School E.W.
DE VELA ELEMENTARY SCHOOL Grade Level 5 – ILANG-ILANG
Teacher MR. LORENZO L. VALOIS Learning Area ENGLISH
Teaching Dates July 14 – 18, 2025 (Week 5 – Day 1) Quarter 1
I. OBJECTIVES
A. Content Standard The learners demonstrate their expanding vocabulary knowledge as used in
formal and informal situations; growing knowledge of grammatical structures;
literal, inferential, and critical comprehension of literary and informational
texts; and developing skills in composing and creating text in order to
produce culture-appropriate texts based on their purpose, context, and target
audience.
B. Performance Standard The learners apply literal, inferential, and critical comprehension of literary
and informational texts and produce culture-appropriate texts: narrative and
expository texts (explanation, news report) based on their purpose, context
(national holidays), and target audience using simple, compound, and
complex sentences, and age-appropriate and gender-sensitive language.
C. Learning Competencies/ Comprehending Informational Texts
Objectives a) Identifying Text Types and Author’s Purpose
i) determine the important details of an explanatory text (EN5LR-I-
2)
ii) describe the characteristics of a text that aims to explain (excuse
letter) (EN5SW-I-5)
iii) Use glossary in understanding key terms and concepts (EN5SW-
II-1)
II. CONTENT
A. Content Subtopic 1: Explanatory Text
Subtopic 2: Glossary
B. Integration National Holidays
Values and Skills: Leadership, Service to Others, Patriotism, Unity, National
Pride
III. LEARNING RESOURCES
Explanation writing | Night Zookeeper - Fantastically fun learning. (n.d.).
https://www.nightzookeeper.com/resources/explanation-writing
Sze, D. A. (2014, December 23). My Christmas story. INQUIRER.net. https://opinion.inquirer.net/81152/my-christmas-
story
Teaching Without Frills. (2016, September 29). Informational Writing for Kids - Episode 8: Making a glossary [Video].
YouTube. https://www.youtube.com/watch?v=UMxNJiANqJU
IV. PROCEDURES
A. Activating Prior Knowledge
You will review the students’ knowledge on informational texts. Do the
Short Review following:
1. Ask students to recall different types of informational texts they have read
(e.g., travel brochures, information trivia, fact sheets, etc.).
2. You can group students with 5 members per group. You may prepare
sample fact sheets for your students to work on. Fact sheets could be
about local holidays, or local heritage spots in your town.
1. You may provide each group with a cartolina to jot down their answers to
the following questions: What is the main idea of the text?
2. List three key details from the text.
3. What is one new fact you learned from the text?
4. Why is this information important?
5. Facilitate a class discussion where groups share their main ideas, key
details, and new facts learned. This allows students to learn from each
other's findings.
B. Establishing Lesson Purpose
Divide the class into small groups.
Lesson Purpose: Give each group an example of an explanatory text (choose diverse
topics such as "How Volcanoes Erupt," "The Water Cycle," "How to Plant
a Seed," etc.).
Ask each group to read their text and discuss what it is explaining.
Have each group present their text to the class and explain what it is
about.
Discuss the following questions as a class:
What did you learn from the text?
Why do you think this information is important?
How can this information be useful in real life?
After the processing, you may ask your students this question, “Why is it
important to learn about explanatory texts?”
Ask students to share their thoughts and write down their answers. Some
prompts to guide them:
▪ To understand how things work.
▪ To follow instructions and do tasks correctly.
▪ To learn about the world around us.
▪ To explain things to others clearly.
Unlocking Content Vocabulary Have students guess the meaning of the word from the context:
1. Tidings
Sentence: "When the postman arrived with a letter, he brought tidings of
great joy, announcing that Grandma would be visiting us for the holidays."
Question: What does the word "tidings" most likely mean in this sentence?
a) Gifts b) News c) Groceries
d) Plans
2. Ancestral
Sentence: "During our trip to the province, we visited our ancestral home, a
grand old house that has been in our family for generations."
Question: What does the word "ancestral" most likely mean in this
sentence?
a) Modern b) Temporary c) Inherited
d) Abandoned
3. Laid-back
Sentence: "The beach resort had a laid-back atmosphere, with people
lounging in hammocks and children playing quietly in the sand."
Question: What does the word "laid-back" most likely mean in this
sentence?
a) Stressful b) Relaxed c) Noisy
d) Busy
4. Garish
Sentence: "She decorated her room with garish colors, using bright neon
pink and lime green that hurt your eyes to look at for too long."
Question: What does the word "garish" most likely mean in this sentence?
a) Subtle b) Muted
c) Bright and showy d) Dark and dull
5. Picturesque
Sentence: "The small village nestled in the mountains was so picturesque,
with its charming cottages, blooming gardens, and a clear stream running
through it."
Question: What does the word "picturesque" most likely mean in this
sentence?
a) Ugly b) Dirty
c) Beautiful and scenic d) Crowded
6. Indulgent
Sentence: "On his birthday, his parents were indulgent, letting him eat as
much ice cream as he wanted and staying up late to watch his favorite
movies."
Question: What does the word "indulgent" most likely mean in this
sentence?
a) Strict b) Generous
c) Careless d) Busy
C. Developing and Deepening Understanding
Present the text My Christmas Story by Daphne Ashley Sze.
SUB-TOPIC 1:
Explication Of the 21 Christmases I’ve spent in this ever-changing world, half the number
were spent overseas. And I can tell you this: There is absolutely no place in
the world that comes close to the Christmas spirit in the Philippines. Sure, in
the West they have a white Christmas, filled with jolly good tidings, family
gatherings in front of a roaring fire, and a ton of snow outside. They may have
the brightest decor, or the cheeriest carols, but they’re nowhere close to what
we have here.
Christmas is best spent with our loved ones, the people we care most about.
It’s about giving and sharing what we have, with no expectations in return.
Love, joy and peace—these are what Christmas promises, and there’s no
better way to enjoy them than at home.
Home to our family is our ancestral house in Guagua, Pampanga. We’d travel
two hours from Manila every year, whenever we don’t go abroad, to have a
family reunion. Well, it’s no longer a very rural place because progress has
taken its toll on this beautiful, peaceful municipality. Nonetheless, it is still a
laid-back, small town where everyone knows everyone else. The plaza,
located in the center of the municipality, screams progress from every angle.
There was only one rural bank there back then, but now there is a hall of big
local banks; on the once-empty space stand monuments and wishing
fountains. The area screams modernity, but the church with its brick exterior
neutralizes all things garish and new. The bell, which is 200 years old, sits
atop it, unfazed by the recent changes in its environment.
Laughing children run and play, their parents letting them freely wander while
keeping an eye on them. Vendors sell all types of delicacies and drinks after
every Simbang Gabi. Such is the picturesque scene I encounter whenever
I’m home for Christmas.
Apart from the festive atmosphere, our ancestral house packs its own
(familiar) surprises. The preparations, the holiday food, as well as the stories
and the company, make up much of our family memories. At the midnight on
Christmas Eve, my grandmother would always serve arroz caldo, along with
delicacies such as suman, puto bumbong and bibingka lined up on the table,
together with champorado. This is our typical noche buena—simple yet
indulgent. On Christmas morning, my grandmother would whip up her famous
tsokolate, a drink made of tablea dissolved in hot water and mixed with a
wooden whisk called batirol, with pinipig as an added treat. Sinangag and
tocino with atchara make up the rest of the breakfast menu, sometimes with
some chicharon on the side.Home is where the heart will always be, and
home to me is a place where everyone dear is around me, with food on the
table and stories to share. This is my Christmas story.
Present the following process question before reading the text:
Worked Example a. What does the author say is unique about the Christmas spirit in the
Philippines compared to other places?
b. Describe the setting of the author's ancestral home in Guagua, Pampanga,
during Christmas time.
c. What are some of the special foods mentioned that the author's family
enjoys during Christmas Eve and Christmas morning?
d. How does the author describe the changes in Guagua, Pampanga over the
years?
e. What feelings and values does the author associate with Christmas, and
how are they reflected in her family's traditions?
Directions: Answer the following questions based on the text "My Christmas
Lesson Activity Story."
1. How many Christmases has the author spent overseas?
a. 10
b. 11
c. 21
d. 5
Answer: _______
2. Where is the author's ancestral home located?
a. Malolos, Bulacan
b. San Fernando, Pampanga
c. Guagua, Pampanga
d. Manila
Answer: _______
3. Which tradition is part of their Christmas Eve celebration?
a. Watching fireworks
b. Singing carols in the street
c. Eating arroz caldo at midnight
d. Lighting lanterns at church
Answer: _______
4. What makes the church in Guagua stand out despite the progress
around it?
5. Why does the author believe that Christmas in the Philippines is
unique?
Discuss with your partner what you have learned about explanatory texts.
D. Making Generalization Explain how linking words and phrases help in writing clear and cohesive
explanations. Share an example of a topic you could write an explanatory text
about and explain how you would organize your steps using linking words.
V. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
Formative Assessment
Directions: Match the words with their meanings
V. REMAKS
VI. REFLECTION
Prepared by: Checked by: Noted by:
LORENZO L. VALOIS LEONIDA M. OLIVEROS CECILIA S. MARCELINO
Teacher I Master Teacher I Head Teacher II
