English Grade 5 Lessons

2. Quarter 1, Week 3
Identify the elements of the short story listened to
(LC)EN5LC-Ic-2.17.2
Retell the selection listened to in their own words
(OL)
Use formal and informal English when appropriate to
task and situation (OL)
EN5OL-Ic-3.9
Realize the value of one’s family (A)
Show willingness and positive attitude in listening (A)

3. My favorite Filipino painter is
_______________.
He has _________________.
He can _____________.
To me, the most beautiful thing on
Earth is ___________________.
It is the most beautiful thing for
me because ________________.

4. We should learn to appreciate the wonderful
things God has created for all of us. Thus, we have
to be thankful to Him at all times..
b. appreciate
a. Famous Have you been to the most
famous volcano in the
Philippines?
Mayon volcano is well-known for
having its perfect cone shape.

5. The lady was so confused of what to do first since
the directions given were not clear to her.
b. confused
a.
Cooperation Cooperation has something to
do with helping one another
to come up with the best
output.

6. a.
discourage
One should not feel discouraged
every time he fails because it is
only through dismay that we learn
the essence of success.

7. •Listen attentively.
•Pay attention to every detail of
the story listened to. Pick up and
note down the most important
details in the story.
•Avoid chit-chatting with a
seatmate.
•Answer the questions that the
teacher asks once listening activity
is over.

8. Once upon a time in the Philippines particularly in
Tacloban City, there was a famous painter who wanted to
paint the most beautiful picture on earth however, he
could hardly decide of which among the beautiful things
he could paint since there were a lot of them to choose
from.
By: Sonia Noquera- Cabalona
(Adapted from a Chinese Legend)
*Why could the painter hardly decide what most beautiful thing in the world
to paint?

9. One day, he saw the sunrise. He indeed
thought it was a wonderful sight to behold so
he decided to start painting it. Sundown came;
he found out that the sunset was deemed to
be more beautiful than the sunrise and he also
realized that every day people saw the sun rise
and set. He told himself that how in the world
would people appreciate his painting when
they saw the actual thing every day.
*What did he decide to paint on and how come he did not continue painting it?

10. The next day, the painter set
out in search for the most
beautiful thing on earth by
asking the people he met what
to them is the most beautiful
thing in the world.
*Why did the painter set out the next day?

11. First, the painter met the
newlyweds and asked them.
The newlyweds answered that
love was the most beautiful
thing to them. Then a soldier
who just came from a battle
told him it was peace; the
winning athletes said it was
cooperation; and then a priest
told him it was faith.
*Tell what the most beautiful things are according to the newlyweds, soldier, athletes and priest.

12. The painter got so tired, confused
and discouraged since the most
beautiful things the people told
him were too many different
things and he could not even
imagine painting them all on a
canvass. He realized that perhaps
the most beautiful thing on earth
cannot be possibly painted on.
With his confusion, devastation
and discouragement, he slowly
went back home.
*What did the painter realize about the most beautiful thing
on earth?

13. As he approached his house, he
saw the faith which the priest
mentioned, in his children who
ran to meet him.
Then, his wife came to embrace
him warmly. There, he saw and
felt the love that the newlyweds
praised so much. Night time came;
he then observed how each
member of the family worked as a
team.

14. They had set the table for supper
and washed the dishes when the
meal was over. With the
cooperation he saw in his family,
he became reminded of what the
athletes had said to him.
When everyone was asleep,
the painter felt the deep
peace that the soldier
claimed to be the most
beautiful thing on earth.

15. It was then that he finally
realized that the most beautiful
things are found in his family so
he decided to paint his very own
family as the most beautiful thing
on Earth.
*What did the painter decide to paint? Why did he choose to paint it?

16. The Most
Beautiful
Picture
Main
Character
Setting
Solution
Problem
Minor
Character

17. Group 1 .
Dramatize the story about “The Most Beautiful Picture.” One will act as the
Chinese Painter; others will act as the other characters in the story.

18. Group 2 .
Brainstorm and come up with a two- stanza
song about Family.

19. Group 3 .
In a role-play presentation present a situation
of an ideal Filipino family exhibiting love,
peace, faith and cooperation among the
family members.

20. Group 4.
Rap these lines which have some words taken from the
story:
(By: Teacher Son)
Love, love, love a gift from heaven above! (dub, dub, dub,
yo!)
Peace, peace, peace makes a wonderful place. (Gets, gets
gets, yo!)
Faith, faith, faith can move the highest peak. (yes, yes, yo!)
Cooperation can take away illusion! (on and on, go on!

21. Group 5.
Retell in your own words the story you have
listened to. Each member of the group will
have to retell a summary from the story. All
members of the group should be given the
chance to speak/retell.

22. Rehearse your
group presentation
tonight and be ready
tomorrow

23. Q1, Week 3
•Use formal and informal English when appropriate to task and
situation (OL)EN5OL-Ic-3.9
•Appreciate God’s wonderful creation around us (A) EN5A-Ic-16
•Express love and appreciation towards family members. (A)
EN5A-Ic-17
•Exercise and develop the character trait of cooperation (A)

25. Dramatization of the story “The Most Beautiful Picture”
Rubrics for Dramatization 1 2 3 4 5
Mastery of the story
Fluency of the Language
used
Creativity
&Resourcefulness
Cooperation
Discipline

26. 1. Who is the head character of the story?
2. When and where the story happened?
3. What was the first event that took place in
the story?
4. What happened when the painter search
for the most beautiful thing on earth?
5. Why did he decide to paint his family?

27. Singing of a song about Family
Rubrics for Singing of the song
presentation
1 2 3 4 5
Relevance to the topic
Creativity &Resourcefulness
Clarity of the message
Confidence among members
Discipline and Cooperation

28. 1. What is the importance of family to each
of us?
2. Why do we belong to a certain family?
3. What must we do in order to express our
love and appreciation to each family
member?

29. In a role-play presentation present a situation of an ideal
Filipino family exhibiting love, peace,
faith and cooperation among the family members.
Rubrics for Role-Play Presentation 1 2 3 4 5
Mastery of the lines
Fluency and Clarity
Resourcefulness and Creativity
Confidence among members
Discipline and Cooperation

30. 1. Why does a family need to love one
another?
2. How can you contribute peace to your
family?
3. Why is cooperation among members of
the family important?

31. Rapping Time
Rubrics for Rapping 1 2 3 4 5
Relevance to the topic
Creativity &Resourcefulness
Clarity of the message
Confidence among members
Discipline and Cooperation

32. What will be the result in the end when
all Filipino families exhibit love, peace,
faith and cooperation?

33. Story retelling of “The Most Beautiful Picture”
Rubrics for Story Retelling 1 2 3 4 5
How/Where the story began (Beginning
Setting)
Who are the main Characters
(Characters)
What is an important Problem in the
story (Problem)
What are the most important things that
happened in the story (Sequence of
major events)
How is the problem resolved and how
does the story end? (Resolution)

34. Write on your journal notebook what
can you reflect on the activity or lesson
that we had.

35. Q1, Week 3
Infer the meaning of unfamiliar words (affixed) based on
given context clues (synonyms, antonyms, word parts) and
other strategies (VD)EN5V-Ic-12 and 13
Summarize narrative text based on elements -Theme, -
Setting, -Characters
(Heroes and Villains), -Plot (beginning, middle and ending)
by making a story grammar/story structure (RC)
EN5RC-Ic-2.23
Read aloud grade level appropriate text (The Emperor’s
Seed) with an accuracy rate of 95-100% (OF) EN5F-Ic-1.6
Appreciate the virtue of honesty (A)

36. Read the sentences again with fluency and accuracy.
1. The king chooses his son to be his successor, the next emperor.
2. A person must do the righteous things for him to be able to
enter the kingdom of God.
3. The teacher instructed us to show our fingernails for inspection.
4. Sunrise is a beautiful sight to behold.
5. My teacher feels amazed when I got perfect in the test for the
third time for the first
quarter.
6. Jesus Christ will come again to judge the living and the dead.
7. It is only through failure when one is able to appreciate the
essence of success.
8. Mother has bought a variety of fruits for the fruit-salad making.

37. Infer the meaning/synonyms and antonyms
(antonym to the left arrow and synonym to the right
arrow) of words in the circle based on given context
clues in the above sentences. (Optional; Use your
dictionary)
The king chooses his son to be his successor, the next emperor.
successor
Pair
Activity

38. Kingdom
inspection
A person must do the righteous things for him to
be able to enter the kingdom of God.
The teacher instructed us to show our fingernails for
inspection.

39. behold
amazed
Sunrise is a beautiful sight to behold.
My teacher feels amazed when I got perfect in the test for the
third time for the first
quarter.

40. judge
failure
Jesus Christ will come again to judge the living and
the dead.
It is only through failure when one is able to appreciate the
essence of success.

41. variety
Mother has bought a variety of fruits for the fruit-
salad making

42. “Children, is anyone in here knows what an
emperor is? What does an emperor do? What do we
call a place where there is an emperor that rules? What
are the duties and responsibilities of an emperor?
We are going to read a story about a wise
emperor. In the story find out why he is called a wise
emperor.
a. Why did the emperor call all the young people
in the kingdom?
b. Who had been chosen to be the next
emperor?

43. Once there was an emperor in the Far East who was growing
old and knew that the time to choose his successor was
coming. Instead of choosing one of his assistants or one of
his children, he decided to do something different.
(English Expressways Reading 5,pp. 50-52)

44. He called all the young people in the kingdom together one
day. He said, “The time has come for me to step down and
choose the next emperor. I have decided to choose one of
you.” The kids were shocked! But the emperor continued, “I am
going to give each one of you a seed today. One seed. It is a
very special seed. I want you to go home, plant the seed, water
it and come back here one year from today with what you have
grown from this one seed. I will then judge the plants that you
bring to me, and the one I choose will be the next emperor of
the kingdom!”
(English Expressways Reading 5,pp. 50-52)

45. There was once a boy named Ling who was there that day and
he, like the others, received a seed. He went home and
excitedly told his mother the whole story. She helped him get a
pot and some planting soil, and he planted the seed and
watered it carefully. Every day he would water it and watch to
see if it had grown. After about three weeks, some of the other
youths began to talk about their seeds and the plants that
were beginning to grow. Ling kept going home and checking his
seed, but nothing ever grew. Three weeks, four weeks, five
weeks went by. Still nothing had grown.
(English Expressways Reading 5,pp. 50-52)

46. By now others were talking about their plants but Ling did not
have any plant, and he felt like a failure. Six months went by;
still nothing had grown in Ling’s pot. He just thought he had
killed his seed. Everyone else had trees and tall plants, but he
had nothing. Ling did not say anything to his friends, however.
He just kept waiting and hoping for his seed to grow.
(5)A year finally went by and all the youths of the kingdom
brought their plants to the emperor for inspection. Ling told his
mother he was not going to take an empty pot. But his mom
encouraged him to go, take his pot and just be honest about
the not growing of the seed. Ling felt very sick in his stomach,
but he knew his mom was right so he went and took the empty
pot to the palace.
(English Expressways Reading 5,pp. 50-52)

47. When Ling arrived, he was amazed at the variety of plants
grown by all the other youths. They were beautiful, in all
shapes and sizes. Ling put his empty pot on the floor and many
of the other kids laughed at him. A few felt sorry for him and
just said, “hey, nice try.”
(English Expressways Reading 5,pp. 50-52)

48. When the emperor arrived, he surveyed the room and greeted
the young people. Ling just tried to hide in the back. “My, what
great plants, trees, and flowers you have grown,” said the
emperor. “Today, one of you will be appointed the next
emperor!”
(English Expressways Reading 5,pp. 50-52)

49. All of a sudden, the emperor spotted Ling at the back of the
room with his empty pot. He ordered his guards to bring him to
the front. Ling was terrified. “The emperor knows I am a
failure! Maybe he will have me killed!”
(English Expressways Reading 5,pp. 50-52)

50. When Ling got to the front, the Emperor asked Ling for his
name. “My name is Ling,” he replied. All the kids were laughing
and making fun of him. The emperor asked everyone to quiet
down. He looked at Ling, and then announced to the crowd,
“Behold your new emperor! His name is Ling!” Ling could not
believe it. He could not even grow his seed. How could he be
the new emperor?
(English Expressways Reading 5,pp. 50-52)

51. Then the emperor said, “One year ago today, I gave everyone
here a seed. I told you to take the seed, plant it, water it, and
bring it back to me today. But I gave you all boiled seeds which
would not grow. All of you except Ling, have brought me trees
and plants and flowers. When you found out that the seed
would not grow, you substituted another seed for the one I
gave you. Ling was the only one with the courage and honesty
to bring me a pot with my seed in it. Therefore, he is the one
who will be the new emperor!”
(English Expressways Reading 5,pp. 50-52)

52. a. Why did the emperor call all the young
people in the kingdom?
b. Who had been chosen to be the next
emperor?
Comprehension Check:
1. Who was about to choose his successor?
2. Who did the emperor call to choose from?
3. Who was the boy in the story who could not
make his seed grow?
4. What had Ling’s seed become?
5. Why did the emperor choose Ling?
6. Do you agree with the choice of the
emperor? Why or why not?
7. If you were Ling, would you tell the truth
about your seed?

53. Go back to the story you have just read. Identify the word being
defined or described. Look for the word in the given number and write it
on your paper. (EER, page 53)
1. (Paragraph 1) a person who inherits
2. (Paragraph 6) a number of different types of things
3. (Paragraph 7) examined or looked at comprehensively
4. (Paragraph 7) selected or designated to fill an office or a position
5. (Paragraph 10) to put a person or thing in the place of another
6. (Paragraph 9) a large number of people gathered together
7. (Paragraph 6) filled with astonishment
8. (Paragraph 3) was given, presented with, or paid
9. (Paragraph 8) containing nothing; not filled or occupied
10. (Paragraph 4) lack of success; someone or something that did not
succeed

54. Cooperative/Differentiated Activities
Group the class into five (5), same as the previous
grouping. Each group will summarize the story
“The Emperor’s Seed” based on the following story
elements; Make a story grammar of the story “The
Emperor’s Seed” using the template below.
1. Theme
2. Setting
3. Characters (Heroes and Villains)
4. Plot (Beginning, Middle and Ending)

55. Theme Honesty
Characters
Plot
Beginning
Middle
Ending
Conclusion

56. Rubric for Scoring Story Elements 1 2 3
Complete, Detailed
Partial
Fragmentary
Inaccurate

57. Q1, Week 3
Compose clear and coherent
sentences using appropriate
grammatical structures
(Modals). EN5G-Ic-3.6

58. Read the following paragraph.
When you study, you should choose a quiet
place. You could study at home or in the library.
You might set a schedule, so you study at the same
time every day. Forming a study group with other
students may help you. You must learn effective study
strategies if you want to succeed in college.

59. a. What have you noticed on the
underline words?
b. Did you spotted any verb aside
from the main verb?
c. What are they?

60. These are the verbs in the paragraph.
MAIN VERBS MODALS/ AUXILIARY
VERBS
study should
choose could
set might
help may
learn must
succeed want to

61. A modal is a type of auxiliary (helping) verb that is used to express:
ability, possibility, permission or obligation. Modal phrases (or
semi-modals) are used to express the same things as modals, but
are a combination of auxiliary verbs and the preposition to. The
modals and semi-modals in English are:
can shall am/is/are/was/were going to
could should had better
might may have got to
must will ought to
would have to used to
be able to

62. 1. If the crew can serve my order in twenty
minutes, I will eat here more often.
2. You can stay in your sit while I get the
food for both of us.
3. I am going to call you tomorrow for
updates.
4. The marble fell into the hole and I could
not reach it.
5. Pupils should study well.

63. Read the following sentences and choose the correct modal to
complete the sentence.
1.The children (will, can, may) leave their bags for inspection before they
enter the gate.
2.(May, Can, Will) I borrow your writing pen?
3.(Will, Have, May) you be around for the ribbon cutting?
4.Ella (ought, used, able) to be my best friend when we were in Grade 4.
5.Mother and Father (are going to, is going to, am going to) fetch us in school
later this afternoon.
6.Sheila (ought to, able to, used to) know the truth about the lost treasure of
her parents.
7.“Had you told me you were coming, I (may, can, could) have waited for you in
an hour.”
8.Children (will, can, should) study well.
9.I (must, may, can) take the test and pass in it.
10.Father (should, shall, can) arrive at nine O’clock in the evening later.
Pair Exercise

64. Directions: As a group, read the dialogue and then choose the
correct answer by encircling the correct modal which will
complete the thought of the sentence.
Sam: Where (could, might, should, would) you go if you had
that money?
Donna: I do not know, I (could, might, should, would) choose to
spend a year in Davao- or perhaps I (could, might,
should, would) go to Manila.
Sam: How often do you buy lottery tickets?
Donna: Never… I guess if I want to win in the lottery, I (could,
might, should, would) try buying some
tickets.
Sam: That (could, might, should, would) help.
Group 1

65. Waitress: Hi, my name is Sandy. I (may, will, should, could) be your waitress
tonight.
What can I get for you?
Tony: I have not decided yet. Is there anything you (could, might, should,
would) recommend? Is there anything I (could, might, should, would) try?
Waitress: You (could, might, should, would) try the Grilled Tilapia or Sinigang
Milkfish. They are both delicious.
Tony: That sound wonderful, but that (could, might, should, would) be a little
too heavy for me. Actually, the shrimps sound good. Umm, (could, might, should,
would) I have barbecued shrimps?
Waitress: Sure (could, might, should, would) you like a salad with that?
Group 2

66. Directions: As a group, read the dialogue and then choose the
correct answer by encircling the correct modal which will
complete the thought of the sentence.
Jan: What (could, might, should, would) we look for in a candidate when we
vote in a presidential election?
Peter: I think citizens (could, might, should, would) vote for a President who
has the ability to improve the quality of life in the Philippines.
Jan: What (could, might, should, would) you do if you were President of the
Philippines?
Peter: I (could, might, should, would) focus on reducing environmental
pollution.
Jan: Every candidate always says he is going to do that, but it is really a
complicated problem- it’s not one which is easily solved. What makes you think
you (could, might, should, would) actually stop pollution?
Group 1

67. Directions: Compose/Write clear and
coherent sentences using the
appropriate modals below

68. Write at least 5 sentences about your
family.
Make sure that you are using different
kinds of modal verbs in composing your
sentences.

69. Q1, Week 3
•Write two to three- paragraph composition based on
the prepared outline. EN5WC-Ic-2.2.4
•Describe different forms and conventions of film and
moving pictures (lights, blocking, direction,
characterization, acting, dialog, setting or set –up),
EN5VC-Ic-5.1
•Show willingness and positive attitude in listening,
reading and writing (literary) texts.
EN5-Ic-16

70. Do you want to watch different animals?
Show a video about different
animals.
After viewing the movie excerpt, ask the following questions:
1. What animals were found in the video?
2. How can you show your love to animals?
3. What were the different forms and conventions of film shown in the
video?
This morning I will show you an outline of my vacation at my grandfathers farm.

71. My Summer Vacation in Grandfather’s farm
Theme: Summer is a good time for animals as
well as for farmers.
I. The fowls and other animals in the farm were
having the time of their lives.
A. The goats and the cows were grazing
contentedly.
B. The hens were busy scratching for worms.
C. The ducks were swimming about in the big
pond.
II. The farmers were enjoying an abundant
harvest of farm produce.
A. much rice was harvested from the rice field.
B. There was a huge turnout of eggs from the
chickens.
C. Thousands of ears of corn were also
harvested.

72.  Based on the outline presented can you write a
paragraph out of it?
The fowls and other animals in the farm were having the
time of their lives. The goats and the cows were grazing
contentedly. The hens were busy scratching for worms. The
ducks were swimming about in the big pond.
The farmers were enjoying an abundant harvest of farm
produce. Much rice was harvested from the rice field.
There was a huge turnout of eggs from the chickens. Thousands
of ears of corn were also harvested.
 How is the paragraph written? Where are the
details taken? How are the sentences
arranged? How are the details presented?

73. Below is an outline of the story, Albert the Seagull, by Heather J. Laudon (Macmillan,
1987). Its story is similar to that of The Ugly Duckling.Write a short paragraph
about each main topic of the story on a whole sheet of paper.
Albert the Seagull
I. The seagulls made fun of Albert because he had only one leg.
A. They called him Mono, meaning one.
B. They always invited him to a race though they knew Albert could not keep up
with them.
II. Albert tried to be good at something to win their respect.
A. He practiced hopping but still failed to catch up.
B. He tried flying until he became very skillful at it.
III. Albert surprised the other seagulls when they flew offshore.
A. He flew past Nico, the leader of the formation.
B. he did a full circle, a tumble, and a turn.
C. He flew and flew without getting tired.
IV. Finally, Albert was accepted by the flock.
A. The seagulls gathered around him.
B. No one called him Mono anymore.
C. Everyone looked at him admiringly.

74. Rubrics for Paragraph Writing Yes No
1. Is the title written in the middle?
2. Is the topic sentence written at the beginning of
every paragraph?
3. Are the supporting details clearly written to support
the main idea of each paragraph?
4. Do the sentences begin with a capital letter and end
with a period?
5. Are the words correctly spelled?
6. Has the format in writing an outline been followed?