
following words.5
Postdate
Supernatural
Ex-president
Nonsense
Multi task

75. Color + less(without) = without color
Cheer + full (full of) = full of cheer
break + able (having the quality) =
having the quality to break
Adult + hood(state/condition of being)
= state of being adult
Read and analyze the
following words.5
Colorless
Cheerful
Breakable
adulthood

76. Read and analyze the
following words.5
The president continues
to motivate people to
take care of the
environment.
The teachers continue to
motivate people to take
care of the environment.

77. Read and analyze the
following words.5
He continued working
with the group his father
founded since 2002.
They will continue to
inspire of all ages.

78. The following sentences are written in past tense.
Rewrite them in present and future tense on the
lines below:
5
a.The rain fell on the green valley.
Present tense:________________
Future tense:________________

79. The following sentences are written in past tense.
Rewrite them in present and future tense on the
lines below:
5
b. Jane borrowed Richard’s eraser.
Present tense:__________________
Future tense:___________________

80. The following sentences are written in past tense.
Rewrite them in present and future tense on the
lines below:
5
c. The shark swam through the ocean.
Present tense:_________________
Future tense:__________________

81. Ex: Carlito, swim, beach, (present)
Carlito swims at the beach.
a. Angel, read, pocketbook, (future)
__________________________________________
5
Compose sentences using the given sets of words.
Refer to the word enclosed in the parentheses to know
the tense of the verb to be used in each item.

82. b.Pila, celebrate, Pailah Festival, last year (past)
____________________________________________
c. Farmers, plant, rice, ( present)
____________________________________________
5
Compose sentences using the given sets of words.
Refer to the word enclosed in the parentheses to know
the tense of the verb to be used in each item.

83. 5

84. 5
The class will be divided into 5 and play a
game called “E-Raffle” .Each group will be receiving
metacards to write their answer. As the raffle goes,
there are verbs to be flashed with corresponding
tense of verb. Each group will compose clear and
coherent sentences using the verb in the tense
asked. 2 minutes will be used to answer each item.

85. 1st word: play tense: future
2nd word: cook tense: past
3rd word: runtense: future
4th word: usetense: present
5th word: seetense: past
5

86. 5 REMEMBER!
PRESENT TENSE
If the action is being done in the present
time, the verb is in present tense.
PAST TENSE
If the action is done already in the past
time, the verb is in past tense.
FUTURE TENSE
If the action is to be done in future time ,
the verb is in future tense.
A
S V
P O E
E F R
C B
T S
S

87. ENGLISH 5 QUARTER 1
WEEK 1, DAY 4
PLANNING OF TWO TO THREE PARAGRAPH
COMPOSITION USING OUTLINE AND OTHER
GRAPHIC ORGANIZERS

88.  Planning a Two to Three
Paragraph Composition
Using an Outline/Other
Graphic Organizers
5

89. Think and Tell5
• Who is in the picture?
• What makes him so popular
around the world?
• What characteristic of a Filipino
does he signify?
• As a Filipino, how do you show
respect to others? To God?

90. 5
Fiilipino
as God-
loving
Person
believe
s in one
God
patterns
life the
way God
wants it
loves his
neighbors
prays not
only for
himself
Filipino
Fiilipino
as
respectful
person
shows due
respect to
parents,
elders and
people in
authority
using
"po" and
"opo"
kisses the
hands of
parents/gra
ndparents
calls older
brother
"Kuya",an
d sister
"Ate"

91. 5
Based on the Semantic web, who is a respectful
person and a God-loving person?
How do Filipinos show respect to others?
How do Filipinos show love to God?

92. 5
Using the details of the semantic web,
plan a two-paragraph composition.
magnificent
Fresh gardens
famous
magnificent

93. The outline contains a personality of a Filipino. Write a
two- paragraph composition using the following details.5
The Filipinos are humane and concern to his
fellowmen.
• A. Cares for himself and to his fellowmen
• B. Thoughtful, loving, understanding, helpful,
friendly and charitable
• C. Ready to give a helping hand when needed
• D. Ready to share laughter to cheer up those
are lonely

94. 5
The clustering graphic organizer
shows and separates the developed ideas
from other ideas.
The use of graphic organizers and
outlines provides the organization of ideas
easy to understand, making learning more
enjoyable.

95. ENGLISH 5 QUARTER 1
WEEK 1, DAY 5
FORMS AND CONVENTIONS OF FILM
AND MOVING PICTURES

96.  Forms and Conventions
of Films and Moving
Pictures
5

97. Think and Tell5
• Are you fond of watching films?
• What kind of film do you like?
• What things do you notice when the film
is already playing?

98. 5
Different forms and conventions
of the film
SETTING
CHARACTERIZATION
PERFORMANCE
PROPS, SETS, LOCATIONS
CAMERA WORK/BLOCKING
LIGHTING

99. 5
Different forms and conventions
of the film
1.Setting - can be used for a number of purposes
It might be used for:
a. Realism - (Time and place of setting is made known)
b. Atmosphere - (Reinforce desired mood)
E.g. Horror movies
c. Symbolism - (Can be conveyed through setting)
E.g. a storm can represent inner turmoil
BACK

100. 5
Different forms and conventions
of the film
2. Characterization – a narrative might use
a. Sympathetic characters- With whom the
audience strongly identifies with. They may share
qualities and values.
b. Unsympathetic Characters- Audience dislikes.
May increase sympathy to main character.
BACK

101. 5
Different forms and conventions
of the film
3. Performance - This will also affect the
way an audience responds. Elements of
performance include facial expressions,
body language and delivery of lines.
BACK

102. 5
Different forms and conventions
of the film
4. Props, Sets and Locations - can
influence our interpretation of
character as contribute to the
atmosphere of the film.
BACK

103. 5
Different forms and conventions
of the film
5. Camera Work/blocking - Frequent use of
close-ups can encourage the audience to
identify with a character.
Wide shots can emphasize the beauty of a scene
or give a sense of emptiness.
Different angles can make characters appear
powerful and threatening or weak and frightened.
BACK

104. 5
Different forms and conventions
of the film
6. Lighting - Soft and harsh lighting can manipulate a
viewer's attitude towards a setting or a character.
The way light is used can make objects, people and
environments look beautiful or ugly, soft or harsh, artificial or real.
Light may be used expressively or realistically.
Backlighting. A romantic heroine is often backlit to create
a halo effect on her hair.
BACK NEXT

105. 5

106. 5
Watch the short film to be played. Then,
answer the following items.
(“Stellar Moves: The Story of Pluto”)
1. The setting of the short film is ( realistic,
atmospheric, symbolic)
2. In characterization, box the sympathetic
and encircle the unsympathetic characters. (Pluto
and Stellar, Earth and other Planets)

107. 5
Watch the short film to be played. Then,
answer the following items.
3. Regarding the performance/ acting, what are the
facial expressions conveyed in the film?
4. What kind of props, sets, locations are used in the
short film.
5. Does the short film show proper blocking? Are all
the characters visible in each scene?

108. 5
Choose a scene from the short film.
Describe only one from the listed forms
and conventions of film.

109. 5 REMEMBER!
FORMS AND
CONVENTIONS OF
FILM
Setting Characterization
Acting/ Directions Blocking Lighting
Performance