School MANDIH CENTRAL SCHOOL Grade Level FIVE

Teacher/ Learning
RICKY T. URSABIA ENGLISH
Presenter Area
GRADE 5 DAILY
Teaching
LESSON PLAN
Dates WEEK 2, DAY 2 Quarter FIRST
And Time

I. OBJECTIVES

 infer the meaning of unfamiliar compound

words based on given context clues
(Synonyms);
 appreciate experiences in life;
 write meaningful sentences using compound
words.
A. CONTENT STANDARD  Demonstrates understanding that printed
words are made up of interconnected letters
with separate sounds that are blended
together to form coherent pattern of sounds.
 Demonstrate understanding that words are
composed of different parts to know that
their meaning changes depending in context
B.PERFORMANCE  Uses knowledge of phonics (analytic and
STANDARDS synthetic) to effectively decode
gradeappropriate words
 Uses strategies to decode correctly the
meaning of words in isolation and in context
C. LEARNING Infer the meaning of unfamiliar compound words
COMPETENCY based on given context clues (Synonyms) ENG
5V-Ia-12 and 13
II. CONTENT
 Topic Inferring the meaning of unfamiliar compound
words based on given context clues
(Synonyms) ENG 5V-Ia-12 and 13
 Introduction In this lesson, the learners will develop their
vocabulary through learning meanings of
unfamiliar words based on given context clues. It
is one of the ways to improve learner’s
communication skills like listening, speaking,
reading and writing.
 References Joy in Learning English V, pp. 19-20, 28
 Materials Charts, pictures, laptop, TV
III. PROCEDURE DEVELOPMENTAL ACTIVITIES

Preliminaries (Mood Setting) A. Preparation

5 minutes 1. Prayer
2. Checking of Attendance
3. Setting of Standards
4. Spelling of Compound Words

A. ELICITATION Activity 1. GAME: Guess the Word Challenge

(Access Prior Knowledge of the The teacher will play a video to the class that
lesson) shows two pictures. The pupils have to guess the
compound word before the clock countdown ends.
(5 minutes) Activity 2. Drill: Have the pupils read the
following high frequency words using word cards
displayed on a pocket chart. Take note of the
words they have difficulty in reading.
1. cabin
2. valley
3. trail
4. water flood
5. steep

B. ENGAGEMENT Motivation
(Get the learners’ minds
focused on the topic) Ask: What is a dam?
(15 minutes) Do you know of water dams in
the Philippines? Where are they
located?
What happens when the water dams
overflow?
Today, let us read a story titled, “The Storm”. Let’s
find out what happen during and after the storm.

B. Unlocking of Difficulties
Directions: Find the meaning of the word in
Column A. Choose the meaning from Column B.
Write the letters on the space provided.

Column A Column B
____1. hilltop A. the water of a
flood
 ____2. halfway B. the topline of a
hill
____3. hillcrest C. the highest part
of a hill
____4. flash flood D. midway between
two points
____5. flood water E. a local flood of
short duration
F. a low area of
land between
hills or
mountain
Key Answer:
1. D
2. A
3. B
4. F
5. E

Presentation:
C. Raising of Motive Questions and Getting
Pupils’
Inferences
Do you know what is a storm?
How would you prepare for a storm?

{Write the motive questions on the board and get

pupils’ intelligent guesses.}
Recall of Standards in Reading
What are the standards in silent/oral reading?
D. Reading Proper
The Storm by:
D. A. Cagoco

Dolly stood at the door of the cottage.

She observed the black clouds that covered the
sky. This has been an awful vacation,”
She told Carmel.”We’ve been stuck in this cottage
for days because this heavy rain,” she added.
She turned on the radio for some weather updates.
The radio announcer said, “There is a chance of a
flash flood in the North Valley.” The water in the
nearby lake has reached the top of the dam.
The sky grew darker. Heavy rain
hammered against the windows and thunder
shook the cottage. The radio stopped in the
 middle of a song. The radio announcer came on
the air talking aloud and fast. “The dam has
broken. “ Everyone in the North Valley must
move to higher ground right away!”
Dolly and Carmel dashed towards the
trail behind their cottage. As they ran, Dolly looked
back. She saw a giant wall of water rushing down
the valley. It was knocking down everything in its
path. Whole trees were being carried away. They
were halfway up the tree when the water hit. They
held on as tightly as they could.
In short time, the floodwater began to
go down. Dolly and Carmel climbed down from the
tree. They made their way to the hillcrest. They
saw what the flood had done. The once beautiful
valley was full of mud. Most of the trees and
cottages were destroyed. They realized the
importance of being courageous.

E. Comprehension Check up
1. What is the title of the story?
2. Who is the author of the selection?
3. Why did Dolly say that it was an awful
vacation?
4. Why did Dolly and Carmel get out of the
cabin?
5. How did the two girls escape the floodwater?
6. What did they realize at the end of the
story?

F. Answering of Motive Questions and Checking of

Inferences
The teacher call volunteers to read and answer the
motive questions.

C. EXPLORATION Discussion:
(Provide learners with a
common experience) Directions: Pick out four (4) sentences from the
story that have underlined words.
1. There is a chance of a flash flood in the North
Valley.
(10 minutes) 2. They were halfway up the when the water hit.
3. In short time, the floodwater began to go
down
4. They made their way to the hillcrest.
 Ask: What kind of words are the underlined words?
Read the sentences carefully. Note the underlined
words taken from the story, “The Storm”.

1. The girls were halfway up the tree and when

the flood water hit it midway, they hold on as
tightly as they could.
2. Reaching the hillcrest, they saw the
destruction made by the busted dam including
the trees and plants on the other hilltop.

Which word in the first sentence means the same

as halfway? Which word in the second sentence is
synonymous to hillcrest?
In some cases, you can infer the meaning of an
unfamiliar word when you find another word which
means the same as that word or its synonym.
So, halfway and midway, and hillcrest and hilltop
are pairs of synonyms.

D. EXPLANATION
Guided Practice
(Teach the concept, and A. Direction: Box the meaning of the underlined
include the interaction compound word through context clues.
between teacher and
learners.) 1. I have read the headline of the newspaper t
today, it is a front story
written in bold letters.
2. Mr. Mercado gives a piece of advice to his
son- in law. The husband of his daughter who
wants to go abroad.
B. Direction: Encircle the meaning of the
compound word in each
sentence.
1. My mother and I will cross at the overpass.
a. footbridge b. hallway c. road
2. The keywords must be in the uppercase to
emphasize the title.
a. capital letters b. keyword c. small letters
3. Manny Pacquiao experienced a knocked-out
in his fight.
a. defeated b. win c. revived
E. ELABORATION E. Generalization:
(Learners apply the
information) Direction: Let the students answer the questions:
Compound words comes from ___________________
 words that are combined together to form a new
(10 minutes) word and a new meaning.

___________________ are words with similar

meanings. They can serve as context clues to the
meaning of unfamiliar words in the sentence.

Contextual clues hint the parts of a

sentence or paragraph that come before or after
the __________________________ .

F. Application:

Independent Practice

Directions: Identify from among the other words in

the sentence the synonym of each underlined word.
Write the answer on your paper.
1. You’ve got a new wristwatch which is similar
to my two-year old timepiece.
2. The clock hands and numeral are luminous
or light-emitting gadget.
3. Self-winding watches become popular in the
1920s so did automatic clocks.
4. Driving along the countryside where there is
much greenery and fresh air, I fell in love with
the rural area which I often visited.
5. The company manager became disheartened
when he saw how the low-spirited employees
did their jobs after the strike.

IV. EVALUATION
(How will you know the Directions: Give the meaning of each underlined
learners have learned the compound word. Encircle the letter of your correct
concept) answer.
1. A quick glance at your wristwatch helps you
(10 minutes) know the time.
a. timepiece c. watcher
b. body clock d. counter

2. One can conveniently work with light-

emitting gadget especially in the dark.
a. lightweight c. automatic
b. luminous d. gas- energized
3. I love the puckered texture of crepe paper
which is perfect for gift wrappings.
a. coupon bond c. wrinkle-free paper
b. cellophane d. crinkled, decorative paper

4. Kyle has always been hardworking, that is

why he submits his projects on time.
a. lazy c. punctual
b. unmindful d. industrious
5. The trip takes us three hours to reach the
plantation and we are now halfway the distance.
a. on the road c. almost there
b. partial or midway d. way head

Answer Key:
1. A
2. B
3. D
4. D
5. B

A. Reinforcement
Directions: Combine two or more words from the
list below to form compound nouns whose
meanings are given below. Write your answers on
the space provided. Then write meaningful
sentences using the combined words.

____________1. An airplane that can take off from

land and on water
____________2. The natural light of day
____________3. An ornament for the center of a
table
____________4. A desire for the well-being of others
____________5. Made so as to bear up under long
wear strain or use
Key Answer:
1. sea plane
2. sunlight
3. centerpiece
4. goodwill
5. heavy duty
V. EXTENSION
(Deepen conceptual B. Remediation
understanding through use Directions: Choose the word that the underlined
in new context) words are referring to. Encircle the letter of the
correct answer.
(5 minutes)
1. The _____ is the place where the children
learn.
a. playhouse
b. classroom
c. playground

2. We must eat our _____ which is our morning

meal.
a. breakfast
b. motorcycle
c. popcorn

3. I like to play a game with a basket and a ball

______ .
a. sack race
b. basketball
c. soccer

4. A _____ supports the national symbol.

a. flagpole
b. firewood
c. driftwood

5. A _________ is a book used by children in

school.
a. facebook
b. textbook
c. flaglet

Key Answer:
1. b. classroom
2. a. breakfast
3. b. basketball
4. a. flagpole
5. b. textbook

WRITER:
 ELAINE MARIE E. SANTANDER
Master Teacher II
Roxas SpEd Center
Roxas I District

QUALITY ASSURED BY:

ELAINE MARIE E. SANTANDER

Chairman/Master Teacher II
Roxas SPED Center
Roxas I District

LILITH S. JUMUAD, Ed. D PAULO O. DURAN

Co-chair/ Master Teacher I Co-chair/Teacher III
Minang Elementary School Nabilid Elementary School
Roxas I District Roxas I District

Approved:

DR. FE G. JEBONE

Education Program Supervisor - English

LAYOUT ARTIST:
MARIELLE DIVINE C. SAGARIO
Teacher I
Linay Central School