School Grade Level 5

Teacher ANNA MAE R. BORJA Learning Area ENGLISH

Time & Dates Quarter 3rd Quarter week
9 Day 5

I. OBJECTIVES
A. Content Demonstrates understanding of different formats to write for a variety of
Standards audiences and purposes
B. Performance Rewrite/revise texts using appropriate text types for a variety of
Standards audiences and purposes
Write a 3 -paragraph feature article. (EN5WC-IIIi2.2.7)
C. Learning
Observe politeness at all times (EN5A-IIIi-16)
Competencies/
At the end of 50 minutes, 100% of the learners are able to:
Objectives (Write
1. Remember the mechanics in writing a paragraph.
the code for each
2. Write a 3-paragraph feature article.
LC)
3. Appreciate politeness at all times.
II. CONTENT
Write a 3-paragraph Feature Article
A. Subject Matter
Integration: Science and Araling Panlipunan
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Joy in Learning English 5
Pages
2. Learner’s Joy in Learning English 5 p. 237
Material Pages
3. Textbook Pages
4. Additional
Materials from
LR Portal
Video clip https://news.nationalgeographic.com/2018/01/mayon-volcano-
philippines-eruption-spd/
B. Other Learning
https://www.youtube.com/watch?v=NQzGjGKdGvQ
Resources
metacards, pictures, cartolina

IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s

Declarative sentence
Interrogative sentence
Imperative sentence
Exclamatory sentence
A. Reviewing What are the kinds of
Declarative:
previous lesson or sentences according to use?
The boy plays basketball.
presenting the new
Interrogative:
lesson Give an example for each.
What is your name?
Imperative:
Please, cover your paper.
Exclamatory:
Ouch! It hurts.
Show a picture of a coconut fruit. We have a coconut tree at the back
of our house, teacher.
B. Establishing a
The coconut is round.
purpose for the
The coconut is delicious when mixed
lesson
with milk.

Ask the pupils if they have a

 coconut tree in their surroundings.
Let them describe the picture.

Let the pupils write the benefits

that we can get from the coconut
in a metacards provided by the
teacher. (Group Activity)

After the activity, each group will

present their sentences and read
in front of the class.
Today, we will learn on how to
write a 3 paragraph feature
C. Presenting
article.
examples/
An article that can be found in the
instances of the
What is a feature article? newspaper teacher.
new lesson
A feature article is the main story
in the magazine that focuses on a
special event, place or person in
great detail. There are many
types of feature articles, whether
they're creatively focused or
newsworthy, however, they
always have one thing in
common: human interest.
Before writing a feature article, let
us first discuss and remember the
mechanics of good writing.

General Rules for Good Writing

When considering how to
approach writing a feature article,
you need to remember that most
of the rules for good feature
writing also apply to other kinds of
written work. The axioms of good
writing stay the same, no matter
how you want to apply them.

1. Write in the active voice.

D. Discussing new This is important for all types of
concepts and writing, but it's particularly vital for
practicing new feature articles. In active writing,
skills #1 people 'do' things instead of
having things 'done' to them.
Keep to a minimum dull 'to be'
verbs that show little action,
instead using active verbs. For
tips on telling the difference
between active and passive
voice, check out the Purdue
Online Writing Lab tutorial.
2. Keep your paragraphs
short. In most cases, two or three
sentences per paragraph is
sufficient. Long paragraphs tend
to look intimidating to readers.
3. Use short sentences.
Generally, it's good to keep your
 sentences between fifteen and
twenty words in length. It's fine to
have an occasional long
sentence, but you want to make
your article as easy to read as
possible.
4. Avoid clichés. Writing that
lacks originality is unlikely to hold
the reader's attention for very
long.

Guided Practice
The teacher will show an apple to
the class. What can you say
about the apple?
The bananas are yellow in color.

The banana are sweet when ripe.

Teacher will flash a picture of an

apple. Then she will ask the
students to write a paragraph
about the apple, with the help of
the teacher she will facilitate the
students in writing, reminding
them with the mechanics in
writing a paragraph.

The teacher will explain how to

write a feature article.
The introduction, the body and
the conclusion must be in order.
It should be in order from simple
to complicated information about
the featured person, place, things
or events.
E. Discussing new
(Refer to LM page 237)
concepts and
practicing new
I. Introduction
skills #2
- A strong and interesting
statement
II. Body
- Details or facts about the
person, place, things or events
including their achievements
III. Conclusion
- A powerful statement
Independent Practice
The teacher will post on the board
pictures of Mt. Pinatubo and Mt.
F. Developing
Mayon and show to the class a
mastery
video on how these two
volcanoes erupted and affected
the lives of many people.
 1. Mt. Mayon
https://news.nationalgeographic.c
om/2018/01/mayon-volcano-
philippines-eruption-spd/

2. Mt. Pinatubo
https://www.youtube.com/watch?v
=NQzGjGKdGvQ

After watching the video, let the

pupils write a paragraph about the
video. They will only choose one
volcano.

Rubrics:
Indicators
Nearing to perfection, with clear
and significant ideas, good
organization of information
85 – meet all the 3 indicators
80 – meet only 2 indicators
75 – meet only 1 indicator
70 - No indicator met
How to write a feature article?
G. Making
What are things to remember
generalization and
when writing a paragraph?
abstractions about the
lesson
Based on the paragraph you have
H. Finding practical
made and after watching the
applications of
video, what did you feel about the
concepts and skills in
people who were victims of the
daily living
volcanic eruption?
Write a 3 - paragraph
feature article based on the
following situation.

On your way to school,

you saw a grade five pupil helping
G. Evaluating learning an old woman crossing the street.
There were bigger boys playing
nearby who did not care to help
her. Give your article an
interesting and an attention
arousing title.
(Refer Rubrics in separate sheet)
Write a 3-paragraph article
H. Additional activities
about your favorite pet and make
for application or
a title. Follow the correct format in
remediation
writing.
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners who
require additional
activities for
remediation

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.

D. No. of learners who

continue to require
remediation

E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use / discover
which I wish to
share with other
teachers?

(Note: Font : Arial 11; Margins: left-2.54 cm, right-1.27cm, top-1.27, bottom-1.27cm; single space)
RUBRICS IN FEATURE ARTICLE

CATEGORY 4 3 2 1

Title Grabs reader's Grabs the No special quality to No title

attention. Is creative reader's attention grab the reader's
and appropriate. attention.

Word Choice Writer uses vivid Writer uses vivid Writer uses words that Writer uses a limited vocabulary that does not
words and phrases words and communicate clearly, communicate strongly or capture the reader's interest.
that linger or draw phrases that linger but the writing lacks
pictures in the or draw pictures in variety, punch or flair.
reader's mind, and the reader's mind,
the choice and but occasionally
placement seems the words are
accurate, natural, and used inaccurately
not forced. or seem
overdone.

Lead The lead is inviting The lead states The lead is not inviting No lead or very weak lead.
and draws the reader the topic, and to the reader.
into the article. makes an attempt
to draw the reader
into the article.

Focused Topic There is one clear, Main idea is clear, Main idea is somewhat The main idea is not clear. There is a seemingly random
well-focused, defined but the supporting clear, or the writer tries collection of information.
topic. Main idea is information is to bring in too much off
supported with general. topic material.
detailed information.

Expert An expert is quoted in The expert is The expert adds off No expert quoted.
the article. The quoted. The topic information.
purpose is clear, and purpose is clear,
of interest, and adds but it does not add
credibility to the to the text.
article.

Text Features The writer used text The writer used The writer used text The writer used text features to emphasize angle of
features to text features to features to emphasize article. The writer does not include text features.
emphasize angle of emphasize angle angle of article. The
article. The writer of article. The writer includes text
included at least 4 writer included at features but they do
text features that least 2 -3 text not enhance the
enhance the reading features that reading of the article.
of the article. enhance the
reading of the
article.

Conclusion The writer draws an The writer draws a The writer rambles in There is no conclusion.
appropriate conclusion, but it the conclusion.
conclusion and writes is not satisfying.
it well.

Grammar & Spelling Writer made no errors Writer made 1-2 Writer made 3-4 errors Writer made more than 4 errors in grammar or spelling
in grammar or errors in grammar in grammar or spelling that distract the reader from the content.
spelling that distract or spelling that that distract the reader
the reader from the distract the reader from the content
content from the content.

Capitalization & Punctuation Writer made no errors Writer made 1 or Writer made a few Writer made several errors in capitalization that catch
in capitalization or 2 errors in errors in capitalization the reader's attention and greatly interrupt the flow.
punctuation, so the capitalization or and/or punctuation that
paper is exceptionally punctuation, but catch the reader's
easy to read. the paper is still attention and interrupt
easy to read. the flow.