ILAW lesson plan Grade 5 Term 1 Week 2 Free Download

This is the heart of the Week 2 English plan, and honestly, it’s one of the more enjoyable competencies to teach in the whole quarter — if you set it up right.

The competency in plain language

Grade 5 learners are expected to identify and explain how sound devices and figures of speech work in literary texts, primarily through poems, tongue twisters, and guided reading passages. That includes:

• Onomatopoeia — words that imitate sounds (buzz, crash, splash)
• Alliteration — repeated initial consonant sounds (Peter Piper picked…)
• Assonance — repeated vowel sounds within nearby words
• Consonance — repeated consonant sounds, not necessarily at the start of words
• Simile, metaphor, personification — figurative comparisons

Why this trips students up

Here’s something most lesson plan resources won’t tell you: the terminology is what kills momentum here, not the concept. A Grade 5 learner intuitively knows that “the wind whispered” sounds more interesting than “the wind blew,” but ask them to label it “personification” cold, and you’ll get blank stares.

The fix that actually works in practice: teach the sensation before the label. Read a poem aloud, ask “what did that line make you picture or hear?”, let them describe it in their own words, then introduce the term. Once they’ve already felt alliteration in their ear, the word “alliteration” is just a name for something they already noticed — not a new abstract concept to memorize.

Suggested session breakdown

A practical way to spread this across a five-day week:

1. Session 1 (Onomatopoeia): Start with sound-based read-alouds — comic strips work surprisingly well here since they’re visually loaded with onomatopoeia.
2. Session 2 (Alliteration & Assonance): Use tongue twisters as a warm-up game before formal instruction. Competitive tongue-twister rounds are an easy way to get reluctant readers participating.
3. Session 3 (Consonance): Pair with alliteration for contrast — have learners sort example phrases into the correct category.
4. Session 4 (Simile & Metaphor): Use concrete, local comparisons. “As busy as a jeepney terminal at 7 AM” lands better with Filipino learners than imported textbook examples.
5. Session 5 (Personification + Assessment): Have learners write three original sentences personifying everyday classroom objects, then run your formative check.