English SSES, Grade 5, Quarter 4, Week 1

Lesson 1: Using adverbs

You will be able to use different types of adverbs (manner, place, time, degree, and frequency) to modify verbs, adjectives, and other adverbs. You will also learn to identify and use adverbs that function as adjectives and prepositional phrases as adverbs.

 

Adverbs are words that modify (describe or add more information to) verbs, adjectives, or other adverbs.

Examples: quickly, loudly, often, very, here, yesterday, etc.

 

Types of Adverbs:

There are different types of adverbs that show different aspects of the verb or adjective they modify. Here are the main types of adverbs:

1. Adverbs of Manner: describe how something is done or happens. Examples: slowly, carefully, happily, etc.

·       She danced gracefully across the stage.

·       The baby cried loudly in the restaurant.

·       He spoke softly to avoid waking up the baby.

2. Adverbs of Place: describe where something happens. Examples: here, there, inside, outside, etc.

·       We walked through the forest and saw a beautiful waterfall.

·       The book was on the shelf in the library.

·       The movie was playing upstairs in the theater.

3. Adverbs of Time: describe when something happens. Examples: yesterday, today, soon, now, etc.

·       He always wakes up at 6:00 am on weekdays.

·       I will finish my homework soon and then go to bed.

·       She was born on December 15th, 2005.

4. Adverbs of Degree: describe the intensity or extent of something. Examples: very, extremely, completely, etc.

·       The water in the pool was very cold.

·       The pizza was extremely hot and fresh.

·       The park was quite empty on a rainy day.

5. Adverbs of Frequency: describe how often something happens. Examples: always, never, rarely, etc.

·       I always brush my teeth before bed.

·       He rarely eats vegetables with his dinner.

·       They sometimes go to the movies on weekends.

 

Adverbs as Adjectives:

Some words can function as both adjectives and adverbs, depending on their position in the sentence. Provide some examples, such as "fast car" (adjective) and "drive fast" (adverb).

·       The fast car drove by quickly.

·       She ate a slow breakfast before work.

·       The happy child laughed happily.

 

Prepositional Phrases as Adverbs:

Prepositional phrases can also function as adverbs by modifying the verb or adjective. Example "She walked in the park" (prepositional phrase "in the park" modifies the verb "walked").

·       We went to the store after lunch.

·       He ran up the stairs to get the ball.

·       They played basketball in the park for hours.

 

Practice:

1. He sings _______ (adverb of manner).

2. They are playing _______ (adverb of place).

3. She will come _______ (adverb of time).

4. The water is _______ (adverb of degree) hot.

5. He _______ (adverb of frequency) goes to the gym.

✍🏻Written Work #1

Directions: Read the questions carefully. Write the letter of the correct answer.

1. What are adverbs?

   A. Words that modify nouns

   B. Words that modify verbs, adjectives, or other adverbs

   C. Words that join sentences together

2. Which of the following is an adverb of manner?

   A. Today

   B. Here

   C. Slowly

3. Which of the following is an adverb of time?

   A. Loudly

   B. Often

   C. Beautifully

4. Which of the following is an adverb of degree?

   A. Soon

   B. Very

   C. Outside

5. Which of the following is an example of an adverb that can also function as an adjective?

   A. Fast

   B. Quickly

   C. Happily

6. Which of the following is an example of an adverb of place?

   A. Soon

   B. Inside

   C. Completely

7. Which of the following is an example of a prepositional phrase that functions as an adverb?

   A. In the morning

   B. The big dog

   C. A fast runner

8. What is the function of an adverb?

   A. To modify nouns

   B. To modify verbs, adjectives, or other adverbs

   C. To connect sentences together

9. Which of the following is an example of an adverb of frequency?

   A. Loudly

   B. Always

   C. Inside

10. Which of the following is an adverb of time?

   A. Quickly

   B. Yesterday

   C. Extremely

🌟Performance Task #1

Task: Write a short story (at least 200 words) using different types of adverbs to describe the actions, characters, and setting. Be sure to use adverbs of manner, place, time, degree, and frequency, as well as adverbs that can function as adjectives and prepositional phrases as adverbs.

Scoring Rubric:

1. Content (4 points)

- The story includes at least 5 different types of adverbs.

- The adverbs are used correctly and appropriately to describe the actions, characters, and setting.

- The story is well-organized and has a clear beginning, middle, and end.

2. Vocabulary (2 points)

- The story includes a variety of descriptive words and phrases.

- The adverbs used are specific and vivid, rather than generic and overused.

3. Grammar and Mechanics (2 points)

- The story is free from major grammatical errors such as subject-verb agreement and tense consistency.

- The story is free from major spelling and punctuation errors.

4. Creativity and Originality (2 points)

- The story is unique and imaginative, with original characters and setting.

- The story shows evidence of creative use of adverbs, with some unexpected or surprising adverbs used.

MAPEH Grade 5, Quarter 4, Week 1

MUSIC

Aralin 1: Ang mga Antas ng Dynamics

     Ang dynamics ay isa sa mga sangkap o elemento ng musika na tumutukoy sa masining na paglakas at paghina ng awit o tugtugin. Ito ay isang pamamaraan ng pagpapahayag sa madamdaming pag-awit o pagtugtog sa pamamagitan ng mga simbolo. Ginagamit ang dynamics upang magkaroon ng damdamin ang isang awitin na pupukaw sa emosyon ng isang tagapakinig. Ito ang elemento ng musika na magpaparamdam ng saya, lungkot, o tagumpay sa damdamin ng isang tao.

     Ang wastong pagbasa at pagsunod sa mga antas ng dynamics ay makatutulong upang maipahayag ng mga mang-aawit at manunugtog ang wastong damdamin na nais ipahayag ng isang kompositor.

 

Antas ng Dynamics

     Ang mga salitang mahina at malakas ay karaniwang ginagamit upang ilarawan ang dynamics. Mayroon ding mga salita na ginagamit upang maipahayag ng wasto ang tamang antas ng lakas o hina ng isang tunog. Ang mga salitang may kaugnayan sa dynamics ay karaniwang nasusulat sa salitang Italyano.

Antas ng Dynamics	Simbolo	Kahulugan
piano	p	mahina
mezzo piano	mp	di-gaanong mahina
forte	f	malakas
mezzo forte	mf	di-gaanong malakas
crescendo	<	papalakas
decrescendo	>	papahina

     Ang mga simbolo ng antas ng dynamics ay inilalagay sa itaas na bahagi ng bawat system ng iskor ng awit. Kung saan nakatapat ang simbolo ng dynamincs ay iyon ang bahaging lalapatan nito.

Aralin 2: Ang Tempo

     Ang tempo ang elemento ng musika na tumutukoy sa bilis o bagal ng awit o tugtugin. Ang tempo rin gaya ng dynamics ay nakadaragdag sa epektibong pagpapahayag ng damdamin sa isang awitin.

Ang mga Uri ng Tempo

     Mayroong mga salitang naglalarawan ng iba’t-ibang tempo sa musika. Kadalasang ginagamit sa mga likhang awit ay mga salitang nasusulat sa wikang Italya. Ang mga salitang ito ay nagbibigay ideya sa mga manunugtog at mang-aawit kung gaano kabilis o kabagal dapat awitin o tugtugin ang isang kanta.

Uri ng Tempo	Kahulugan
Largo	Napakabagal
Andante	Mabagal
Moderato	Katamtaman lamang
Allegro	Mabilis
Vivace	Mas mabilis at mas masigla
Presto	Mabilis na mabilis
Ritardando	Papabagal na tempo (Dahan-dahang pagbagal)
Accelerando	Papabilis na tempo (Dahan-dahang pagbilis)

✍🏻Written Work #1

Isulat kung ang pangungusap ay TAMA o MALI.

1. Forte ang antas ng boses ng nanay na nagpapatulog ng sanggol.

2. Higit na mas mahina ang mezzo piano sa piano.

3. May kaugnayan ang dynamics sa damdaming ipinahahayag ng awitin o tugtugin.

4. Ang simbolo ng antas ng dynamics na piano ay p.

5. Ang mga awiting inaawit ng may papalakas na tinig ay crescendo ang antas.

6. Mezzo piano ang tawag sa antas ng dynamics na katamtaman ang lakas.

7. Magkatulad lamang ang lakas ng mezzo piano at mezzo forte.

8. Ang mga awiting lullaby ay inaawit ng malakas na malakas.

9. Masaya ang damdaming ipinahahayag na mga awiting mahihina ang dynamics.

10. Ang mga salitang ginagamit sa pagtukoy ng dynamics ay salitang Italyano.

 

✍🏻Written Work #2

Hanapin sa Hanay B ang kahulugan ng mga tempo sa Hanay A.

HANAY A

1. Vivace

2. Presto

3. Largo

4. Moderato

5. Andante

6. Allegro

7. Ritardando

8. Accelerando

9. Tempo

10. Damdamin ng mabibilis na tempo ng awitin

HANAY B

A. bilis o bagal ng awit

B. papabagal na tempo

C. papabilis na tempo

D. masaya/masigla

E. katamtaman lamang

F. mabilis

G. mabilis na mabilis

H. mas mabilis at mas masigla

I. mabagal

J. napakabagal

🌟Performance Task #1

Magbigay ng mga awitin o tugtugin na inaawit nang mahina at malakas. Isulat ang pamagat ng awitin sa tamang hanay.

Mahina	Malakas

 

🌟Performance Task #2

Ihanay ang mga awitin na nasa kahon kung ito ay nasa tempong mabagal o mabilis.

Leron-leron Sinta

Ugoy ng duyan

Ako ay may Lobo

Tong-tong-tong Pakitong-kitong

Santa Clara

Kung Ikaw ay Masaya

Sitsiritsit Alibangbang

Dandansoy

Wiyawi

Ili-Ili Tulog Anay

 

Mabagal	Mabilis
1.	7.
2.	8.
3.	9.
4.	10.
5.
6.

English Grade 5, Quarter 4, Week 1

 Lesson 1: Analyzing how visual and multimedia elements contribute to the meaning of a text

      Visual or multi-media elements can be defined as any type of graphic or sound added to communication or text. Authors include these elements in their writing – illustrations/drawings, images, charts, pictures, comics/cartoons, diagrams, and links to additional sites/information (video, audio, interactive images)

     When you are reading a story, visual elements that go with the story can do several things. Just like in the previous page, the readers better understand the words in the text and increase understanding by merely analyzing the illustrations. Some visual elements are included in the text to help the readers ‘see’ what they are reading.

What can you learn from the picture? Did you see the same details about each man? How about the purse?

Directions: Copy the table below on a separate sheet of paper and write your answers on it.

The Two Travelers and the Purse

by Aesop

Quote from the Text	What does the picture show about each man?	What does the picture show about the purse?
Two men were travelling in company along the road, when one of them picked up a well-filled purse.

      The author adds boots, cane, and hats to the two men to put emphasis on the word ‘traveler’ and lead the readers to think about how visuals relate to the meaning of a text. Moreover, the long road adds more detail to the situation of the travelers.

✍🏻Written Work #1

I. Read the following statements. Write True if the statement is correct, or False if it is not.

1. Visual elements could be illustrations, photographs, or diagrams.

2. When you are reading a story, illustrations have nothing to do with the text.

3. Multimedia elements help the readers use sight, sound, and other senses to experience what they are reading.

4. There are different elements that make text come alive and contribute to the reader’s understanding.

5. Illustrations are the only important things in reading.

II. Fill in the blanks with the correct word or phrase to complete each statement. Write your answers on a separate sheet of paper.

1. _________ any type of graphic or sound added to communication or text.

2. When you are reading a story, __________ that go with the story can do several things.

3. Sometimes the authors make use of __________to additional information/site, such as audio, video, or interactive images.

4. Some visual elements are included in the text to help the readers __________ what they are reading.

5. Readers better understand the words in the text and increase understanding by merely ____________the illustrations.

6-10. Write at least five examples of visual elements.

Performance Task #1

Read the story and answer the following questions.

Shadow of Pain

by: Fe DR. Paray

 

     Jessa’s heart was broken when she received the sad news late in the evening. Her best friend, Jo Anne, passed away due to COVID-19.

     “How come she died so soon when she was only 10 years old?” She cried while the wind howls in the night.

     Jessa’s heartbeat pumped too fast, and her mind hovered over the clouds while the thunder roared and threw lightning around. If only she could keep her pain and sadness inside her pocket.

     For her, life is not fair for taking her best friend away. How she wished Jo Anne was given enough years to live.

     After a couple of days, she saw stars in the clear night sky winking at her, telling her, “Everything is alright!”

     The night breeze smoothly touched her skin which made her think that she has to move on, but the pain is still there.

 

Questions:

1. What is the cause of Jessa’s sadness?

 A. She lost her favorite pet.

 B. She was sick.

 C. She received sad news about her best friend.

 D. She failed the test.

2. What is the cause of her best friend’s death?

 A. COVID-19 virus

 B. Dengue

 C. Heart Ailment

 D. fever

3. What is the effect of her friend’s death on Jessa?

 A. Jessa does not want to eat.

 B. Jessa’s heart bleeds and her soul floats above the clouds.

 C. She stays in her room for a week.

 D. No effect at all.

4. What made Jessa think that she has to move on?

 A. Stars winked at her, telling her “It’s alright”.

 B. Night breeze embraced her and made her move on from what happened.

 C. Both A & B are correct.

 D. Her mother told her to forget about it.

5. Write at least one effect of COVID-19 on your family.