School: Gen.

Gregorio Del Pilar Grade Level: Grade 5

GRADE 5 Integrated School
Teacher: Junita G. Ramirez Subject: ENGLISH
Date: Quarter: Fourth Quarter

I. OBJECTIVES
A. Content Standards listens critically to different text types; expresses ideas logically in oral and wr
forms;
B. Performance Standards demonstrates interest in reading to meet various needs.
C. Learning Write paragraphs showing: cause and effect, comparison and contrast and prob
Competencies/Objectives solution relationships. EN5WC-IIb2.2.5
Write the LC code for
each
II. CONTENT Write paragraphs showing: cause and effect, comparison and contrast and prob
solution relationships.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from the Learning
Resource (LR) portal
B. Other Learning Visual Aids, Laptop, TV or Projector, Chalkboard, Chalk and Eraser
Resources
IV. PROCEDURES (Presentation of this DLP and executing each of the parts while the lesson is
ongoing, and learning transpires to the pupils)

(Refer to the rubrics for the assessment of the management of Learners’ behav
during the entire discussion – Undertaking classroom preliminary activities and
establishing classroom rules, and standards for the proper flow of discussion)
Classroom routine activities will be undertaken by the class and the teacher.
(Prayer, Checking of Attendance, Classroom Etiquette, Management of
Learning prior to discussion)
A. Reviewing the Preliminary Activities
previous lesson or Teacher’s Activity Pupil’s Activity
presenting the new 1. Prayers
lesson
“May I ask Rica to lead Rica will lead the prayer
the prayer.”
2. Greetings
“Magandang buhay” “Mabuting tao”
3. Checking of Attendance
“Class secretary, Who are “None, Ma’am”
the absentees for today?”

What the learners need to know

 identify the similarities and differences of two things;
 recognize the value of comparing and contrasting similar information u
Venn Diagram; and
  write a paragraph using compare and contrast.
Review
Teacher’s Activity Pupil’s Activity
“In our previous lesson, we have
learned about Compound words.”

“ And you already know that

Compound words are words that are
combined together to form new words
and new meanings”

“Let us have a simple activity entitled

Match Me”

(The teacher will call a pupil that will Direction: Match the column A and
read the direction of the activity) column B to form a compound word

Let’s try! Answer

1. Note notebook
2. Break breakfast
3. News newspaper
4. Head headline
5. Heart heartbreak

Very good, everyone! Now, Let

us move on to our new lesson.

B. Establishing a
purpose for the Teacher’s Activity Pupil’s Activity
lesson “Let’s have an activity. I will show a
picture of animals and describe their
personality and physical appearance.”

(shows a picture of a cat)

 “What animal is this?” “It is a cat”

“Can you tell me the physical “The cat is white in color”

appearance of the cat in the picture?” “It has gray eyes”
“Fluffy”

“Without looking the picture, can “Cat loves to sleep”

you tell me the behavior or Cat likes fish”
personality of a cat?” “Cat can lick herself clean”

“Very good!”

“Now I will show you another

picture”

(shows a picture of a dog)

“What animal is this?” “That is a dog”

“Can you tell me the appearance of “The dog is white in color”

the dog in the picture?” “The dog is fluffy”
“The dog has black eyes”

“What is the personality of “They like meat and bones”

dogs?” “They are very active and likes to
 play a lot”
“They need their owner to clean
them”

(shows both of the picture)

“What are the similarities of both “They are both fluffy, adorable and
animals?” white”

“How about their differences? “Dogs like to play a lot”

“Cat likes to sleep”

“If you were to choose, what “Dog, because they are so cute and
among these 2 animals would you like fluffy, they can also be trained”
to have as a pet? And why?”
“Cat, because they are lovely and
cute! I don’t need to bathe them.”

“Your ideas are great, everyone!

“What helps you in deciding “By looking into their similarities an

what pet to choose?” differences”

“Very good, by looking into their

similarities and differences, you were
able to easily make a decision”
C. Presenting
examples/instances of Teacher’s Activity Pupils Activity
the new lesson

“Do you know that when we

considered their similarities and
differences, we did some comparing
and contrasting?”

“Yes, that is exactly what we do

when we compare and contrast
things.”

“When you compare or make a

comparison, you identify what is the
same in the objects being compared.”

“Let’s go back to our first example,

the dog and cat, they are both
adorable, fluffy and white. We use the
word BOTH to show similarity.

“Other signal words used to show

“Other signal words used to sh
comparison are like, alike, have in
comparison are like, alike, hav
common, similar, similarly, too and
common, similar, similarly, too
same.”
same.”
“Again, what are the words we
use to show comparisons?”

“But then, when you contrast, you

identify what is different”

“Going back to our example,

dogs are active and likes to play while
cat loves to sleep.”

“The signal words used to show

their differences is the word ‘while’”

“Other signal words used to show

“Other signal words used to sh
differences are but, however, on the differences are but, however, on
other hand, although, contrary to, as other hand, although, contrary to
opposed, and instead.” opposed, and instead.”

“Again, what are the other signal

words we use to show differences?”

“To help you organize your

comparison and contrast ideas, let’s
use a Venn Diagram”

“Yes, ma’am”
“Are you familiar with the Venn
Diagram?”

“A Venn Diagram helps to visually

represent similarities and differences
of two things or concepts.”

“A Venn Diagram is a graphic

organizer which uses circles to show
the relationship among things.”

“The circle that overlap shows

commonality or similarities while the
circle that don’t overlap, are the
difference.”

“Later on, when we start learning

how to write paragraphs that show
comparison, and contrast, you will
start appreciating what a Venn
(the student will choose among th
Diagram can do.”
answers and will paste it on the b

“For now, let us use this to show provided by the teacher)

 comparison of a dog and cat.”

“In the middle of the two circles, is

where we’re going to write the
similarities of the dog and the cat on
each side of the circle, is where we’re
going to write their differences.”

“Let’s do it!”

(The teacher will show a Venn

diagram of dog and cat and the
student will paste the answer on the
board)

(once the exercise is done)

“The words ‘cute, fluffy and

white will go to the overlapping part
of the diagram.

“The words ‘likes to sleep and lick

themselves clean’ are the words
describing the cat and so it will be on
the side of the cat”

“The words ‘likes to play a lot’

will go to the side of the dog as well
as ‘need to be given a bath’”

“Well done, class! You’ve

answered all correct!”

D. Discussing new Teacher’s Activity Pupil’s Activity

concepts and “Let us try another example using
practicing new skills
#1. the Venn Diagram but this time get a (The student will get a pen and pape
pen and paper and you will do it on
your own.”

“I will post a paragraph, compare

and contrast by identifying their
similarities and differences. Use a
Venn Diagram to present your
answers. I will give you three minutes
to answer.”

Butterflies and bees have

something in common. Both belong to
the same kingdom called Arthropods.
They live all over the world. Their
wings are very different though
butterflies have brightly colored
wings and bees are transparent. Bees
live in a large group called colonies.
Butterflies do not. They often travel
by themselves. Butterflies and bees
are also similar because they are both
responsible for pollination. They feed
off of nectar and pollen from flowers.
Flowers co-evolved with this both
insects to create a symbolic
relationship. Let us protect them and
their habitat because they play
important role in our ecosystem.

“Now, let’s check your work.”

“Both belong to the same kingdom

“What are the common traits that
called arthropods.”
butterflies and bees have?”
“They both live all over the world.”
“Both responsible for pollenation.”
“Both feed off of nectar and pollen
“Very good!” flowers.”

“How about the differences? Let us “Their wings are brightly colored”
start with the butterflies.” “They often travel by themselves”
 “Very good!”

“Their wings are transparent”

“Bees live in a large group called
“How about the bees? How are they colony”
differ to butterflies?”

“That was nice, everyone!”

“Check your own paper and look

into our answers on the board.”

(student who got a perfect score rais

a hand)
“Who got a perfect score?”

(student who got a score of 7 raises

hand)
“Well done! Who got a score of 7?”
(student who got a 6 and below scor
raises a hand)

“Still a job well done. Who got a

score of 6 and below?”

“Fantastic everyone!”
E. Discussing new Teacher’s Activity Pupil’s Activity
concepts and “So when you are planning to
practicing new skills
#2 write a comparison and contrast
paragraphs, you have to write about
similarities and differences. You can’t
choose one, you have to do both.
Otherwise, it can’t be called a
comparison and contrast paragraph.”

“To write comparison and contrast

paragraph, you should remember the
following tips; first, choose at least
two subjects you want to describe.
They should be related in anyway. Do
not choose a subject that is completely
unrelated to each other because you
will have a difficulty in finding their
similarities.”

“Second, identify similarities and

differences, and organize them in a
Venn Diagram. This is where you are
going to apply what you have learned
a while ago.”

“Third, make a topic sentence

where you include the subjects you
are comparing and contrasting. So
that, your readers will know what you
are going to compare and contrast.”

“Fourth, follow your topic

sentence with supporting details
grouped together. For example, after
stating the topic sentence, you might
want to start by their differences, and
after that, the similarities follow or
you might want to say they’re the
same with each other first and then,
followed by their differences.”
 “Then, use transition or signal
words that show similarities and
differences such as like, alike, have in
common, similar, similarly, too, and
same. And for signal words that show
differences, use the signal words but,
however, while, on the other hand,
although, contrary to, as opposed, and
instead.”

“Lastly, sum up everything with a

concluding statement. It could be a
recommendation or a conclusion.”

F. Developing mastery
(Leads to Formative Teacher’s Activity Pupil’s Activity
Assessment 3) “ I have here an example of
similarities and differences presented
in a Venn Diagram. As you can see,
the topics are Iphone and Android
cellphone.”

“Now, let us make a paragraph using

the information in the Venn Diagram.
Let us start by stating the topic
sentence.”

“Iphone and android are alike in

few ways and different in many
others. Both are easy to use and have
tons of applications to use. They are
both AI assistant and improved
 battery life.”

“However, Android cellphone is

affordable and updates less frequently
while Iphone is expensive and has
more timely updates. On the other
hand, Iphone is more secure because
it has a closed system while Android
phones aren’t because it’s an open
system. We all know that Iphone only
has one manufacturer which is Apple
Inc. While Android phones have a lot
of manufacturer.”

“Though alike and different in

some other ways, what matters most
is that both helps us in our daily lives.
They helped us in school and in work,
as well as communicating with our
friends and families.”

G. Finding practical
applications of Teacher’s Activity Pupil’s Activity
concepts and skills in “Now, it’s your time to practice what
daily living
you have learned by writing your own
paragraphs. Remember the
comparison and contrast paragraphs
require for similarities and differences
of at least two subjects.”

“In order to effectively make one,

remember the six tips that I gave a
while ago.”

“What is it again? Can you read it

(students will read the materials on
for me?” the board)

Instruction:
 “Now, here’s your task. Your
topic is comparing and contrasting
mother and father. Use the Venn
Diagram in organizing your ideas.”

“Write your paragraph in a one

whole sheet of paper.”

“Once you are done, you may pass

your work here in front.”

H. Making Teacher’s Activity Pupil’s Activity

generalizations and To sum up our lesson for today I have
abstractions about here three questions:
the lesson
1. What is our lesson for today? “Compare and contrast”

2. What do you call the diagram that “A venn Diagram”

helps to visually represent similarities
and differences of two things or
concepts?

3. What are the 6 steps in you should

follow in writing comparison and 1. Choose at least two subjects
contras paragraph?
you want to describe.
2. Identify similarities and
differences, and organize them i
a Venn Diagram.
3. Make a topic sentence”
4. Follow your topic sentence
with supporting details grouped
together.
5. Transition or signal words th
 show similarities and difference
6. Sum up everything with a
concluding statement.

I. Evaluating learning Instruction:

“Now, here’s your another task. Select from the different topics and w
least two paragraphs showing comparison and contrast about the one you picke
Use the Venn Diagram in organizing your ideas.”

“The given topics are, a bicycle and a motorcycle, a plastic bag and a pa
bag, basketball and football and Tiktok or Facebook.”

“Write your paragraph in a one whole sheet of paper and I will show th
rubrics for scoring your work.”

“This time the outcome of the activity is a venn diagram and a paragrap

J. Additional activities for “Here’s your assignment for today.”

application or remediation
Instruction:

Write at least two paragraph and comparison on a Venn Diagram comparing

contrasting walking and running.

V. REMARKS
VI. REFLECTION
A. No. of learners who
 earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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 works?
F. What difficulties did I
encounter that 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?

Prepared by:
JUNITA G. RAMIREZ
Applicant