English 5 Jul-Mar.

GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
School
Teacher
Teaching Dates and July 4-8, 2016
Time
Monday
Tuesday
Realize the important of being polite at all times.
Express tactfulness when communicating with others.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner...
The learner...
The learner...
The learner...
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
of various non-verbal
elements in orally
communicating information
elements in orally
elements in orally
elements in orally
of various linguistics nodes to
comprehend various texts
The learner...
The learner...
The learner...
The learner...
Evaluates effectively the

message constructed and
conveyed in various viewing
texts.

texts.

texts.

texts.
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
literary activities
Orally communicates
literary activities
Orally communicates
literary activities
Identify the elements of

literary texts

literary texts

literary texts

literary texts
EN5LC-ID-2.17.3
EN5LC-ID-2.17.3
EN5LC-ID-2.17.3
EN5LC-ID-2.17.3
Compose clear and coherent
Friday
Weekly Test
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
sentences using appropriate

grammatical structures:



EN5G-ID-3.6
EN5G-ID-3.6
EN5G-ID-3.6
EN5G-ID-3.6
Fact and opinion

Ideas and opinions after
reflection
Fact and opinion

Ideas and opinions after
reflection
Style of speaking or writing
Style of speaking or writing
English Expressways
Language pp.
English Expressways
Language pp.
PELC II 12
PELC II 12
Pocket Charts
Pocket Charts
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose for

the lesson
C. Presenting
examples/instances of the
new lesson
Charts
Pictures
Story
Audio video clip
Charts
Pictures
Story
Audio video clip
Game: Pick out a strip (rolled

with ribbon) with a statement
stating a fact or an opinion
inside a box. Those who
picked an opinion should go
to the left side; those who
picked a fact should go to the
right side. Pupils who did not
get it correctly should recite
a poem; render a song or a
dance number.
Distinguish fact from opinion.
Game: Pick out a strip (rolled

with ribbon) with a statement
stating a fact or an opinion
inside a box. Those who
picked an opinion should go
to the left side; those who
a poem; render a song or a
dance number.
Distinguish fact from opinion.
Shows different pictures in

the class (e.g. house Group
the class into two. Let the
first
class
identify
the
meaning of the word while
the other group must give
their own meaning about the
pictures.
Shows different pictures in

the class (e.g. house Group
the class into two. Let the
first
class
identify
the
meaning of the word while
the other group must give
their own meaning about the
pictures.
Distinguish
text-types
according
to
purpose-To
classify or describe
Distinguish
text-types
according
to
purpose-To
classify or describe
Ask: When you are watching

a debate how can you say
that the speaker is just giving
her/his opinion or her/his
statement is a fact?
What are the right things to
Ask: When you are watching

a debate how can you say
that the speaker is just giving
her/his opinion or her/his
statement is a fact?
What are the right things to
Today class we are going to

discuss
about
the
connotation and denotation
of the words in Science.
Based on the game that we
have we simply identify the
Today class we are going to

discuss
about
the
connotation and denotation
of the words in Science.
Based on the game that we
have we simply identify the
do if someone is giving his

opinion?
Do you think that giving a
fact should have documents
to proof? Why?
Why that it is important to
hear your opinion in a certain
issue?
Group the class into three.
Give them a checklist of
statement of fact and
opinion. Let them
answer it and compare their
works with the other
group.
do if someone is giving his

opinion?
Do you think that giving a
fact should have documents
to proof? Why?
Why that it is important to
hear your opinion in a certain
issue?
Group the class into three.
Give them a checklist of
statement of fact and
opinion. Let them
answer it and compare their
works with the other
group.
difference of the two. So for

more clarification let us have
the activity.
difference of the two. So for

more clarification let us have
the activity.
Divide the group into four.

Give them a manila paper
and pictures. Let them post
the pictures on it and make a
column for connotation and
denotation. Refer to LM Find
Out and Learn
Divide the group into four.

Give them a manila paper
and pictures. Let them post
the pictures on it and make a
column for connotation and
denotation. Refer to LM Find
Out and Learn
E. Discussing new concepts

and practicing new skills
#2
Let the pupils the activity in

the LM by shading the part of
the box before the number.
Let the pupils the activity in

the LM by shading the part of
the box before the number.
Let the pupils do the activity

in the LM.

in the LM.
F.
Shade the
if the sentence
states a fact and for the
sentence that states an
opinion cross it.
1. A forest is the best
place to
relax.
2. Christmas is the best time
of the year.
3. Forest protects our wildlife;
gives homes; food and water
to animals and birds.
4. it is easier to wrap a big
gift that a small one.
5. Malunggay leaves is good
for the health.
Shade the
if the sentence
states a fact and for the
sentence that states an
opinion cross it.
2. A forest is the best
place to
relax.
2. Christmas is the best time
of the year.
3. Forest protects our wildlife;
gives homes; food and water
to animals and birds.
4. it is easier to wrap a big
gift that a small one.
5. Malunggay leaves is good
for the health.
Refer to LM Try and Learn
Refer to LM Try and Learn
Cite examples of facts and

opinions.

opinions.

opinions.

opinions.
What are facts?

What are opinions?
What are facts?

What are opinions?
Denotation. The dictionary

meaning of a word. The
literal meaning of a word.
Connotation. The
emotional or cultural
meaning attached to a word.
Diction. Style of speaking or
Denotation. The dictionary

meaning of a word. The
literal meaning of a word.
Connotation. The
emotional or cultural
meaning attached to a word.
Diction. Style of speaking or
D. Discussing new concepts

#1
Developing mastery
(Leads to Formative Assessment

3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
Read the short selection and

the sentences that follow.
Draw a star in a blank if the
sentence is a fact and a
moon it is an opinion.
Read the short selection and

the sentences that follow.
Draw a star in a blank if the
sentence is a fact and a
moon it is an opinion.
He was a Teodoro F. Valencia

the
park
commissioner
himself. He was in charge of
Rizal Park and it was he who
managed to make the park
one of the most beautiful
parks of its kind in the world.
He wanted to make children
happy. That is why Rizal Park
has playground for children a
skating rink and palms.
Teenagers sit on the benches
or stroll around fountains and
along flowering hedges or
watch carp and goldfish swim
gaily in ponds. A planetarium
stands beside a library rich in
magazines and books for
young and old.
He was a Teodoro F. Valencia

the
park
commissioner
himself. He was in charge of
Rizal Park and it was he who
managed to make the park
one of the most beautiful
parks of its kind in the world.
He wanted to make children
happy. That is why Rizal Park
has
playground
for
children a skating rink and
palms. Teenagers sit on the
benches or stroll around
fountains and along flowering
hedges or watch carp and
goldfish swim gaily in ponds.
A planetarium stands beside
a library rich in magazines
and books for young and old.
_______1. Teodoro Valencia

was the park commissioner in
charge of Rizal Park.
_______2. Rizal Park is one of
the most beautiful parks of
its kind in the world.
_______3.
Families
enjoy
having picnics on the clean
thick grass.
_______4. In summer people
sleep outdoors in the park.
_______5. The sunset looks
prettiest in summer when the
sun paints the clouds in
gorgeous
colors.
_______1. Teodoro Valencia

was the park commissioner in
charge of Rizal Park.
_______2. Rizal Park is one of
the most beautiful parks of
its kind in the world.
_______3.
Families
enjoy
having picnics on the clean
thick grass.
_______4. In summer people
sleep outdoors in the park.
_______5. The sunset looks
prettiest in summer when the
sun paints the clouds in
gorgeous
colors.
writing as dependent upon

choice of words includes
language, figurative
language, and tone.
writing as dependent upon

choice of words includes
language, figurative
language, and tone.
Refer to LM Do and Learn
Refer to LM Do and Learn
J.
Additional activities for

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
No. of learners who require

additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
G.
Write
five
statements
describing the Filipinos under
the following headings.
Fact
Opinion
Write
five
statements
describing the Filipinos under
the following headings.
Fact
Opinion
Give the denotation of the

following words.
a.
b.
c.
Gorgeous
Neat
inquisitive
Give the denotation of the

following words.
d.
e.
f.
Gorgeous
Neat
inquisitive
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Tuesday
Analyze sounds devices
(onomatopoeia, alliteration, assonance )
The learner...
The learner...
Demonstrate understanding of the
various forms and conventions of print,
non-print and digital materials
Demonstrate understanding of various
non-verbal elements in orally
linguistics nodes to comprehend
various texts
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner...
The learner...
Demonstrate
understanding of the
various forms and
conventions of print,
non-print and digital
materials
Demonstrate
various forms and
materials
Demonstrate
various forms and
materials
Demonstrate
understanding of various
non-verbal elements in
orally communicating
information
Demonstrate
understanding of
various non-verbal
elements in orally
communicating
Demonstrate
understanding of
various non-verbal
elements in orally
communicating
Friday
Weekly Test
Demonstrate
linguistics nodes to
comprehend various
texts
II.
information
Demonstrate
understanding of
various linguistics
nodes to comprehend
various texts
Demonstrate
understanding of
various linguistics nodes
to comprehend various
texts
The learner...
The learner...
The learner...
The learner...
Evaluates effectively the message

constructed and conveyed in various
viewing texts.

message constructed
and conveyed in various
viewing texts.
Evaluates effectively
the message
constructed and
conveyed in various
viewing texts.
Evaluates effectively
the message
constructed and
conveyed in various
viewing texts.
Orally communicates
information, opinions
and ideas effectively
to different audiences
using a variety of
literary activities
Orally communicates
and ideas effectively to
different audiences
using a variety of
literary activities
Orally communicates information,

opinions and ideas effectively to
different audiences using a variety of
literary activities
C. Learning
Competencies/Objective
s
each
information
Orally communicates
and ideas effectively to
different audiences
using a variety of literary
activities
EN5G-Ie-8.3/8.4
Compose clear and coherent sentences
using appropriate grammatical
structures:
-conjunctions
EN5G-Ie-8.3/8.4
Compose clear and
coherent sentences
using appropriate
-conjunctions
EN5OL-Ie-3.9
Use formal and
informal English when
appropriate to task
and situation
EN5OL-Ie-3.9
Use formal and informal
English when
appropriate to task and
situation
EN5LC-Ie 2.11.1 / 2.11.2/ 2.11.3
EN5LC-Ie 2.11.1 /
2.11.2/ 2.11.3
EN5OL -Ie 3.9

Internet
EN5OL -Ie 3.9

Internet
Story,article
Books
Thesaurus
Story,article
chart, pictures ,activity

sheet ,meta cards
chart, pictures ,activity

sheet ,meta cards
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
from Learning
Resource (LR) portal
B. Other Learning
Resources
Books
Thesaurus
IV.
PROCEDURES
the new lesson
Look at the picture.
Look at the picture .

Try to analyse which of
them are using the
formal and informal
English based on the
situation portrayed .
Look at the picture . Try

to analyse which of
them are using the
formal and informal
English based on the
situation portrayed .
B. Establishing a purpose
for the lesson

(onomatopoeia, alliteration, assonance
)

(onomatopoeia,
alliteration, assonance )
Use formal and

informal English when
appropriate to task
and situation
Use formal and informal

English when
appropriate to task and
situation
C. Presenting
examples/instances of
the new lesson
What do you see in the picture?

Can you imitate the sounds of it?
What do you see in the

picture?
Can you imitate the
sounds of it?
Say: What can you

say about the picture?
Can you tell something
about this?
Based on their actions.
Which do you think
shows the formal and
informal
conversation ?
Say: What can you say

about the picture?
Can you tell something
about this?
Based on their actions.
Which do you think
shows the formal and
informal
conversation ?
D. Discussing new
concepts and practicing
new skills #1
Say: Today we discuss about the sound

devices using onomatopoeia,
alliteration, and assonance.
What is onomatopoeia?
Say: Today we discuss

about the sound devices
using onomatopoeia,
alliteration, and
assonance.
What is onomatopoeia?

about using formal and
informal English based
on their task and
situation.

about using formal and
informal English based
on their task and
situation.
Say: How do you

differentiate the formal
and informal English ?
Say: How do you

differentiate the formal
and informal English ?
Formal English - we
use it when writing
essays for school,
cover letters, to apply
for jobs or e mails and
letters at work.
Formal English - we
use it when writing
essays for school, cover
letters, to apply for jobs
or e mails and letters at
work.
Example: represent ,
Finally
Example: represent ,
Finally
Informal English
we use it with friends,
Informal English we
use it with friends,
Onomatopoeia is when a words

pronunciation imitates its sound.
What is alliteration ?
Onomatopoeia is when a
words pronunciation
imitates its sound.
Alliteration happens when words that

start
What is alliteration ?
with the same sound are used close

together in a
Alliteration happens
when words that start
phrase or sentence. The sound is

usually a consonant
with the same sound are

used close together in a
and the words dont have to always be

right next
phrase or sentence. The

sound is usually a
consonant
to one another. One of the fun features

of alliteration is
and the words dont

have to always be right
next
children and relatives.
children and relatives.
Example : stand for,

In the end
Example : stand for, In

the end
The teacher will give

more sample of formal
and informal English.
The teacher will give

more sample of formal
and informal English.
Refer to LM.
Say: What have you
noticed about the
samples of the formal
and informal English?
Which of the two do
you want to use ?
Refer to LM.
Say: What have you
noticed about the
samples of the formal
and informal English?
Which of the two do you
want to use ?
The teacher will

present new sample of
formal & informal
English.
The teacher will present

new sample of formal &
informal English.
when it becomes a tongue twister.

to one another. One of
the fun features of
alliteration is
What is assonance ?
Assonance takes place when two or
more words close to one another
repeat the same vowel sound but start
with different consonant sounds.
when it becomes a
tongue twister.
What is assonance ?
Assonance takes place
when two or more words
close to one another
repeat the same vowel
sound but start with
different consonant
sounds.
E. Discussing new
new skills #2
F.
Developing mastery
(Leads to Formative
Assessment 3)
The teacher will give more sample of sound

devices ( onomatopoeia , alliteration, assonance)
The teacher will present new sentences

to analyze the sounds devices. Arrange
it on the table below.
The sheep went, Baa.
2. Silence
your cellphone so that it does
The teacher will give more

sample of sound devices
( onomatopoeia , alliteration,
assonance)

new sentences to
analyze the sounds
devices. Arrange it on
the table below.
The sheep went, Baa.
applications of
concepts and skills in
daily living
not beep during the movie.

3. We light
fire on the mountain.
4. I feel
depressed and restless.
5. Dans dog
dove deep in the dam, drinking dirty
water as he dove.
2. Silence your
cellphone so that it does
not beep during the
movie.
3.
We light fire on the
mountain.
Group activity:
4. I feel depressed and

restless.
5.
Dans dog dove deep in
the dam, drinking dirty
water as he dove.
Group activity:
Analyzing the sound device used in the

sentence.
The large dog said, Bow-wow!
Both bees and buzzers buzz.
The birds chirp filled the empty night
air
Honesty is the best policy.
Let the cat out of the bag.
A stitch in time saves nine.
Alices aunt ate apples and acorns
around August.
Beckys beagle barked and bayed,
becoming bothersome for Billy.
Carrie's cat clawed her couch, creating
chaos.
Group 1: List down the sentences

sound devices ( onomatopoeia )
Group
sound
Group
sound
2: List down the sentences

devices ( alliteration )
3: List down the sentences
devices ( assonance )
Analyzing the sound

device used in the
sentence.
The large dog said,
Bow-wow!
Both bees and
buzzers buzz.
The birds chirp filled
the empty night air
Group Activity
Complete the table
below .
Group Activity
Complete the table
below .
Group 1: Abbreviation
Group 1: Abbreviation
Formal
English
Informal
English
Televisi
on
Honesty is the best
Formal
English
Informal
English
Televisi
on
Photo
Photo
Group 2: Letter of
Expression
Group 2: Letter of
Expression
policy.
Let the cat out of the
bag.
A stitch in time saves
nine.
Alices aunt ate apples
and acorns around
August.
Beckys beagle barked
and bayed, becoming
bothersome for Billy.
Carrie's cat clawed her
couch, creating chaos.
Formal
Englis
h
Truly
Yours,
Inform
al
Englis
h
Hi
Robert
Formal
Englis
h
Truly
Yours,
Inform
al
Englis
h
Hi
Robert
Group 1: List down the

sentences sound devices
( onomatopoeia )
the lesson
Differentiate the sound devices learned

today. ( onomatopoeia, alliteration,
assonance )
I.
Directions: Read and analyze the

sound devices used in the sentences
( onomatopoeia, alliteration,
assonance ).
Evaluating learning
The early bird catches the worm.

The squeaky wheel gets the grease.
Go and mow the lawn.

( alliteration )
( assonance )
Differentiate the sound
devices learned today. (
onomatopoeia,
alliteration, assonance )
Directions: Read and
analyze the sound
devices used in the
sentences
( onomatopoeia,
alliteration, assonance ).
The early bird catches
the worm.
The squeaky wheel gets
Johnny went here and there and
the grease.
everywhere.
Go and mow the lawn.
The engineer held the steering to

steer the vehicle
Johnny went here and

there and everywhere.
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
No. of learners who

earned 80% in the
Give more examples of the sound

devices.
The engineer held the

steering to steer the
vehicle
Give more examples of
the sound devices.
When do we use
formal English ?
informal English?
When do we use formal

English ? informal
English?
Directions: Arrange
the words in the table
below .
Directions: Arrange the

words in the table below
.
Completely
loaded
Smart
You can call me if you
need anything.
Rich
intelligent
I look forward to
having from you.
Please do not hesitate
to contact me.
Hope to hear from you
soon.
totally
Completely
loaded
Smart
You can call me if you
need anything.
Rich
intelligent
I look forward to
having from you.
Please do not hesitate
to contact me.
Hope to hear from you
soon.
totally
Formal
Formal
Informal
Informal

the formal and
informal English.

the formal and informal
English.
B.
C.
D.
evaluation
No. of learners who
require additional
activities for remediation
who scored below 80%
lesson
No. of learners who
continue to require
remediation
E.
strategies worked well?
Why did these work?
F.

encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Tuesday
Grade Level
Learning Areas
Quarter
Monday
Observe politeness at all times.
The learner...
Wednesday
Thursday
The learner...
The learner...
The learner...
Demonstrate understanding of
the various forms and
conventions of print, non-print
Demonstrate
various forms and
Demonstrate
various forms and
Demonstrate
various forms and
Friday
Weekly Test
and digital materials
Demonstrate
information
Demonstrate
information
Demonstrate
information
Demonstrate
Demonstrate
Demonstrate
The learner...
The learner...
The learner...
The learner...

constructed and conveyed in
various viewing texts.

conveyed in various
viewing texts.

conveyed in various
viewing texts.

conveyed in various
viewing texts.
Orally communicates
ideas effectively to
different audiences using a
variety of literary activities
Orally communicates
different audiences using
a variety of literary
activities
Orally communicates
activities
EN5LC-If-2.8.1/2.8.2/2.8.3
Infer the speakers tone, mood
and purpose
EN5LC-If2.8.1/2.8.2/2.8.3
Infer the speakers tone,
mood and purpose
EN5V-If-12 and 13
Infer the meaning of
unfamiliar words
( blended) based on given
context clues (synonyms,
antonyms, word parts) and
other strategies
EN5V-If-12 and 13
unfamiliar words
( blended) based on given
context clues (synonyms,
antonyms, word parts) and
other strategies
EN5LC If 2.B.1/ 2.B.2/ 2.B.3

EN5OL If 3.9
Enjoying Reading 5 pp. 2- 4
EN5LC If 2.B.1/ 2.B.2/

2.B.3
EN5OL If 3.9
Enjoying Reading 5 pp. 2- 4
Curriculum Guide EN5V If

12 and 13
Curriculum Guide EN5V If

12 and 13
various non-verbal elements in
orally communicating information
various linguistics nodes to

opinions and ideas effectively to
different audiences using a
variety of literary activities
C. Learning
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson
Do you feel the love and care of

you mother?
What are the instances that show
your mothers tender loving care?
Do you feel the love and

care of you mother?
What are the instances
that show your mothers
tender loving care?
Ask: Have you

encountered words such
as brunch, motel, smog
etc.
Who among you knows
the meaning of these
unfamiliar words?
Ask: Have you

encountered words such
as brunch, motel, smog
etc.
Who among you knows
the meaning of these
unfamiliar words?
for the lesson
Show tactfulness when

communicating with other.

communicating with other.

unfamiliar words (blended)
based on given context
clues, synonyms,
antonyms, word parts and
other strategies.

unfamiliar words (blended)
based on given context
clues, synonyms,
antonyms, word parts and
other strategies.
C. Presenting
the new lesson
Say: Class our lesson for today is

about inferring the speakers
tone, mood and purpose. When
we infer the speakers tone, mood
and purpose we are giving our
idea on what maybe the
feeling/intention of the speaker in
the poem.
It is giving the feeling/intention of
the speaker or writer in one
scenario
Say: Class our lesson for

today is about inferring the
speakers tone, mood and
purpose. When we infer the
purpose we are giving our
idea on what maybe the
feeling/intention of the
speaker in the poem.
It is giving the
feeling/intention of the
speaker or writer in one
scenario

today is about inferring
the meaning of unfamiliar
words (blended). We may
use context clues,
synonyms, antonyms word
parts and other strategies
to know the meaning of
these unfamiliar words
(blended).
Blended words are two
words joined together by
taking parts of both words
and combining the parts
into a new word.

today is about inferring
the meaning of unfamiliar
words (blended). We may
use context clues,
synonyms, antonyms word
parts and other strategies
to know the meaning of
(blended).
Blended words are two
words joined together by
taking parts of both words
and combining the parts
into a new word.
Synonyms are words with

the same meaning.
Synonyms are words with

the same meaning.
Antonyms are words with

opposite meaning.

opposite meaning.
Context clues are giving

the meaning from the
sentence itself
Context clues are giving

the meaning from the
sentence itself

#1
Unlocking of difficulties
A dagger is thrust into her heart.

The word thrust means
A dagger is thrust into her

heart. The word thrust
means
A.
To push
B. to play
C. to remain
If you feel secure when you are

with your parents, you are
A.
Afraid
C. angry
B. confident
When a mother caresses her

child, she _____him/her.
A.
Touches
B. scolds
C. Reprimand
Sheila hurt herself when she

touched the dagger. A dagger is
_______.
A. round and smooth object
B.An elongated and rough object
c.A pointed and sharp object
It is for the sake of a child, then, it
is for his/her own________.
A.Misery
look out
B. benefit
C.
B. To push
B. to
play
C. to
remain
If you feel secure when
you are with your parents,
you are
B. Afraid
confident
angry
B.
C.
When a mother caresses

her child, she _____him/her.
B. Touches
B.
scolds
C.
Reprimand
Sheila hurt herself when
she touched the dagger. A
dagger is _______.
A. round and smooth object
B.An elongated and rough
object
c.A pointed and sharp
object
It is for the sake of a child,
then, it is for his/her
own________.
Word parts by analyzing

the meaning of each word
being combined.
Word parts by analyzing

the meaning of each word
being combined.
Read the sentences

orally. Context Clues
Read the sentences

orally. Context Clues
I ate my brunch at the

canteen since I havent
eaten my breakfast and
lunch.
I ate my brunch at the

canteen since I havent
eaten my breakfast and
lunch.
Elsa sends mail through

her electronic computer
last night but Anna read
her email the next
morning.
Elsa sends mail through

her electronic computer
last night but Anna read
her email the next
morning.
What do you think is the

meaning of brunch?
Email?

meaning of brunch?
Email?
Say Class these are

example of blended words.
We can find the meaning
of these unfamiliar words
using context clues or we
can find the meaning of
words in the sentence.
Such as:
breakfast + lunch =
brunch
Say Class these are

example of blended words.
We can find the meaning
of these unfamiliar words
using context clues or we
words in the sentence.
Such as:
breakfast + lunch =
brunch
electronic + mail =
email
electronic + mail =
email
A.Misery
C. look out
C. Discussing new concepts

#2
Say: What do you think is the

speakers tone, mood or purpose
in the poem?
a. He/ She is happy.
b. He/ She is feeling
loved and cared
by his/her mother.
c. He/ She wants to
show her
appreciation to
his/her mother.
Say: Class this might be the
speakers tone, mood or purpose
in the poem?
Children, these are what we call
inferring the speakers tone,
mood or purpose.
B. benefit
Say: What do you think is

the speakers tone, mood
or purpose in the poem?
d. He/ She is
happy.
e. He/ She is
feeling
loved and
cared by
his/her
mother.
f. He/ She
wants to
show her
appreciatio
n to his/her
mother.
Say: Class this might be
the speakers tone, mood
or purpose in the poem?
Children, these are what
we call inferring the
speakers tone, mood or
purpose.

meaning of smassy?
Multiplex?
Say. Synonyms are
words with the same
meaning. Unfamiliar words
can be defined through
synonyms. Such as
Smassy = smart but
rude, Multiplex =
multiple complex.
opposite meaning.
Unfamiliar words be
defined through
antonyms. Such as
Smassy= unwise timid,
Multiplex = multiple
complex.

meaning of smassy?
Multiplex?
Say. Synonyms are
words with the same
meaning. Unfamiliar words
can be defined through
synonyms. Such as
Smassy = smart but
rude, Multiplex =
multiple complex.
opposite meaning.
Unfamiliar words be
defined through
antonyms. Such as
Smassy= unwise timid,
Multiplex = multiple
complex.
D. Developing mastery
Teacher will read again the poem

to the pupils. Then they will infer
the speakers tone, mood or
purpose.
Group I Stanzas 2 and 3
Group II Stanza 4
Group III Stanza 6
Group IV Stanza 8
Teacher will read again the

poem to the pupils. Then
they will infer the
purpose.
Group I Stanzas 2 and 3
Group II Stanza 4
Group III Stanza 6
Group IV Stanza 8
What do you is the

meaning of simulcast?
Smog?
Say: These are example
of blended words. We
through their word parts.
Such as Simulcast =
simultaneous broadcast,
smog = smoke and fog.
What do you is the

meaning of simulcast?
Smog?
Say: These are example
of blended words. We
through their word parts.
Such as Simulcast =
simultaneous broadcast,
smog = smoke and fog.
E. Finding practical
The teacher will read the

following sentences and the pupil
will infer the speakers tone,
mood or purpose.

following sentences and
the pupil will infer the
Group I Look for the

meaning of the
underlined words
through context clues.
Group I Look for the

meaning of the
underlined words
through context clues.

3)
Group I Mr. Ramirez had a

dialogue with the boys. During
the interview, he noticed that
Arthur answered his questions
politely.
Group II One of the applicants
was praised as worthy of
confidence by the mayor and was
given a recommendation.
purpose.
Group I Mr. Ramirez had a
dialogue with the boys.
During the interview, he
noticed that Arthur
answered his questions
politely.
Group II One of the
applicants was praised as
worthy of confidence by
the mayor and was given a
recommendation.
Report the answer through

singing.
Due to the smoke of
kaingin and the fog in the
mountain the farmers
cannot see clearly
because of the smog.

singing.
Due to the smoke of
kaingin and the fog in the
mountain the farmers
cannot see clearly
because of the smog.
a.Kaingin and forest
a.Kaingin and forest
b.Fog and Mountain
b.Fog and Mountain
c.Smoke and fog
c.Smoke and fog
Mang Juan used the hybrid

seedlings of squash that
gave him an enormous
and giant harvest; he was
able to sell his ginormous
products at high price.
Mang Juan used the hybrid

seedlings of squash that
gave him an enormous
and giant harvest; he was
able to sell his ginormous
products at high price.
a.Giant and enormous
a.Giant and enormous
b.Seedlings and products
b.Seedlings and products
c.Hybrid and squash
c.Hybrid and squash
Group II Arrange the

jumbled letter to get
the synonyms or
antonyms of the
following words.
poem.
INTERNATIONAL NETWORK
TENINERT
Group II Arrange the

jumbled letter to get
the synonyms or
antonyms of the
following words.
poem.
INTERNATIONAL NETWORK
TENINERT
PICTURE ELEMENT = EXLIP
PICTURE ELEMENT = EXLIP
Group III Look for the

word parts of the
following words inside
the treasure box.
Report the answer
through rap.
Cyborg = cybernetic +
organism
Group III Look for the

word parts of the
following words inside
the treasure box.
Report the answer
through rap.
Cyborg = cybernetic +
Bash = bang + smash
organism
Bash = bang + smash
F.
Making generalizations
the lesson
G. Evaluating learning
H. Additional activities for

application or
remediation
V.
VI.
A.
REMARKS
REFLECTION
No. of learners who
Mood is defined in poetry as the

feelings or emotions that are
evoked in the reader by the
poem. Conversely, tone
expresses the attitude the author
has towards the subject or topic
of the poem.
Inferring the speakers tone,
mood or purpose may be done
by determining the purpose of the
author in writing the poem or
selection. It may be done through
keen observation on the way the
speakers read the lines and
through analyzing of the words
used in the poem or selection.
Mood is defined in poetry

as the feelings or emotions
that are evoked in the
reader by the poem.
Conversely, tone
expresses the attitude the
author has towards the
subject or topic of the
poem.
Inferring the speakers
tone, mood or purpose
may be done by
determining the purpose of
the author in writing the
poem or selection. It may
be done through keen
observation on the way the
speakers read the lines
and through analyzing of
the words used in the
poem or selection.
(Game) Complete the

statement by filling in
the blanks with the
words that you will get
inside the balloons.
Unfamiliar words
(blended)may be infer
through
___________,___________,___
_______,and__________.
(Real balloons)
(Game) Complete the

statement by filling in
the blanks with the
words that you will get
inside the balloons.
Unfamiliar words
(blended)may be infer
through
___________,___________,___
_______,and__________.
(Real balloons)

paragraph. Pupils will analyze
what will be the speakers tone,
mood and purpose. Their
cheers energized him and
after few more seconds, he
was already on top. I did it! I
did it! he shouted politely.

paragraph. Pupils will
analyze what will be the
purpose. Their cheers
energized him and after
few more seconds, he
was already on top. I
did it! I did it! he
shouted politely.

the unfamiliar words.

the unfamiliar words.
1.Brunch
1.Brunch
2.Email
2.Email
3.Motel
3.Motel
4.Simulcast
4.Simulcast
5.Smog
5.Smog
Write another 5 unfamiliar

words (blended) in your
notebooks.
Write another 5 unfamiliar

words (blended) in your
notebooks.
Answer LM Page _______.
Answer LM Page _______.
earned 80% in the

evaluation
B.
C.
D.

below 80%
lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
help me solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and July 25 July 29, 2016
Time
Monday
Tuesday
Show tactfulness when communicating with others
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner...
The learner...
The learner...
The learner...
Friday
Weekly Test
C. Learning
each
II.
elements in orally
elements in orally
elements in orally
elements in orally
The learner...
The learner...
The learner...
The learner...

texts.

texts.

texts.

texts.
Orally communicates
literary activities
Orally communicates
literary activities
Orally communicates
literary activities
Orally communicates
literary activities
EN5LC-Ig-2.3
Distinguish reality from
fantasy
EN5LC-Ig-2.3
Distinguish reality from
fantasy
EN5V-Ig-12 and 13
unfamiliar words
( clipped) based on given
context clues
EN5V-Ig-12 and 13
unfamiliar words
( clipped) based on given
context clues
CG
CG
CG EN5V-Ig-12 and 13
CG EN5V-Ig-12 and 13
chart, pictures
chart, pictures
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
ENGLC-Ig-2.3,
ENGLC-Ig-2.3,
EN5OL-Ig-1.8
EN5OL-Ig-1.8
Enjoying Reading 4
Enjoying Reading 4
Pictures
Activity sheet
Crossword puzzle
Strips of cartolina
Pictures
Activity sheet
Crossword puzzle
Strips of cartolina
the new lesson
Ask: Do you love reading
Ask: Do you love reading
fairy tales? What fairy tales
fairy tales? What fairy tales
story do you know?
story do you know?

the lesson
Observe politeness at all

times
Appreciate fairy tale stories.
C. Presenting
new lesson

#1
Show the word Mathematics

If
I
removed
the
Mathematics.
Can you still recognize the
word?
There are times when we do
not want to say the whole
words, so we shorten them.
Show the word Mathematics

If
I
removed
the
Mathematics.
Can you still recognize the
word?
There are times when we do
not want to say the whole
words, so we shorten them.

times
Appreciate fairy tale stories.

unfamiliar words (clipped)
based on given context clues
(synonyms, antonyms, word
parts)
times

unfamiliar words (clipped)
(synonyms, antonyms, word
parts)
times
Say : Class look at the
Say : Class look at the
pictures, what is in the
pictures, what is in the
picture. This is a tooth fairy.
picture. This is a tooth fairy.
Class, our lesson for today is

all about the unfamiliar
clipped words
Class, our lesson for today is

all about the unfamiliar
clipped words
The story that we are going
The story that we are going
to read has something to do
to read has something to do
Clipped words are often

used to shorten word for their
convenience.

used to shorten word for their
convenience.
with our lesson for today, its
with our lesson for today, its
all about Reality and Fantasy.
all about Reality and Fantasy.
Reality tells about things that
Reality tells about things that
could happen in real life
could happen in real life
Fantasy Tells about
Fantasy Tells about
characters or events that
characters or events that
cannot really happen or it is a
cannot really happen or it is a
product of imagination only.

Unlocking of Difficulties
product of imagination only.

Unlocking of Difficulties
Choose the meaning of the
Notice the underlined shorten

words. Let the pupils guess
its original word
Notice the underlined shorten

words. Let the pupils guess
its original word
underlined words.
underlined words.
Their company spends a lot
of money on ads
Burger does not suit old
people
The tourist bus broke down
near Pangasinan.
The copter forces landed in
the disturbed areas to stem
the communal violence
There
are
bundles
of
currency
notes
inside
Their company spends a lot

of money on ads
Burger does not suit old
people
The tourist bus broke down
near Pangasinan.
The copter forces landed in
the disturbed areas to stem
the communal violence
There
are
bundles
of
currency
notes
inside
To move in quick
To move in quick
A broad smile
A broad smile
Whisper
Whisper
Bend of hang download
Bend of hang download
settle
settle

#2
1. I snuggled down in my
sleeping bag.
2. James hid his face in his
hands and drooped his head.
3. He muttered something
under his breath.
4. OK, he said with a grin.
5. The remaining petals
fluttered to the ground.
1. I snuggled down in my
sleeping bag.
2. James hid his face in his
hands and drooped his head.
3. He muttered something
under his breath.
4. OK, he said with a grin.
5. The remaining petals
fluttered to the ground.
the case.
Gas has
become
an
expensive fuel for low income
group families.
My
uncle
goes
to
the gym early morning.
Get me a kilo of mangoes.
This college has five labs.
the case.
Gas has
become
an
expensive fuel for low income
group families.
My
uncle
goes
to
the gym early morning.
Get me a kilo of mangoes.
This college has five labs.
Reading the story by the
teacher
teacher
What are the types of
Clipping?
Clipping?
pupils
pupils
Choose a pupil who will read
Choose a pupil who will read
the story for the third time
the story for the third time
1. Backclipping
1. Backclipping
(Apocopation) is the loss of
(Apocopation) is the loss of
one or more syllables at the
end of a word.
end of a word.
Examples:
Examples:
abs (abdominal muscle)
abs (abdominal muscle)
app (application)
app (application)
bi (bisexual)
bi (bisexual)
bra (brassiere)
bra (brassiere)
2.Foreclipping (Aphaeresi
2.Foreclipping (Aphaeresi
s) refers to the omission of
s) refers to the omission of
beginning of a word.
beginning of a word.
F.
Developing mastery
3)
Tooth Fairy
Tooth Fairy
Jenny snuggled under

for blanket with her eyes
wide open.
Jenny snuggled under

wide open.
Examples:
Examples:
phone (telephone)
phone (telephone)
sample (example)
sample (example)
coon (raccoon)
coon (raccoon)
3.Middle Clipping
3.Middle Clipping
(Syncope) retains the
(Syncope) retains the
middle part of a word, getting
middle part of a word, getting
rid of the beginning and
rid of the beginning and
ending parts.
ending parts.
Examples:
Examples:
flu (influenza)
flu (influenza)
tec (detective)
tec (detective)
4.Complex Clipping is the
4.Complex Clipping is the
shortening of a compound
shortening of a compound
word by preserving and
word by preserving and
combining its initial parts (or
combining its initial parts (or
first syllables).
first syllables).
Examples:
Examples:
sci-fi (science fction)
sci-fi (science fction)
midcult (middlebrow culture)
midcult (middlebrow culture)
sitcom (situation comedy)
sitcom (situation comedy)
forex
forex
(foreign exchange)
(foreign exchange)
Group the pupils into four.

Give each group a picture.
Using the picture, give its
original word, clipped word,
and meaning and use it in a
sentence. Be able to present
Group the pupils into four.

Give each group a picture.
Using the picture, give its
original word, clipped word,
and meaning and use it in a
sentence. Be able to present
I will stay awake.

Oh, I want to see the fairy,
she muttered sleepily.
I will stay awake.

Oh, I want to see the fairy,
she muttered sleepily.
That
afternoon
in
school, her milk tooth had
wiggled and turned for the
last time. It fell on a page of
the book that Jenny was
reading. Now she had a
space just as most of her
schoolmates had, right in the
middle of her beautiful grin.
That
afternoon
in
last time. It fell on a page of
the book that Jenny was
reading. Now she had a
space just as most of her
schoolmates had, right in the
middle of her beautiful grin.
Before going to bed

that night, Jenny put the
tooth under her pillow to see
whether a fairy would take it
away and leaved a surprise in
its place. She wanted to stay
awake,
but
her
eyelids
drooped and closed.
Before going to bed

that night, Jenny put the
tooth under her pillow to see
whether a fairy would take it
away and leaved a surprise in
its place. She wanted to stay
awake,
but
her
eyelids
drooped and closed.
The room was still

quiet. Then, a tinkle, like the
sound of a music box, filled
the air. Out of the darkness,
the shiniest little fairy any
could imagine, floated into
the room. She knelt down
beside Jennys pillow and
found the hidden tooth.
The room was still

quiet. Then, a tinkle, like the
sound of a music box, filled
the air. Out of the darkness,
the shiniest little fairy any
could imagine, floated into
the room. She knelt down
beside Jennys pillow and
found the hidden tooth.
The fairy dropped the

tooth into a golden purse and
whispered, Now I have
another pearl for my queens
necklace. Thanks to you
Jenny. Out of gratitude, I will
leave you this coin. It will be
your reward and will bring
you luck, Jenny. The music
began again, and the fairy
fluttered away.
The fairy dropped the

necklace. Thanks to you
Jenny. Out of gratitude, I will
leave you this coin. It will be
your reward and will bring
you luck, Jenny. The music
began again, and the fairy
fluttered away.
Wake up, Child,

Jennys mother bent over her.
Wake up, Child,

Jennys mother bent over her.
it to the class.
it to the class.
Before she opened

her eyes, Jenny reached
under the pillow. She was
surprised when she felt
something there. When she
saw the coin, she sat up
smiling.
Before she opened

surprised when she felt
something there. When she
saw the coin, she sat up
smiling.
Mother, she cried,

did the fairy come or was I
dreaming?
Mother, she cried,

did the fairy come or was I
dreaming?
Mother smiled and

said, You want to believe
that she came, dont you? So
why dont we just make
believe that she did?
Mother smiled and

said, You want to believe
that she came, dont you? So
why dont we just make
believe that she did?
With that
Jenny just smiled.
With that
Jenny just smiled.
thought,
thought,
But
I
saw
her,
Mother. I just dont know how.
I wish I didnt fall asleep,
she said winking at Mother.
Oh, well, I still have baby
teeth anyway!
But
I
saw
her,
Mother. I just dont know how.
she said winking at Mother.
Oh, well, I still have baby
teeth anyway!
Ask the following questions:
Ask the following questions:
What happened to Jennys

tooth?
Why did she want to stay
awake that night?
From out of the darkness,
who floated into her room?
Why did the fairy take Jennys
tooth?
If you lose a tooth, will you
keep it under your pillow?
Why or why not?
If you were in Jennys place
and you found the coin under
your pillow, what would you
do with it?
What happened to Jennys

tooth?
Why did she want to stay
awake that night?
From out of the darkness,
who floated into her room?
Why did the fairy take Jennys
tooth?
If you lose a tooth, will you
keep it under your pillow?
Why or why not?
If you were in Jennys place
and you found the coin under
your pillow, what would you
do with it?
the lesson
Do you believe that there is a

tooth fairy? Why do you think
so?
1.Pantomiming
Do you believe that there is a

tooth fairy? Why do you think
so?
1.Pantomiming
a. Tell you pupils to think of
a. Tell you pupils to think of
their fantasy dream.
their fantasy dream.
b.Let them pantomime it
b.Let them pantomime it
while their classmates will
while their classmates will
guess what it is. Ask them
guess what it is. Ask them
again to think their ambition.
again to think their ambition.
Let them act it out again and
Let them act it out again and
class will guess it.
class will guess it.
c.Ask them also how they will
c.Ask them also how they will
achieve their ambition
achieve their ambition
2,Raise R card if the event or
2,Raise R card if the event or
action is Reality and raise
action is Reality and raise
letter F if the action is
letter F if the action is
Fantasy.
Fantasy.
Blankets should be cleaned
Blankets should be cleaned
after use.
after use.
Through the Internet, people
Through the Internet, people
can play games with each
can play games with each
other. They can do much
other. They can do much
more.
more.
When the man hit the pot,
When the man hit the pot,
diamond came out.
diamond came out.
A woodcutter cuts wood in
A woodcutter cuts wood in
the forest.
the forest.
Computers can cook our
Computers can cook our
food.
Tell whether its a fantasy pr
reality.
food.
Tell whether its a fantasy pr
reality.
1. The swan wears a crown.
1. The swan wears a crown.
2. The young girl is selling
2. The young girl is selling
flowers at the church.
flowers at the church.
Read the meaning of each

clipped words and give its
original word. Write your
answer on the space
provided for.
Read the meaning of each

clipped words and give its
original word. Write your
answer on the space
provided for.
__________1. decaf = to
remove the caffeine from
coffee
__________2. prom = a formal
dance held for a school class
toward the end of the
academic year
__________ 3. croc = a large
aggressive aquatic reptile
with massive jaws and a
body covered with bony
plates
__________ 4. mike = a device
for converting sound waves
into electrical energy pop
(music or art ) new and of
general appeal, especially
among young people
__________5. prom = a formal
academic year
__________1. decaf = to
remove the caffeine from
coffee
__________2. prom = a formal
academic year
__________ 3. croc = a large
aggressive aquatic reptile
with massive jaws and a
body covered with bony
plates
__________ 4. mike = a device
for converting sound waves
into electrical energy pop
(music or art ) new and of
general appeal, especially
among young people
__________5. prom = a formal
academic year
What do you mean by clipped

words?
What do you mean by clipped

words?

used in their shorten word for
their convenience.

used in their shorten word for
their convenience.
I.
Evaluating learning
3. The volcano is erupting.
3. The volcano is erupting.
4. The girls dead
4. The girls dead
grandmother comes to fetch
grandmother comes to fetch
her with a smile
her with a smile
5. The teacher is telling a
5. The teacher is telling a
story.
story.
6. The witch stopped at the
6. The witch stopped at the
store
store
7. Antonio lives in the clouds
7. Antonio lives in the clouds
8. The park is full of children.
8. The park is full of children.
9. The farmer talked to the
9. The farmer talked to the
priest.
priest.
10. The genie granted
10. The genie granted
Antonios wish.
Antonios wish.
Children, kindly differentiate
Children, kindly differentiate
reality from Fantasy.
reality from Fantasy.
Reality refers to situations
Reality refers to situations
that may happen in real life.
that may happen in real life.
Fantasy refers to situations
Fantasy refers to situations
that are magical or make
that are magical or make
believe and could not happen
believe and could not happen
in real-life
in real-life
Give the original word of the

given clipped word based on
its meaning. Choose the
letter of the correct answer.
Give the original word of the

given clipped word based on
its meaning. Choose the
letter of the correct answer.
1. coke = carbonated drink

flavoured with extract from
Kola nuts
1. coke = carbonated drink

flavoured with extract from
Kola nuts
a. coconut b. cocaine
cocain d. coca-cola
choke
a. coconut b. cocaine
cocain d. coca-cola
choke
c.
e.
c.
e.
2. co-ed = schooling
attended by members of both
sexes
2. co-ed = schooling
attended by members of both
sexes
a. coedam b. coeddo
c.
coedit
d. coeditor
e.
coeducational
a. coedam b. coeddo
c.
coedit
d. coeditor
e.
coeducational
3. grannie, granny = the

mother of your father or
mother
3. grannie, granny = the

mother of your father or
mother
a. granary
b. grand
prix
c. grande dame
d. grandfather e.
Grandmother
a. granary
b. grand
prix
c. grande dame
d. grandfather e.
Grandmother
J.

application or
remediation
Sequence the events that
Sequence the events that
happened in the story. Write
happened in the story. Write
numbers 1-5 on the space
numbers 1-5 on the space
provided for.
provided for.
_____1. That afternoon in
_____1. That afternoon in
last time.
last time.
_____2. The fairy dropped the
_____2. The fairy dropped the
necklace.
necklace.
_____3. Jenny snuggled under

wide open.
_____4. Before she opened
surprised
when she felt something
there. When she saw the
coin, she sat up smiling.
_____5. But I saw her,
Mother. I Just dont know how.
she said
winking at Mother. Oh, well,
I still have baby teeth
anyway!
_____3. Jenny snuggled under

wide open.
_____4. Before she opened
surprised
when she felt something
there. When she saw the
coin, she sat up smiling.
_____5. But I saw her,
Mother. I Just dont know how.
she said
winking at Mother. Oh, well,
I still have baby teeth
anyway!
4. vet = a doctor who

practices veterinary medicine
4. vet = a doctor who

practices veterinary medicine
a. veterinarian
c. vetchworm
vestrywoman
Vegetarian
a. veterinarian
c. vetchworm
vestrywoman
Vegetarian
b. veteran
d.
e.
b. veteran
d.
e.
5. gent = a man of
refinement
5. gent = a man of
refinement
a. genealogist b. general
agent
c. general team
d. genitals e.
Gentleman
Match the original/clipped
words from its meaning.
Write the letter of the correct
answer on the space
provided for.
a. genealogist b. general
agent
c. general team
d. genitals e.
Gentleman
Match the original/clipped
words from its meaning.
Write the letter of the correct
answer on the space
provided for.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and August 1-5, 2016
Time
Tuesday
Grade Level
Learning Areas
Quarter
Monday
Recount events effectively
The learner...
Wednesday
Thursday
The learner...
The learner...
The learner...
information
information
elements in orally
elements in orally
of various linguistics nodes
to comprehend various texts
of various linguistics nodes
to comprehend various texts
The learner...
The learner...
The learner...
The learner...
Friday
Weekly Test
C. Learning
each
II.

texts.

texts.

texts.

texts.
Orally communicates
information, opinions and ideas
effectively to different
literary activities
Orally communicates
information, opinions and ideas
effectively to different
literary activities
Orally communicates
literary activities
Orally communicates
literary activities
EN5LC-Ih-2.3
Distinguish reality from fantasy
EN5LC-Ih-2.3
EN5RC-Ih-2.3
Analyze figures of speech
(simile, metaphor,
personification, hyperbole)
in a given text
EN5RC-Ih-2.3
(simile, metaphor,
in a given text
Developing Reading Power 6, A

Support Program to Reading,
by ClemenceUmaliAbadilla,
Saint Marys Publishing
Corporation, 1998
p. 174-175

by ClemenceUmaliAbadilla,
Saint Marys Publishing
Corporation, 1998
p. 174-175
(EN5RC-Ih-2.3)
(EN5RC-Ih-2.3)

by ClemenceUmaliAbadilla

by ClemenceUmaliAbadilla
Picture/illustration of acarabao
and turtle
Picture/illustration of a lark and
wren
Picture/illustration of a giraffe
and pullet
Real objects
Chart
Picture/illustration of acarabao
and turtle
Picture/illustration of a lark and
wren
Picture/illustration of a giraffe
and pullet
Real objects
Chart
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
Direction: Encircle the letter of

the meaning of the underlined
words.
1.The schools foundation day
is a great event for them to
remember.
Direction: Encircle the letter of

the meaning of the underlined
words.
1.The schools foundation day
is a great event for them to
remember.
a.Institution
a.Institution
b.Celebration
b.Celebration
c. Collection
c. Collection
2.The principal orders the

teachers to submit their annual
report.
2.The principal orders the

teachers to submit their annual
report.
a.Monthly
a.Monthly
b.Yearly
b.Yearly
c.Weekly
c.Weekly
3.The teachers were

overwhelmed at their
presentation in the program.
3.The teachers were

overwhelmed at their
presentation in the program.
a.Surprised
a.Surprised
b.Bothered
b.Bothered
c.Overjoyed
c.Overjoyed
for the lesson
C. Presenting
the new lesson
The teacher shows a diary

Say: Do you have a diary at
home?
What do you write on it?
The teacher shows a diary

Say: Do you have a diary at
home?
What do you write on it?
The teacher will use a semantic

web to find out what the
students know about a diary.
The teacher will use a semantic

web to find out what the
students know about a diary.
Listen as the teacher reads

the
Refer to LM, Think and Tell
Listen as the teacher reads

the
Say: Listen as I read the

following stanzas of some
poems. Tell the two things
being compared. Tell in what
way the two things are
alike.
Say: Listen as I read the

following stanzas of some
poems. Tell the two things
being compared. Tell in what
way the two things are
alike.

(simile, metaphor,
in a given text
Refer to LM, Try and Learn
Say: The following
sentences contain a
metaphor. Identify the
metaphor by underlining the
words that tell the two
objects being compared.

(simile, metaphor,
in a given text
Refer to LM, Try and Learn
Say: The following
sentences contain a
metaphor. Identify the
metaphor by underlining the
words that tell the two
objects being compared.

#1
Say: Today, you are going to

learn the content of a diary. Im
going to read a sample entry in
a diary. Carol a grade VI pupil
owns this diary.
Say: Today, you are going to

learn the content of a diary. Im
going to read a sample entry in
a diary. Carol a grade VI pupil
owns this diary.
Refer to LM, Do and Learn A.

Say: Let us read the
following lines of poetry.
What are the human
qualities given to animals,
objects or ideas?
Refer to LM, Do and Learn B.
Let the pupils decide the
figure of speech used in
each sentence. Afterwards,
let them read all the
sentences.
Refer to LM, Do and Learn A.

Say: Let us read the
following lines of poetry.
What are the human
qualities given to animals,
objects or ideas?
Refer to LM, Do and Learn B.
Let the pupils decide the
figure of speech used in
each sentence. Afterwards,
let them read all the
sentences.

#2
The teacher will use an actual

diary while reading the things
written on it.
The pupils can read silently.
Refer to LM, Read and Learn
The teacher will use an actual

diary while reading the things
written on it.
The pupils can read silently.
Refer to LM, Read and Learn
Carols Diary
Carols Diary
Refer to LM, Learn Some

More
Let the pupils study the
lines of poetry. Let them
identify the object
personified and the give the
human quality given to the
subject.
Refer to LM, Learn Some

More
Let the pupils study the
lines of poetry. Let them
identify the object
personified and the give the
human quality given to the
subject.
On March 3, 2003 a great

event took place in our school.
It was the start of our annual
foundation
week.
Many
contests and games were held
and big prizes were at stake.
My friends and I bagged the
first
place
in
the
MTAP
competition for grade V pupils.
We were very happy and our
teachers congratulated us for
being the winner.
The next day I led the program
intended for our teachers and
principal. The pupil-participants
of the program showed their
best in singing, dancing and
even acting. It was a tiresome
afternoon but an exciting day.
On the 3rd day, we heard a
mass in our schools chapel
and
in
the
afternoon
a
sportsfest was held. Being with
my friends and classmates,
while participating in all the
sports events is an experience.
On March 3, 2003 a great

event took place in our school.
It was the start of our annual
foundation
week.
Many
contests and games were held
and big prizes were at stake.
My friends and I bagged the
first
place
in
the
MTAP
competition for grade V pupils.
We were very happy and our
teachers congratulated us for
being the winner.
The next day I led the program
intended for our teachers and
principal. The pupil-participants
of the program showed their
best in singing, dancing and
even acting. It was a tiresome
afternoon but an exciting day.
On the 3rd day, we heard a
mass in our schools chapel
and
in
the
afternoon
a
sportsfest was held. Being with
my friends and classmates,
while participating in all the
sports events is an experience.
We joined the relay contest,

volleyball and badminton.
We launched the school project
dubbed as May PerasaBasura
a day before the end of the
week-long celebration. We also
served the community through
tree planting and cleaning the
environment.
Finally, the much awaited
moment for us was the fifth
day of the celebration, the
awarding ceremony was held
and we received our awards
and prizes. I felt so happy and
relaxed during the afternoon
for I could already rest. I
thanked God because I learned
many things.
We joined the relay contest,

volleyball and badminton.
We launched the school project
dubbed as May PerasaBasura
a day before the end of the
week-long celebration. We also
served the community through
tree planting and cleaning the
environment.
Finally, the much awaited
moment for us was the fifth
day of the celebration, the
awarding ceremony was held
and we received our awards
and prizes. I felt so happy and
relaxed during the afternoon
for I could already rest. I
thanked God because I learned
many things.
(Retrieved from: Lesson Guides

in Elementary English Grade
5, DepEd 2008)
(Retrieved from: Lesson Guides

in Elementary English Grade
5, DepEd 2008)
Developing mastery
Say: I have here a story grid.

The number of squares in the
grid corresponds to the number
of events/scenes in the story.
You are going to arrange the
events using the grid.
Say: I have here a story grid.

The number of squares in the
grid corresponds to the number
of events/scenes in the story.
You are going to arrange the
events using the grid.
Give the difference of each

figure of speech.
Give the difference of each

figure of speech.
Discussion Questions:
What do people usually write in
their diaries?
Discussion Questions:
What do people usually write in
their diaries?
How can figure of speech

affects literature.
How can figure of speech

affects literature.
How do you sequence or

arrange the events of the
story?
How do you sequence or

arrange the events of the
story?
Lead the pupils in formulating

generalizations.
Say: How can we recount
events effectively?
The sentences that follow are
taken from the story. In the
Lead the pupils in formulating

generalizations.
Say: How can we recount
events effectively?
The sentences that follow are
taken from the story. In the
What are the different kinds

of figure of speech?
What are the different kinds

of figure of speech?
F.

3)
the lesson
I.
Evaluating learning
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

encounter which my
help me solve?
other teachers?
G.
space before each number,

write reality if the sentence
states a situation that can
happen in real life. Write
fantasy if it can only happen in
fairy tales or fables.
Write wheter its a reality or
fantasy. Refer to LM.
Write 5 reality and 5 fantasy.
space before each number,

write reality if the sentence
states a situation that can
happen in real life. Write
fantasy if it can only happen in
fairy tales or fables.
Write wheter its a reality or
fantasy. Refer to LM.
Write 5 reality and 5 fantasy.
Give example on each.
Give example on each.
Tell what kind of figure of

speech are the following.
Write 5 example for each
figure of speech.
Tell what kind of figure of

speech are the following.
Write 5 example for each
figure of speech.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and August 8-12,2016
Time
Monday
I.
OBJECTIVES
B. Performance
Standards
Grade Level
Learning Areas
Quarter
Tuesday
Recount events in a story read

The learner...
The learner...
Wednesday
Thursday
The learner...
The learner...
Demonstrate understanding of the various

forms and conventions of print, non-print
Demonstrate understanding of the various

forms and conventions of print, non-print



linguistics nodes to comprehend various
texts

linguistics nodes to comprehend various
texts
Demonstrate
various forms and
Demonstrate
various forms and
Demonstrate
information
Demonstrate
information
Demonstrate
Demonstrate
The learner...
The learner...
The learner...
The learner...

conveyed in various
viewing texts.

conveyed in various
viewing texts.

viewing texts.

viewing texts.
Orally communicates
activities
Orally communicates
activities

opinions and ideas effectively to different
audiences using a variety of literary
activities

opinions and ideas effectively to different
audiences using a variety of literary
activities
Friday
Weekly Test
C. Learning
Competencies/Objecti
ves
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
EN5OL-Ii-1.8
EN5OL-Ii-1.8
EN5VD-Ii-8.1/8.2/8.3
Clarify meaning of words using
dictionaries, thesaurus, and/or online
resources
EN5VD-Ii-8.1/8.2/8.3
Clarify meaning of words using
dictionaries, thesaurus, and/or online
resources
EN5OL-Ii-1.8
EN5OL-Ii-1.8
EN5OL-Ii-1.8
EN5OL-Ii-1.8
Show bundle of sticks
Show bundle of sticks
Show a Picture of Maria Makiling

What can you say about the picture?
Show a Picture of Maria Makiling

What can you say about the picture?

about the pictures?

about the pictures?
Let the pupils break the

bundle of sticks.
To appreciate the value of
unity
Let the pupils break the

bundle of sticks.
To appreciate the value of
unity
Note details in a story viewed
Note details in a story viewed
times
times
Say: Class, our lesson for

today is about recounting
events effectively.
To recount events means
that to tell the details of a
given events

today is about recounting
events effectively.
given events
Say: Class, our lesson for today is about

recounting events effectively in a story
viewed
Say: Class, our lesson for today is about

recounting events effectively in a story
viewed
To recount events
effectively one must;
To recount events
Listen or read the stories

very well.

very well.
Be specific in giving the
III.
B. Establishing a
purpose for the
lesson
C. Presenting
the new lesson
D. Discussing new
concepts and
practicing new skills
#1
events in the story
events in the story
Organize the events

properly
Organize the events

properly
Let the pupils read the

story A Bundle of Sticks

story A Bundle of Sticks
A Bundle Sticks
Once upon a time, an old
man lived with his three
sons in a village. All his
three sons were hard
workers. Still, none of
them agreed with each
other and quarreled all
the time. The old man
tried a lot to unite them
but he failed. While the
villagers were surprised at
their hard work and
efforts, they also made
fun of them on their
fights.
Months passed by
and the old man fell sick.
He talked to his sons to
stay united, but none of
his sons heard his words.
So, he decided to teach
them a practical lesson so
that they would shed off
their differences and stay
united.
The old man
called as his sons. He told
them, I will give you a
bundle of sticks. Separate
each stick and you will
have to break each stick
into pieces of two. The
one who breaks the sticks
quickly will be rewarded
more.
All sons agreed.
The old man gave
A Bundle Sticks
Once upon a time, an old
man lived with his three
sons in a village. All his
three sons were hard
workers. Still, none of
them agreed with each
other and quarreled all
the time. The old man
tried a lot to unite them
but he failed. While the
villagers were surprised at
their hard work and
efforts, they also made
fun of them on their
fights.
Months passed by
and the old man fell sick.
He talked to his sons to
stay united, but none of
his sons heard his words.
So, he decided to teach
them a practical lesson so
that they would shed off
their differences and stay
united.
The old man
called as his sons. He told
them, I will give you a
bundle of sticks. Separate
each stick and you will
have to break each stick
into pieces of two. The
one who breaks the sticks
quickly will be rewarded
more.
All sons agreed.
The old man gave
The teacher will tell the students to watch

The Legend of Maria Makiling
https://www.youtube.com/watch?
v=CycU0owzEMw
Ask the Following Questions
Who are the characters in the stories?
The teacher will tell the students to watch

The Legend of Maria Makiling
v=CycU0owzEMw
Ask the Following Questions
Who are the characters in the stories?
What are the good things Maria Makiling

do the the town people?
What are the good things Maria Makiling

do the the town people?
Why are they surprised when they see the

farm of the man Maria Makiling fall in love
with?
Why are they surprised when they see the

farm of the man Maria Makiling fall in love
with?
What kind of letter did the young man

received?
What kind of letter did the young man

received?
Did the Young man enlist in the army?
Did the Young man enlist in the army?
What did he do in order not to enlist in the

army?
What did he do in order not to enlist in the

army?
How did Maria Makiling took up the news

when she learned that his beloved man
will get married?What did she do after
that?
How did Maria Makiling took up the news

when she learned that his beloved man
will get married?What did she do after
that?
How will you describe the the mountain of

Maria Makiling if you are in a plane land?
How will you describe the the mountain of

Maria Makiling if you are in a plane land?
a bundle of 10 sticks to
everyone of them and
asked to break it into
pieces. All the sons broke
the sticks into pieces in
minutes.
And again they
started to quarrel among
themselves as who came
first.
The old man said,
Dear sons, the game is
not over. Now I will give
another bundle of sticks
to all of you. You will have
to break the sticks as a
bundle, not as separate
sticks.
The sons agreed
and began to break the
bundle of sticks.
Unfortunately, they could
not break the bundle.
They tried very hard but
failed to complete the
task.
All sons said to
the father about their
failure.
The old man
replied, Dear sons, See!
You could easily break the
single sticks into pieces,
but you were not able to
break the bundle! The
sticks were same. So, if
you stay united, nobody
can make any harm to
you. If you quarrel every
time with your brothers,
anyone can easily defeat
you. I request you to stay
united.
The three sons
understood the power of
unity and promised their
father that whatever be
a bundle of 10 sticks to
everyone of them and
asked to break it into
pieces. All the sons broke
the sticks into pieces in
minutes.
And again they
started to quarrel among
themselves as who came
first.
The old man said,
Dear sons, the game is
not over. Now I will give
another bundle of sticks
to all of you. You will have
to break the sticks as a
bundle, not as separate
sticks.
The sons agreed
and began to break the
bundle of sticks.
Unfortunately, they could
not break the bundle.
They tried very hard but
failed to complete the
task.
All sons said to
the father about their
failure.
The old man
replied, Dear sons, See!
You could easily break the
single sticks into pieces,
but you were not able to
break the bundle! The
sticks were same. So, if
you stay united, nobody
can make any harm to
you. If you quarrel every
time with your brothers,
anyone can easily defeat
you. I request you to stay
united.
The three sons
understood the power of
unity and promised their
father that whatever be
E. Discussing new
concepts and
#2
the problem, they would

all stay together.
the problem, they would

all stay together.
Comprehension Questions.
1. Who are the
character in the
stories?
2. Where did the
story happened?
3. How will you
describe the three
brothers?
4. Why did the man
called the three
brothers? What
did he told them
to do?
5. Did the three
brothers break the
sticks during their
first try? What did
happened during
the second time
they tried it?
6. What is the moral
lesson of the
story?
Comprehension Questions.
1. Who are the
character in the
stories?
2. Where did the
story happened?
3. How will you
describe the three
brothers?
4. Why did the man
called the three
brothers? What
did he told them
to do?
5. Did the three
brothers break the
sticks during their
first try? What did
happened during
the second time
they tried it?
6. What is the moral
lesson of the
story?
Give the events that

happens in the story by
placing it inside the box
and it must be in the right
sequence.Choose from
the sentences below the
boxes.The group who
finish first will be the
winner.
Give the events that

happens in the story by
placing it inside the box
and it must be in the right
sequence.Choose from
the sentences below the
boxes.The group who
finish first will be the
winner.
The three sons understood

the power of unity and
promised their father that
they will resovlved
problems together
The old man let his sons
quarelled all the time.
There lived an old old and
three brothers who alayas
quarelled with each other.
The old man told his sons
and told them to break the

they will resovlved
problems together
The old man let his sons
quarelled all the time.
There lived an old old and
three brothers who alayas
quarelled with each other.
The old man told his sons
and told them to break the
Watch Again the Legend Of Maria Makilin.

Give the events that happened in the story.
Place it inside the crcle.
Watch Again the Legend Of Maria Makilin.

Give the events that happened in the story.
Place it inside the crcle.
F.
Developing mastery
(Leads to Formative
Assessment 3)
applications of
daily living
H. Making
generalizations and
abstractions about
the lesson
sticks again but as a

bundle.
The old man told them the
moral lessons of the bundle
of sticks..
The old man summoned his
sons and asked them to
separate the bundle of
sticks and break each one
of it.
sticks again but as a

bundle.
The old man told them the
moral lessons of the bundle
of sticks..
The old man summoned his
sons and asked them to
of it.
The teacher will ask each

groups to phantomine
some of the events in the
story. The group who gives
the best detailt events will
be the winner.
The teacher will ask each

groups to phantomine
some of the events in the
story. The group who gives
the best detailt events will
be the winner.
The three brothers are all

are hard working but
always quarreled with each
other.
The old man summoned
his sons and asked them to
of it.
they will resovlved
problems together.
The three brothers are all

are hard working but
always quarreled with each
other.
The old man summoned
his sons and asked them to
of it.
they will resovlved
problems together.
Group Activity
Watch the story of Of Malakas and

Maganda. Recount the events in the story
using a series event chains.]
Watch the story of Of Malakas and

Maganda. Recount the events in the story
using a series event chains.]
Group Activity
Group Activity
Group Activity
How to recount events

effectively?
given events
How to recount events

effectively?
given events
How to recount events effectively?

To recount events means that to tell the
details of a given events
How to recount events effectively?

To recount events means that to tell the
details of a given events
To recount events effectively one must;
To recount events effectively one must;
To recount events
To recount events
Watch and understand the stories very

well.
Watch and understand the stories very

well.

very well.

very well.
Be specific in giving the events in the

story
Be specific in giving the events in the

story
I.
Evaluating learning

events in the story

events in the story
Organize the events

properly
Organize the events

properly
Recount the events in the

following story. Write at
least five sentence to
recount the following
events
Recount the events in the

following story. Write at
least five sentence to
recount the following
events
Fight Among the Fingers

by kathavarta
Once there was a
fight among the fingers.
Each of them was
fighting, I am the king of
the fingers, I am the
greatest, I am the most
important. All of them
went to the court and
stood in front of the judge
for his decision.
In the court, the
thumb stood in front of
the judge and said: I am
the king, because I am
the strongest and firmest.
Without me no one is able
to do work. Hence I am
the king. The judge
heard all that.
Next the index
finger got up and said, I
am the king, because I
threaten everyone. I point
to things, direct people
and show things. Hence I
have names like
threatener, shower, and
pointer. The judge heard
all that.
Next, the middle
am the strongest and
Fight Among the Fingers

by kathavarta
Once there was a
fight among the fingers.
Each of them was
fighting, I am the king of
the fingers, I am the
greatest, I am the most
important. All of them
went to the court and
stood in front of the judge
for his decision.
In the court, the
thumb stood in front of
the judge and said: I am
the king, because I am
the strongest and firmest.
Without me no one is able
to do work. Hence I am
the king. The judge
heard all that.
Next the index
am the king, because I
threaten everyone. I point
to things, direct people
and show things. Hence I
have names like
threatener, shower, and
pointer. The judge heard
all that.
Next, the middle
am the strongest and
Recall all the major events
Recall all the major events
Organize the events properly
Organize the events properly
Recount the story by using number 1-10.
Recount the story by using number 1-10.
J.
Additional activities
for application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
No. of learners who

earned 80% in the
evaluation
No. of learners who

require additional
activities for
below 80%
work? No. of learners
who have caught up with
the lesson
longest of all the fingers.

Hence I deserve to be the
king. The judge heard all
that.
Next the ring
finger stood and said, I
am the richest, because I
wear a ring made of gold,
studded with all the
precious gems. Hence I
am the king.
Next, the little
finger stood up with eyes
filled with tears and said,
I am not strong like the
thumb. I cannot threaten
others. I am very small
and negligible. I am very
poor and do not wear a
gold ring. But when I do
Namaskara, there I stand
in front. I am lucky to
have the first sight
(Darshan) of all the great
people.
Having heard
that, the judge decided
that the little finger
deserves to be the king of
all the fingers.
longest of all the fingers.

Hence I deserve to be the
king. The judge heard all
that.
Next the ring
finger stood and said, I
am the richest, because I
wear a ring made of gold,
studded with all the
precious gems. Hence I
am the king.
Next, the little
finger stood up with eyes
filled with tears and said,
I am not strong like the
thumb. I cannot threaten
others. I am very small
and negligible. I am very
poor and do not wear a
gold ring. But when I do
Namaskara, there I stand
in front. I am lucky to
have the first sight
(Darshan) of all the great
people.
Having heard
that, the judge decided
that the little finger
deserves to be the king of
all the fingers.
Recount the events that

happened to you yesterday.
Recount the events that

happened to you yesterday.
Recount the events that happened to you

yesterday.
Recount the events that happened to you

yesterday.
D.
No. of learners who

continue to require
remediation
E.
Why did these work?
F.

encounter which my
principal or supervisor
can help me solve?
What innovation or
use/discover which I
wish to share with other
teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and August15-19,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Clarify meaning of words using dictionaries, thesaurus, and / or online resources
The learner...
The learner...
elements in orally
elements in orally
The learner...
The learner...
Review
Thursday
Periodical Test
Friday
Periodical Test
C. Learning
each
II.

texts.

texts.
Orally communicates
literary activities
Orally communicates
literary activities
EN5V-Ij-8.1/8.2/8.3
Clarify meaning of words
using dictionaries, thesaurus,
and/or online resources
EN5V-Ij-8.1/8.2/8.3
and/or online resources
EN5OL-Ii-1.8
English Textbook Expressway
Language and Reading
Teachers Guide Grade IV.
Lesson guide in English V
Lakat- travel blogspot.com.
EN5OL-Ii-1.8
English Textbook Expressway
Language and Reading
Teachers Guide Grade IV.
Lesson guide in English V
Lakat- travel blogspot.com.
picture/illustration of event
picture/illustration of event
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
s.
song Pila March
chart. Graphic organizer
IV.
PROCEDURES
the new lesson

Games: How strong is your
vocabulary? Choose the
correct meaning of a words.
Read as quickly as possible
the words in each line. Circle
those that have the same or
s.
song Pila March
chart. Graphic organizer
similar meanings as the

keyword.
beautifullovely
cranky
sickly
pretty
Show a dictionary to the

class. What do you want to
know about the dictionary?
Write your answer in the KWL
Chart. (I know, want to know,
what I learned chart)
and / or online resources

and / or online resources
C. Presenting
new lesson
Say: Are you a Scout? What

does it mean to be a scout?
Do you take the scouts oath
to the heart? What good
deeds have you done for
others lately?
Say: Are you a Scout? What

does it mean to be a scout?
Do you take the scouts oath
to the heart? What good
deeds have you done for
others lately?

#1
Refer To LM., Try and Learn
Refer To LM., Try and Learn

#2
The teacher will show to the

class a dictionary entry with
a list of several meaning and
part of speech to clarify the
meaning of a word in a
sentence.
How many meanings are
given for round?
What parts of speech are
listed?
What does the word round
mean in the following
sentence?
Read the sentences:
The Barangay Tanod
makes a round in the
Barangay to catch
the robber.
The teacher will show to the

class a dictionary entry with
a list of several meaning and
part of speech to clarify the
meaning of a word in a
sentence.
How many meanings are
given for round?
What parts of speech are
listed?
What does the word round
mean in the following
sentence?
Read the sentences:
The Barangay Tanod
makes a round in the
Barangay to catch
the robber.

the lesson
Manny Pacquiao won

the games for only
five rounds.
Row, row your boat is
a kind of round song.
Her face is round.
Refer to LM, Learn some
more
first word as used in the
given sentence. Write the
letter on the blank (use the
dictionary entry)
Manny Pacquiao won

the games for only
five rounds.
Row, row your boat is
a kind of round song.
Her face is round.
Refer to LM, Learn some
more
first word as used in the
given sentence. Write the
letter on the blank (use the
dictionary entry)
Group Activity:
Group Activity:
Activity 1
Divide the class into four
groups
Activity 1
groups
Provide a dictionary for each

group
Provide a dictionary for each

group
Assigned each group 5 words
Assigned each group 5 words
Tell them to look for the

meanings of that word.
Tell them to look for the

meanings of that word.
Activity 2
groups
Activity 2
groups
Give them a word with

multiple meanings used in a
sentence
Give them a word with

multiple meanings used in a
sentence
Let them choose the meaning

of the assigned word that fits
each sentence.
Let them choose the meaning

of the assigned word that fits
each sentence.
Using the metacards let the

learners paste on the circle
and read what they learn in
using Dictionary/Thesaurus
LM, Try and Learn
Read the following sentence
Using the metacards let the

learners paste on the circle
and read what they learn in
using Dictionary/Thesaurus
LM, Try and Learn
Read the following sentence
F.
Developing mastery

3)
the lesson
I.
Evaluating learning
J.

application or
remediation
and then copy the number of

the meaning of the underline
word
(model, echo, park)
Look for the meaning of the
following:
1.
2.
3.
V.
VI.
A.
B.
C.
D.
4.
5.
6.
Inquisitive
Gorgeous
expired
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
Inquisitive
Gorgeous
expired
and then copy the number of

the meaning of the underline
word
(model, echo, park)
Look for the meaning of the
following:
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and August 22-26,2016
Time
Grade Level
Learning Areas
Quarter
I.
OBJECTIVES
C. Learning
each
II.
Monday
Identify signal words from text heard
Tuesday
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
listens critically to news

reports and other radio
broadcasts and expresses
ideas accurately in oral and
in written forms;

in written forms;

in written forms;

in written forms;
The learner...
The learner...
The learner...
The learner...
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5LC-IIa-4
Identify signal words from
text heard
various text types.
EN5LC-IIa-4
text heard
various text types.
EN5G-IIa-3.9
-subject-verb agreement
( inverted sentences)
various text types.
EN5G-IIa-3.9
( inverted sentences)
EN5LC- IIa- 4
Lesson Guides in Elem. Eng.
5 p.7-8
EN5LC- IIa- 4
Lesson Guides in Elem. Eng.
5 p.7-8
EN5G-IIa-3.9
EN5A-IIa-16
EN5A-IIa-17
Expanding English Skills for
Empowerment I p. 357
EN5G-IIa-3.9
EN5A-IIa-16
EN5A-IIa-17
Expanding English Skills for
Empowerment I p. 357
Selections, pictures
Selections, pictures
paragraph, laptop
paragraph, laptop
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
Friday
Weekly Test
the new lesson

the lesson
C. Presenting
new lesson

#1
Ask the pupils about their

favourite food. Ask them if
they cook at home. Ask also
if they follow the right
procedure in cooking their
favourite food.
Ask the pupils about their

favourite food. Ask them if
they cook at home. Ask also
if they follow the right
procedure in cooking their
favourite food.
Ask:
Have you ever experienced
being teased by somebody?
How do you feel?
Who is your best friend?
Does he/she defend you
while you are in trouble?
Do you think making fun of
somebody is a good act?
Ask:
Have you ever experienced
being teased by somebody?
How do you feel?
Who is your best friend?
Does he/she defend you
while you are in trouble?
Do you think making fun of
somebody is a good act?

text heard.
Provide accurate instructions
times.
Observe care and accuracy in
giving/ following directions.
Say: At this time you have to
listen to the selection about
how to make apple and
hazelnut crunch. After
listening, you will answer the
questions that follow.

text heard.
Provide accurate instructions
times.
Observe care and accuracy in
giving/ following directions.
Say: At this time you have to
listen to the selection about
how to make apple and
hazelnut crunch. After
listening, you will answer the
questions that follow.

grammatical structuressubject-verb agreement
(inverted sentences)

grammatical structuressubject-verb agreement
(inverted sentences)
Today, you will be learning

the subject verb agreement.
There are times that a
sentence is in inverted order.
If
we
say
inverted
sentence, it is a sentence in
which the verb comes before
the subject. Here is a
selection for you to read and
analyze. After reading the
paragraph, I will be asking
you some comprehension
questions, then, you will be
given
sentences
in
the
inverted order to analyze.
Today, you will be learning

the subject verb agreement.
There are times that a
sentence is in inverted order.
If
we
say
inverted
sentence, it is a sentence in
which the verb comes before
the subject. Here is a
selection for you to read and
analyze. After reading the
paragraph, I will be asking
you some comprehension
questions, then, you will be
given
sentences
in
the
inverted order to analyze.
Before proceeding to the

selection, there will be
unlocking of difficulties
Read the sentences. Select
the meaning of the
underlined words from the
box.
Before proceeding to the

selection, there will be
unlocking of difficulties
Read the sentences. Select
the meaning of the
underlined words from the
box.
I sliced the cake into three

pieces.
The best way to purify water
at home is to simmer it.
I sliced the cake into three

pieces.
The best way to purify water
at home is to simmer it.
Lily is a thin girl. She is quiet

and shy. Every time she sits
at the canteen, she is always
alone. Every day, at the
hallway, are Nestors friends.
Making fun of Lily is their
hobby. In Lilys bag are
books. Carlo, one of the
naughty boys, teases Lily,
grabs the handbag, passes it
with his friends, and scatters
all the books on the floor.
Bamboo Stick is what they
call her. From Room 3 comes
Lily is a thin girl. She is quiet

and shy. Every time she sits
at the canteen, she is always
alone. Every day, at the
hallway, are Nestors friends.
Making fun of Lily is their
hobby. In Lilys bag are
books. Carlo, one of the
naughty boys, teases Lily,
grabs the handbag, passes it
with his friends, and scatters
all the books on the floor.
Bamboo Stick is what they
call her. From Room 3 comes
Sprinkle
Sprinkle
water on the clothes before

ironing it.
water on the clothes before

ironing it.
Have the pupils listen to the

selection.
Making an Apple and
Hazelnut Crunch
Have the pupils listen to the

selection.
Making an Apple and
Hazelnut Crunch
First, we sliced the apples.

Then, we simmered them in a
saucepan until they were
tender. Next, we added sugar
and left the stewed apples to
cool. When it was cold, we
stirred in yogurt. We then
spooned the stewed apple
into dishes and sprinkled
each one with crushed fruit
and hazelnut bars. Finally, we
decorated each dish with
apple slices.
Answer the comprehension
questions based on the story
heard.
First, we sliced the apples.

Then, we simmered them in a
saucepan until they were
tender. Next, we added sugar
and left the stewed apples to
cool. When it was cold, we
stirred in yogurt. We then
spooned the stewed apple
into dishes and sprinkled
each one with crushed fruit
and hazelnut bars. Finally, we
decorated each dish with
apple slices.
questions based on the story
heard.
What is the first step in

making apple and hazelnut
crunch?
What is the first step in

making apple and hazelnut
crunch?
How long will you simmer the

apple?
How long will you simmer the

apple?
After adding sugar, what will

you do next?
After adding sugar, what will

you do next?
What will you do when the

stewed apple becomes cold?
What will you do when the

stewed apple becomes cold?
What is the last step?
What is the last step?
Ask: What words in the

paragraph give the step-bystep direction or sequence?
(first, next, then, finally)
Say: The words that give the
step-by-step direction or
sequence are called signal
Ask: What words in the

paragraph give the step-bystep direction or sequence?
(first, next, then, finally)
Say: The words that give the
step-by-step direction or
sequence are called signal
Marina. She defends Lily and

argues with the boys. In
simple way Marina helps.
Later on, Lily and Marina
became
friends.
At
the
canteen, they eat together. In
going home, walk Marina and
Lily. They share stories,
review their lessons and help
each other.
Marina. She defends Lily and

argues with the boys. In
simple way Marina helps.
Later on, Lily and Marina
became
friends.
At
the
canteen, they eat together. In
going home, walk Marina and
Lily. They share stories,
review their lessons and help
each other.
Answer the following

questions.
Who is the thin girl?

questions.
Who is the thin girl?
Why do you think Lily is

always alone?
Why do you think Lily is

always alone?
Who makes fun of Lily?
Who makes fun of Lily?
What does Carlo do with

Lilys handbag?
What does Carlo do with

Lilys handbag?
Who helps Lily?
Who helps Lily?
If you were Nestors friends,

will you do the same?
If you were Nestors friends,

will you do the same?
If you were Marina, will you

also defend Lily?
If you were Marina, will you

also defend Lily?
What kind of person is

Marina?
What kind of person is

Marina?
Say: Here are some inverted

sentences from the selection.
Analyze how verbs agree
with the subjects.
Say: Here are some inverted

sentences from the selection.
Analyze how verbs agree
with the subjects.
a. Every day at the hallway,

are Nestors friends.
a. Every day at the hallway,

are Nestors friends.
v
s
b. In Lilys bag are books.
v
s
b. In Lilys bag are books.
words.

#2
words.
The class will play Advance

Game. Each group will be
given small banners with
signal words written on it.
The leader will hold and raise
it once the teacher is asking
for the answer.
Tell the pupils to form four
lines with an equal number of
members. Read the
directions to the class once.
Then, say it again with one
missing signal word. The
leader will raise the banner
with the corresponding signal
word. If a group got the
correct answer, they will step
forward two times. The group
that makes the most number
of steps will be the winner.
(The underlined signal word
will be the missing one later
on)
First, get a partner from your
group. Next, raise your right
hands then, clasp them
together. Finally, bow at the
same time and wave your
hands.
The class will play Advance

Game. Each group will be
given small banners with
signal words written on it.
The leader will hold and raise
it once the teacher is asking
for the answer.
Tell the pupils to form four
lines with an equal number of
members. Read the
directions to the class once.
Then, say it again with one
missing signal word. The
leader will raise the banner
with the corresponding signal
word. If a group got the
correct answer, they will step
forward two times. The group
that makes the most number
of steps will be the winner.
(The underlined signal word
will be the missing one later
on)
First, get a partner from your
group. Next, raise your right
hands then, clasp them
together. Finally, bow at the
same time and wave your
hands.
First, form a diagonal line.

Next, put you left hand on
the right shoulder of the
classmate in front of you.
Then, bend your knees and
First, form a diagonal line.

Next, put you left hand on
the right shoulder of the
classmate in front of you.
Then, bend your knees and
v
s
c. From Room 3 comes
Marina.
v
s
d. In going home, walk
Marina and Lily.v
s
v
s
c. From Room 3 comes
Marina.
v
s
d. In going home, walk
Marina and Lily.v
s
Ask: Which comes first in the

inverted order of a sentence?
What happens to the verb
when the subject is singular?
When the subject is plural?
Write the following sentences
in the inverted order.
Everybody cares about the
climate change.
Ask: Which comes first in the

inverted order of a sentence?
What happens to the verb
when the subject is singular?
When the subject is plural?
Write the following sentences
in the inverted order.
Everybody cares about the
climate change.
The boys go in hiking.
The boys go in hiking.
Ramon volunteers for the

difficult task.
Ramon volunteers for the

difficult task.
Nobody cares about the

spoiled food.
Nobody cares about the

spoiled food.
Abigail attends the birthday

party.
Abigail attends the birthday

party.
F.
Developing mastery

3)
lastly, raise your left hand

and make a peace sign.
lastly, raise your left hand

and make a peace sign.
First, group yourselves into

three. Next, those on both
sides, hold hands. Then,
enclose your classmate in the
middle in your arms. Finally,
still holding together, raise
your hands and say Open
the Basket.
First, group yourselves into

three. Next, those on both
sides, hold hands. Then,
enclose your classmate in the
middle in your arms. Finally,
still holding together, raise
your hands and say Open
the Basket.
First, boys will put hands on

waist. Next, girls will hold
theirs skirt. Then, point right
foot forward. And then, go to
the original position. Finally,
turn around clockwise and
bow your head.
First, boys will put hands on

waist. Next, girls will hold
theirs skirt. Then, point right
foot forward. And then, go to
the original position. Finally,
turn around clockwise and
bow your head.
Group Activty
Group Activty
Compose coherent sentences

in the inverted order using
the given verbs that agree
with the subjects in each
item.
disagree
the
men
on their plan
Compose coherent sentences

in the inverted order using
the given verbs that agree
with the subjects in each
item.
disagree
the
men
on their plan
in the spelling bee
in the spelling bee
join
Rosa
come
in meteorites
Refer to LM, __________
Refer to LM, __________
the meteor
join
Rosa
come
in meteorites
the meteor
on the moon
astronauts footprints
left.
on the moon
astronauts footprints
left.
on a topic for a report Alexis

decide
on a topic for a report Alexis

decide
Group Activity
Group Activity
the lesson
Signal words give step-bystep direction or sequence in

a paragraph/selection.
First, next, then, lastly,
finally, furthermore, next to
that, second, after that,
moreover are examples of
signal words.
Signal words give step-bystep direction or sequence in

a paragraph/selection.
First, next, then, lastly,
finally, furthermore, next to
that, second, after that,
moreover are examples of
signal words.
Inverted sentence is a
sentence in which the verb
comes before the subject.
Inverted sentence is a
sentence in which the verb
comes before the subject.
The verb agrees with the

subject of the sentence.
The verb agrees with the

subject of the sentence.
If the subject of the inverted

sentence is singular, the verb
takes its s-form.

sentence is singular, the verb
takes its s-form.

sentence is plural, the verb
takes its base form.

sentence is plural, the verb
takes its base form.
I.
Evaluating learning
Arrange the following events

based on the story. Take note
of the signal words.
Arrange the following events

based on the story. Take note
of the signal words.
Refer to LM_______.
Refer to LM_______.
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
Make a short story using the

signal words.
Make a short story using the

signal words.
Refer to LM________.
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
G.
other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and August 29-Sep 2,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Listens carefully critically to news reports and other radio broadcasts and expresses ideas accurately in oral and written forms.
The learner.
The learner.
The learner.
The learner.

in written forms;

in written forms;

in written forms;

in written forms;
The learner...
The learner...
The learner...
The learner...
Friday
Weekly Test
C. Learning
each
II.

various text types.
EN5LC-IIb-3.19
Identify informational texttypes

various text types.
EN5LC-IIb-3.19
Identify informational texttypes

various text types.
EN5G-IIb-3.9

various text types.
EN5G-IIb-3.9
Curriculum Guide: CG in
English 5 Quarter 2 Week 2
EN5LC IIb 3.19
EN5SS IIb 3.9
Curriculum Guide: CG in
English 5 Quarter 2 Week 2
EN5LC IIb 3.19
EN5SS IIb 3.9
EN5G-IIb-3.9
EN5G-IIb-3.9
pictures of internet,
smartphones, newspaper,
magazines
reading materials
pictures of internet,
smartphones, newspaper,
magazines
reading materials
dictionary, thesaurus
word flashcards
dictionary, thesaurus
word flashcards
Group the pupils into four

groups.
Give each group a three set
of words. Ask them to write
the synonym and antonym of
the words in a manila paper.
Give precise information on a
given topic.
Identify meaning content of
specific words (denotation
and connotation)
Group the pupils into four

groups.
Give each group a three set
of words. Ask them to write
the synonym and antonym of
the words in a manila paper.
Give precise information on a
given topic.
Identify meaning content of
specific words (denotation
and connotation)
Say:
Today we are going
to learn about how to give
precise information on a
given topic and how to define
words using connotation and
denotation
Say:
Today we are going
to learn about how to give
precise information on a
given topic and how to define
words using connotation and
denotation
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal

IV.
PROCEDURES
lesson or presenting the
new lesson
Show titles of shows

movies and ask them
classify if it is fiction
nonfiction.
or
to
or
Show titles of shows

movies and ask them
classify if it is fiction
nonfiction.
or
to
or

the lesson
Identify informational texttypes.

Use card catalogue to locate
resources.
Identify informational texttypes.

Use card catalogue to locate
resources.
C. Presenting
new lesson
Show
the
students
a
newspaper, a magazine, or
an encyclopedia. Ask the
students if they have read
one. Ask them if they have
used them in doing research.
Show
the
students
a
newspaper, a magazine, or
an encyclopedia. Ask the
students if they have read
one. Ask them if they have
used them in doing research.

#1
Show them a card catalogue.

Ask them if they have used
one in doing research.
Today we are going to learn
about the informational text,
its type and their use.
We will also study how to
use a card catalogue.
Show them a card catalogue.

Ask them if they have used
one in doing research.
Today we are going to learn
about the informational text,
its type and their use.
We will also study how to
use a card catalogue.
Now ask the students to read

the words in Find Out and
Learn on the LM page ____.
Ask them the ways on how
they would define or give
meaning to the words. Write
their
answer
on
their
notebook.
Now ask the students to read

the words in Find Out and
Learn on the LM page ____.
Ask them the ways on how
they would define or give
meaning to the words. Write
their
answer
on
their
notebook.
Using their dictionary ask the

students to find the precise
meaning of the following
word:
Have the students answer
Try and Learn on the LM on
page ____.
Using their dictionary ask the

students to find the precise
meaning of the following
word:
Have the students answer
Try and Learn on the LM on
page ____.

#2
Have the students listen to

news from the newspaper or
an article from a magazine.
Then ask them what they
have learned from what
theyve just listened to.
Ask:
What have you
noticed about the article?
How many topics were
there?
Was it informational?
Have the students listen to

news from the newspaper or
an article from a magazine.
Then ask them what they
have learned from what
theyve just listened to.
Ask:
What have you
noticed about the article?
How many topics were
there?
Was it informational?
F.
Choose one book from the

Library and make a card
catalogue.
Use of an index card.
Choose one book from the

Library and make a card
catalogue.
Use of an index card.
Perform Do and Learn on

the LM page ____.

the LM page ____.
Ask:
How does card catalog helps
you locate books?
Informational texts are
nonfictional writing, written
with the intention to of
informing the reader about a
specifc topic. It is typically
found
in
magazines,
newspaper, science books,
autobiographies,
and
instruction manuals.
It uses special text which
Ask:
How does card catalog helps
you locate books?
Informational texts are
nonfictional writing, written
with the intention to of
informing the reader about a
specifc topic. It is typically
found
in
magazines,
newspaper, science books,
autobiographies,
and
instruction manuals.
It uses special text which

the LM page ____.

the LM page ____.
In
giving
precise
information on a given
topic, we may do the
following:
1. We must have a reliable
source which is verifiable.
This means that the
information that we get must
be true and real, not made
up or unsure.
In
giving
precise
information on a given
topic, we may do the
following:
1. We must have a reliable
source which is verifiable.
This means that the
information that we get must
be true and real, not made
up or unsure.
Developing mastery

3)
the lesson
allows its users to easily find

key
information
and
understand the main topic.
This is done by placing a
header over certain sections.
It may also use visual
representation with captions
which
includes
pictures,
graphs, tables, diagrams, and
charts.
allows its users to easily find

key
information
and
understand the main topic.
This is done by placing a
header over certain sections.
It may also use visual
representation with captions
which
includes
pictures,
graphs, tables, diagrams, and
charts.
A card catalogue is a file of

cards
uniform
in
size
arranged in some definite
order and listing the items in
the collection of a library or
group of libraries. Each card
identifies a single item.
A card catalogue is a file of

cards
uniform
in
size
arranged in some definite
order and listing the items in
the collection of a library or
group of libraries. Each card
identifies a single item.
The parts of a card catalogue

are (1) call number; (2)
author; (3) Title Entry; (4)
publisher; (5) series title; and
(6) subject headings.
The parts of a card catalogue

are (1) call number; (2)
author; (3) Title Entry; (4)
publisher; (5) series title; and
(6) subject headings.
2. We must have supporting

information.
2. We must have supporting

information.
Connotations
and
denotations
are
two
principal
methods
of
describing the meaning of
words.
Connotations
and
denotations
are
two
principal
methods
of
describing the meaning of
words.
Connotations refer to the

wide array of positive and
negative associations that
most naturally carry them
while denotation is the
precise, literal definition of a
word that might be found in a
dictionary.
Connotations refer to the

wide array of positive and
negative associations that
most naturally carry them
while denotation is the
precise, literal definition of a
word that might be found in a
dictionary.
I.
Evaluating learning
Identify if the following books

if there are informational text
or not. Write for
informational text else write
if it is not.
1. newspaper
2. magazines
3. instructional
manuals
4. fairy tales
5. autobiography
Identify if the following books

if there are informational text
or not. Write for
informational text else write
if it is not.
1. newspaper
2. magazines
3. instructional
manuals
4. fairy tales
5. autobiography
Who are your parents?

What is your father/mothers
work? Where does he/she
work?
In what barangay do you
live? In which purok?
What would you like to be
when you grow up?
Where would you like to
spend your vacation?
Who are your parents?

What is your father/mothers
work? Where does he/she
work?
In what barangay do you
live? In which purok?
What would you like to be
when you grow up?
Where would you like to
spend your vacation?
J.

application or
remediation
Bring Dictionary
Bring Dictionary
Give examples of denotation

and cannotation.
Give examples of denotation

and cannotation.
V.
VI.
A.
REMARKS
REFLECTION
No. of learners who earned

80% in the evaluation
B.
C.
D.

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and September 5-9,2016
Time
Monday
I.
OBJECTIVES
C. Learning
Competencies/Objectiv
es
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
listens critically to
news reports and
other radio broadcasts
and expresses ideas
accurately in oral and
in written forms;
news reports and
other radio broadcasts
and expresses ideas
accurately in oral and
in written forms;
listens critically to news reports

and other radio broadcasts and
expresses ideas accurately in oral
and in written forms;

ideas accurately in oral and in
written forms;
The learner...
The learner...
The learner...
The learner...
demonstrates
confidence in the use
of the language to
meet everydays
needs; and reads
independently and
gets relevant
information from
various text types.
EN5LC-IIc-3.19
Identify informational
text-types
demonstrates
confidence in the use
of the language to
meet everydays
needs; and reads
independently and
gets relevant
information from
various text types.
EN5LC-IIc-3.19
text-types
demonstrates confidence in the use

of the language to meet everydays
needs; and reads independently
and gets relevant information from
various text types.
various text types.
EN5V-IIc-20.1.1
EN5V-IIc-20.2.1
Identify different meanings of
content specific words (denotation
and connotation)
(Science)
EN5V-IIc-20.1.1
EN5V-IIc-20.2.1
content specific words
(denotation and connotation)
(Science)
Friday
Weekly Test
3. Textbook pages
EN5LC-IIc-3.19,
EN5RC-IIc3.2.1,EN5OL IIc1.3.1, EN5A-IIc-17
EN5LC-IIc-3.19,
EN5RC-IIc3.2.1,EN5OL IIc1.3.1, EN5A-IIc-17
EN5V-IIc20.1.1, EN5V-IIc-20.2.1,
EN5A-IIc-17
Puzzle, Paragraphs,
Diagram
Puzzle, Paragraphs,
Diagram
Pictures,Story, dictionary
Pupils will arrange the

given puzzle to get
the two exact words.
Pupils will arrange the

given puzzle to get
the two exact words.
for the lesson
text types
text types
Have you seen a frog?

What are the characteristics of a
frog? Size? Color?
What is its contribution to our
environment?
content specific words (denotation
and connotation)
Have you seen a frog?

What are the characteristics of
a frog? Size? Color?
What is its contribution to our
environment?
C. Presenting
the new lesson
Show pictures
regarding the lesson.
Show pictures
regarding the lesson.
Our lesson is about identifying the

meaning of content specific words
through denotation and connotation
Let me define first denotation and
connotation.
Denotation is generally defined as
literal or dictionary meanings of a
word in contrast to its connotative
or associated meanings.
Connotation refers to a meaning
that is implied by a word apart from
the thing which it describes
explicitly. Words carry cultural and
emotional associations or meanings
in addition to their literal meanings
or denotations.
Our lesson is about identifying

the meaning of content
specific words through
denotation and connotation
Let me define first denotation
and connotation.
Denotation is generally
defined as literal or dictionary
meanings of a word
in contrast to its connotative or
associated meanings.
Connotation refers to a
meaning that is implied by a
word apart from the thing
which it describes explicitly.
Words carry cultural and
emotional associations or
meanings in addition to their
literal meanings or
denotations.
D. Discussing new
new skills #1
Our lesson for today is

about informational
text and its types.
Informational text
are text that provide
Our lesson for today is

about informational
text and its types.
Informational text
are text that provide
The teacher will read a story to the

pupils.
The teacher will read a story to

the pupils.
from Learning
B. Other Learning
Resources
IV.
PROCEDURES
lesson or
presenting the new
lesson
The Boys and the Frogs
EN5V-IIc20.1.1, EN5V-IIc20.2.1, EN5A-IIc-17
The Boys and the Frogs
factual information to
readers.
Types:
factual information to
readers.
Types:
Description- Sensory
Description- Sensory
and descriptive details
and descriptive details
that help the reader
that help the reader
visualize information.
visualize information.
Ask yourself: what
Ask yourself: what
specific person, place,
specific person, place,
thing, or idea is being
thing, or idea is being
described. Description
described. Description
shares the who, what,
shares the who, what,
when, where, why or
when, where, why or
how of a topic/subject.
how of a topic/subject.
Clue words are such
Clue words are such
as, for instance, in
as, for instance, in
Environment -the air, water,
addition, also,
addition, also,
organisms, and other natural
specifically.
specifically.
Some boys, playing near a pond,

saw a number of Frogs in the water
and
began to pelt them with stones.
They killed several of them, when
one of the Frogs, lifting his head out
of
the water, cried out:
"Pray stop, my boys: what is sport
to you, is death to us."
Say: As a continuation, He wanted
to save other frogs but he has a
problem.
He needs to identify the connotative
meanings of the words in the leaves
in order to save other frogs.
Do you want to help the frog in
saving other lives?
You need to answer the problems
below.
Connotation:Observe to see
resources that surround us.

Science- a conclusion
Sequence- Presents
Sequence- Presents
events in a sequence
events in a sequence
from beginning to
from beginning to
end, or organizes
end, or organizes
how-to text in a series
how-to text in a series
of directions. Look for
of directions. Look for
steps or references to
steps or references to
time such as dates.
time such as dates.
Clue words are first,
Clue words are first,
second, third, then,
second, third, then,
next, before, after,
next, before, after,
Fact reality
Weather- sky and wind conditon
Some boys, playing near a

pond, saw a number of Frogs in
the water and
began to pelt them with
stones.
They killed several of them,
when one of the Frogs, lifting
his head out of
the water, cried out:
"Pray stop, my boys: what is
sport to you, is death to us."
Say: As a continuation, He
wanted to save other frogs but
he has a problem.
He needs to identify the
connotative meanings of the
words in the leaves in order to
save other frogs.
Do you want to help the frog in
saving other lives?
You need to answer the
problems below.
Connotation:Observe to see
Environment -the air, water,
organisms, and other natural
resources that surround us.
Science- a conclusion
Fact reality
Weather- sky and wind
conditon
and finally.
and finally.
Compare and
Compare and
Contrast- Compariso
Contrast- Compariso
ns are used to
ns are used to
describe ideas. Ask
describe ideas. Ask
yourself: what is being
yourself: what is being
compared? Clue
compared? Clue
words are similar,
words are similar,
same, alike, unlike,
same, alike, unlike,
and different.
and different.
Cause and
Cause and
Effect- Descriptions
Effect- Descriptions
of events and the
of events and the
reasons (causes) for
reasons (causes) for
why the event
why the event
happened. Ask
happened. Ask
yourself: What
yourself: What
happened and why
happened and why
did it happen? Clue
did it happen? Clue
words are since,
words are since,
because, if, due to, as
because, if, due to, as
a result of , causes,
a result of , causes,
leads to, and
leads to, and
therefore.
therefore.
Problem and
Problem and
Solution-The text
Solution-The text
E. Discussing new
new skills #2
introduces a problem
introduces a problem
and presents one or
and presents one or
more solutions. Ask
more solutions. Ask
yourself: What is the
yourself: What is the
problem and what is
problem and what is
the solution? Clue
the solution? Clue
words are problem,
words are problem,
issue, since, as a
issue, since, as a
result, and idea.
result, and idea.
Pupils will listen to the
Pupils will listen to the
parangraph below and
parangraph below and
answers the questions
answers the questions
orally.
orally.
Questions:
What is the topic of
the paragraph?
What does cyber
bullying includes?
Who is the writer of
the paragraph?
What do you think is
the type of
informational text
being used in tha
paragraph?
How do you say so
that this is a
descriptive text?
Questions:
What is the topic of
the paragraph?
What does cyber
bullying includes?
Who is the writer of
the paragraph?
What do you think is
the type of
informational text
being used in tha
paragraph?
How do you say so
that this is a
descriptive text?
Say: What you have answered are

the connotations of the given words
related to science baesd on your
own understanding. Here are the
denotation or their meanings from
the dictionary.
Observe - notice or perceive
(something) and register it as being
Say: What you have answered

are the connotations of the
given words related to science
baesd on your own
understanding. Here are the
denotation or their meanings
from the dictionary.
Observe - notice or perceive
significant.
(something) and register it as
Environment - the surroundings or
being significant.
conditions in which a person,
Environment - the
animal, or plant lives or operates.
surroundings or conditions in
Science refers to a system of
which a person, animal, or
acquiring knowledge. This system
plant lives or operates.
uses observation and
Science refers to a system of
experimentation to describe and
acquiring knowledge. This
explain natural phenomena.
system uses observation and
Fact -a piece of information used as
experimentation to describe
evidence or as part of a report or
and explain natural
news article.
phenomena.
Weather -
Fact -a piece of information
the state of the atmosphere at a giv
used as evidence or as part of
en time and place, with respect to v
a report or news article.
ariables such as temperature, moist
Weather -
ure,wind velocity, and barometric pr
the state of the atmosphere at
essure.
a given time and place, with re

spect to variables such as tem
perature, moisture,wind velocit
y, and barometric pressure.
F.
Developing mastery
(Leads to Formative
Assessment 3)
Pupils will read the

paragraph and
identify the type of
text used.
Pupils will read the

paragraph and
identify the type of
text used.
Below are groups of words which

are often used to describe people.
What are the connotations of the
words? Underline your answer.
Childlike - Youthful, Childish, Young
Disabled, - Crippled, Handicapped,
Retarded
Relaxed - Laid-back, Lackadaisical,
Easy-going
Slim - Skinny, Slender, Thin
Cheap - Frugal, Miserly, Economical
Young - Immature, Juvenile, Youthful
Inquisitive - Interested, Curious,
Convivial
Confident - Secure, Proud,
Egotistical
Lovely - Knockout, Beautiful,
Stunning
Talkative - Conversational, Chatty,
Noisy
applications of
daily living
Arrange the jumbled

letters to get the
exact word. Answer it
orally.
Arrange the jumbled

letters to get the
exact word. Answer it
orally.
USECA NDA FECFET Descriptions of events

and the reasons
(causes) for why the
event
USECA NDA FECFET Descriptions of events

and the reasons
(causes) for why the
event
Match the words in Column A with

the denotation meaning in Column
B.
Below are groups of words

which are often used to
describe people. What are the
connotations of the words?
Underline your answer.
Childlike - Youthful, Childish,
Young
Disabled, - Crippled,
Handicapped, Retarded
Relaxed - Laid-back,
Lackadaisical, Easy-going
Slim - Skinny, Slender, Thin
Cheap - Frugal, Miserly,
Economical
Young - Immature, Juvenile,
Youthful
Inquisitive - Interested,
Curious, Convivial
Confident - Secure, Proud,
Egotistical
Lovely - Knockout, Beautiful,
Stunning
Talkative - Conversational,
Chatty, Noisy
Match the words in Column A
with the denotation meaning in
Column B.
happened.
QESUECEN
Presents events in a
sequence from
beginning to end
SDPCTNEIIOR
Sensory and
descriptive details
happened.
QESUECEN
Presents events in a
sequence from
beginning to end
SDPCTNEIIOR
Sensory and
descriptive details
the lesson
What is informational
text?
informational text?
What is informational
text?
informational text?
I.
Listen to the following

and tell the types of
informational texts
used.

and tell the types of
informational texts
used.
Evaluating learning
Identify the connotation of the

given words.
Identify the connotation of the

given words.
Home
Home
A. suggests family, comfort and

security.
A. suggests family, comfort

and security.
B. the place where one lives

permanently, especially as a
member of a family or household.
B. the place where one lives

permanently, especially as a
member of a family or
household.
Mom and Dad

Mom and Dad
A. a father or mother or parents
B. Mom and Dad when used in place
of mother and father connote loving
parents.
3. Pushy
A. excessively or unpleasantly selfassertive or ambitious.
B. refers to someone loud-mouthed
and irritating.
A. a father or mother or
parents
B. Mom and Dad when used in
place of mother and father
connote loving parents.
3. Pushy
A. excessively or unpleasantly
self-assertive or ambitious.
B. refers to someone loudmouthed and irritating.
J.

application or
remediation
Read the descriptions

and identify the type
of informational text.
Read the descriptions

and identify the type
of informational text.
Identify the denotation of the given

words.
Identify the denotation of the

given words.
1. Love
1. Love
A. an intense feeling of deep

affection.
A. an intense feeling of deep

affection.
B. Symbol of affection
B. Symbol of affection
2. Hope
2. Hope
A. a feeling of expectation and

desire for a certain thing to happen
A. a feeling of expectation and

desire for a certain thing to
happen
B. faith
B. faith
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
No. of learners who

require additional
activities for remediation
who scored below 80%
lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
help me solve?
What innovation or
to share with other
teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Summarize narrative texts based on elements
The learner.
The learner.
The learner.
The learner.

in written forms;

in written forms;

in written forms;

in written forms;
The learner...
The learner...
The learner...
The learner...
C. Learning
each
various text types.
EN5RC-IId-3. 2.1
Distinguish text-types
according to purpose
-To classify or describe
various text types.
EN5RC-IId-3. 2.1
-To classify or describe
various text types.
EN5G-IId-2.2.6
EN5G-IId-3.9
- collective nouns and verb
various text types.
EN5G-IId-2.2.6
EN5G-IId-3.9
- collective nouns and verb
I.
OBJECTIVES
Wednesday
Thursday
Friday
Weekly Test
II.
agreement
agreement
K to 12 Curriculum Guide:
EN5G-Id-3.6
EN5WC-Id2.2.4
Ateneo Lesson Guide in
Elementary English, pages
70-73
EN5G-Id-3.6
EN5WC-Id2.2.4
Ateneo Lesson Guide in
70-73
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
EN5LC-Id-2.17.3
EN5OL-Id-2.23
Ateneo Lesson Guides in
11-12
EN5LC-Id-2.17.3
EN5OL-Id-2.23
Ateneo Lesson Guides in
11-12
English
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
Expressways
in
English
Expressways
in
Reading,
Reading,
page 35
page 35
Power point presentation, lap

top, projector, pictures,
activity cards, improvised
ball
Power point presentation, lap

top, projector, pictures,
activity cards, improvised
ball
pictures,
power
point
presentation, lap top, activity
cards, metacards
pictures,
power
point
presentation, lap top, activity
cards, metacards
(Picture talk-Dyad) (Refer to

LM Think and Tell)
(Picture talk-Dyad) (Refer to

LM Think and Tell)
Ask:
Who among you here
know how to draw? What
picture do you love to draw?
Ask:
Who among you here
know how to draw? What
picture do you love to draw?
We are going to do this

activity in pairs.
We are going to do this

activity in pairs.
Picture clue and dialog (Refer

to LM Think and Tell)
Answer the questions orally.
1. What can Mark and Reiner
make?
2. Who helped Mark build the
sand castle?
3. What may Jasmine be able
to do?
4. What reminder did Reiner
give her?
5. Do you go to the beach?
When do we usually spend
time at the beach? What can

make?
sand castle?
to do?
give her?
we
make
along the seashore? If your
brother or sister made a
sandcastle, are you going
to
break/destroy it? Why or why
not?
we
make
to
not?
Values: What characteristics

do the children in the dialog
possess? How can you show
your love to your brother and
sister?

possess? How can you show
your love to your brother and
sister?

the lesson

literary texts

literary texts


C. Presenting
new lesson
Show pictures
Show pictures

make?
sand castle?
to do?
give her?
we
make
to
not?
possess?
How can you show your love
to your brother and sister?

make?
sand castle?
to do?
give her?
we
make
to
not?
possess?
How can you show your love
to your brother and sister?

#1

#2
Listen to the story that I am

going to read. From the story
you are going to identify the
elements of the story.
story to the pupils. (Teacher
may use power point
presentation) (Refer to LM
Find out and Learn).
Listen to the story that I am

going to read. From the story
you are going to identify the
story to the pupils. (Teacher
may use power point
presentation) (Refer to LM
Find out and Learn).
Use the questions in guiding

the students to identify the
elements of the literary texts.
Write the answer in the
organizer.
Use the questions in guiding

the students to identify the
elements of the literary texts.
Write the answer in the
organizer.
1. What is the theme of the

story?
2. Where does the story
happen?
3. Who are the characters in
the story?
4. How does the story begin?
What is the problem
encountered in the story?
How does the story end?
1. What is the theme of the

story?
2. Where does the story
happen?
3. Who are the characters in
the story?
4. How does the story begin?
What is the problem
encountered in the story?
How does the story end?
The organizer explains the

content of the elements of
literary text based on the
selection that you have read.
The organizer explains the

content of the elements of
literary text based on the
selection that you have read.
Say: Our lesson for today is

about modals can and may.
Modal verbs are used
to express two different types
of ability: open possibility,
generally
expressed by
forms of the modal verb can,
and authority or potential
ability, generally
expressed by forms
of the modal verb may.
Use of Can
Say: Our lesson for today is

about modals can and may.
Modal verbs are used
to express two different types
of ability: open possibility,
generally
expressed by
forms of the modal verb can,
and authority or potential
ability, generally
expressed by forms
of the modal verb may.
Use of Can
1. To talk about what you are

able to do
2. To talk about a general
possibility
3.
To
say
that
something is allowed
1. To talk about what you are

able to do
2. To talk about a general
possibility
3.
To
say
that
something is allowed
Use of May
Use of May
1. It is used for permissions.

2. It is used to express
probability or prediction.
1. It is used for permissions.

2. It is used to express
probability or prediction.
Read the sentences below.

Explain how the modals can
and
may
used
in
sentences.
(Refer to LM Find out
and Learn)
Read the sentences below.

Explain how the modals can
and
may
used
in
sentences.
(Refer to LM Find out
and Learn)
Ask:
a. What Mother can do?
b. What Mark can do?
c. What Jasmine may build?
d. What she may use for
drinking?
e. What are the modal verbs
used in sentences?
f. When do we use can?
g. When do we use may?
h. What do these two modals
express?
Ask:
a. What Mother can do?
b. What Mark can do?
c. What Jasmine may build?
d. What she may use for
drinking?
e. What are the modal verbs
used in sentences?
f. When do we use can?
g. When do we use may?
h. What do these two modals
express?
F.
Developing mastery

3)
These elements of the

literary texts are helpful in
summarizing a story or
narrative text.
The elements of literary texts
are:
These elements of the

literary texts are helpful in
summarizing a story or
narrative text.
The elements of literary texts
are:
Theme- is a central message

or purpose of a story. The
theme of a story is the
message or the lesson given
by the story to its readers.
Theme- is a central message

or purpose of a story. The
theme of a story is the
message or the lesson given
by the story to its readers.
Setting- tells where and when

the story happens and how
the story begins.
Setting- tells where and when

the story happens and how
the story begins.
Characters
(Heroes
and
Villains) - are the people or
animated
objects
that
interact in the story.
Characters
(Heroes
and
Villains) - are the people or
animated
objects
that
interact in the story.
Plot- tells the order of events
Plot- tells the order of events
Plot has
parts:
Plot has
parts:
three
important
1. Beginning- is where the

characters and setting are
established
2. Middle- introduction of the
problem or conflict, the high
point and the
winding point
3. End- it is the conclusion of
the story, the conflicts are
resolved
Give important discussion on
the sequence of these
elements.
Values: Do you also make
promise to your mother or
father? Do you fulfil what you
have promised to them? Is it
important that we should
fulfil our promise? Why do
you say so?
three
important
1. Beginning- is where the

characters and setting are
established
2. Middle- introduction of the
problem or conflict, the high
point and the
winding point
3. End- it is the conclusion of
the story, the conflicts are
resolved
Give important discussion on
the sequence of these
elements.
Values: Do you also make
promise to your mother or
father? Do you fulfil what you
have promised to them? Is it
important that we should
fulfil our promise? Why do
you say so?
Teacher will provide pictures

and activity cards for group
activity. (Refer to LM, Try and
Learn)
Teacher will provide pictures

and activity cards for group
activity. (Refer to LM, Try and
Learn)
Group 1
1. Look at the pictures below.
The pictures are activities
that a grade five can do in
school.
2. Name other things that
you can do in school.
3. Write your sentences on
strips of paper.
4. Read the sentences in
front of the class.
Group 1
1. Look at the pictures below.
The pictures are activities
that a grade five can do in
school.
2. Name other things that
you can do in school.
3. Write your sentences on
strips of paper.
4. Read the sentences in
front of the class.
Group 2
1. The diagram is the
activities a child in grade five
may do at home.
2. Write sentences of other
activities that you may do at
home.
3. Write your answer on a
manila paper.
Group 2
1. The diagram is the
activities a child in grade five
may do at home.
2. Write sentences of other
activities that you may do at
home.
3. Write your answer on a
manila paper.
Group 3
Group 3
1. Look at the picture below.

2. Write two to three
paragraphs using modal can
and may about the activities
the
children
do.
3. Write your answer in a
manila paper.
1. Look at the picture below.

2. Write two to three
paragraphs using modal can
and may about the activities
the
children
do.
3. Write your answer in a
manila paper.
Write sentences about the
Write sentences about the
the lesson
I.
Evaluating learning
another story. (Refer to LM

Try and Learn)
another story. (Refer to LM

Try and Learn)
Read the story. Identify the

Read the story. Identify the

Group Activity
1. Group the pupils into 4.
Distribute to each group the
photocopy of the story.
2. Summarize the story by
writing the elements of the
story in the semantic web
3. Report the group output
to the class.
The teacher will provide a
ball, wrapped in it are strips
of paper with questions.
The
pupils
will
play Pass the Ball. They
may sing, or recite a poem
while passing the
ball
to each classmate. When the
teacher tells the pupils to
stop, whoever holding the
ball
he/she
will
answer the question.
Group Activity
1. Group the pupils into 4.
Distribute to each group the
photocopy of the story.
2. Summarize the story by
writing the elements of the
story in the semantic web
3. Report the group output
to the class.
The teacher will provide a
ball, wrapped in it are strips
of paper with questions.
The
pupils
will
play Pass the Ball. They
may sing, or recite a poem
while passing the
ball
to each classmate. When the
teacher tells the pupils to
stop, whoever holding the
ball
he/she
will
Answer the following:

1. What are the elements of
the literary texts?
2. What is a theme?
3. What is a setting?
4.
Give
examples
of
characters.
5. What is a plot? What are
the parts of a plot?
The teacher reads the short
story and instructs the pupils
to fill in the blanks to
complete
the
statement. (Refer in LM Do
and Learn)
Answer the following:

1. What are the elements of
the literary texts?
2. What is a theme?
3. What is a setting?
4.
Give
examples
of
characters.
5. What is a plot? What are
the parts of a plot?
The teacher reads the short
story and instructs the pupils
to fill in the blanks to
complete
the
statement. (Refer in LM Do
and Learn)
The theme of the story is

______________.
The
story
happened
in
The theme of the story is

______________.
The
story
happened
in
________________.
pictures using modals can or

may. (Refer to Do and Learn)
pictures using modals can or

may. (Refer to Do and Learn)
What did you learn today?

When do we use the modal
can?
may?
When do we sue the modals
can and may?
What did you learn today?

can?
may?
When do we sue the modals
can and may?
Look at each picture.

Complete each sentence by
writing may or can on each
blank.
Look at each picture.

Complete each sentence by
writing may or can on each
blank.
1. Carlo ________ write a letter

to his friend.
1. Carlo ________ write a letter

to his friend.
2. You ________ go home now.
2. You ________ go home now.
________________.
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
The characters were

______________________.
Present the details of your
favourite fairy tale using the
elements of the literary
texts. Write
your
work in your notebook.
The characters were

______________________.
3. Susie ________ help her

teacher.
3. Susie ________ help her

teacher.
Present the details of your

favourite fairy tale using the
elements of the literary
texts. Write
your
work in your notebook.
Cut a picture or draw your

answers in each circle. Then
use it in your own sentence.
Cut a picture or draw your

answers in each circle. Then
use it in your own sentence.
1. Something you can do on a

weekday.
1. Something you can do on a

weekday.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Tuesday
Grade Level
Learning Areas
Quarter
Monday
Distinguish fact from opinions
The learner.
Wednesday
Thursday
The learner.
The learner.
The learner.

in written forms;

in written forms;

in written forms;

in written forms;
Friday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
The learner...
The learner...
The learner...
The learner...
various text types.
EN5LC-IIe-2.10
Distinguish fact from opinion
various text types.
EN5LC-IIe-2.10
various text types.
EN5RC-IIe-3.2.2
-To recall a series of events/
information
various text types.
EN5RC-IIe-3.2.2
-To recall a series of events/
information
Fact and Opinion
Fact and Opinion
Sequencing of events
Sequencing of events
EN5LC-IIe-2.10
English for All Times
Language 5 p. 246-247
EN5LC-IIe-2.10
English for All Times
Language 5 p. 246-247
EN5RC-IIe-3.2.2
Developing Reading Power 5
p.77-79
Reading Power Worktext 5
p. 19-21
EN5RC-IIe-3.2.2
p.77-79
Reading Power Worktext 5
p. 19-21
Game: Pick out a strip with a

statement stating a fact or an
opinion inside the box. Those
who picked a fact should post
on the right side of the board
and to those who picked an
opinion should post on the
left side of the board.
All people can dance.
Game: Pick out a strip with a

opinion inside the box. Those
who picked a fact should post
on the right side of the board
and to those who picked an
opinion should post on the
left side of the board.
All people can dance.
Class look at the picture. Do

you have pets at home? Who
among you have a pet cow at
home? Can you describe your
pet?
Class look at the picture. Do

you have pets at home? Who
among you have a pet cow at
home? Can you describe your
pet?
Jose Rizal is our National

Heroes.
Jose Rizal is our National

Heroes.
III.
(LR) portal
IV.
PROCEDURES
the new lesson
Plants and animals are living

things.
Plants and animals are living

things.
Food is one of the basic

needs in order to live.
Food is one of the basic

needs in order to live.

the lesson
Determine images/ideas that

are explicitly used to
influence viewers
Determine images/ideas that

are explicitly used to
influence viewers
C. Presenting
new lesson
Say: Today we discuss about

distinguishing fact and
opinion.
A fact is a statement which
experiences and experiments
have proven to be true. It is
directly observable.
Say: Today we discuss about

distinguishing fact and
opinion.
A fact is a statement which
have proven to be true. It is
directly observable.
An opinion is a view or
guess which may or may not
be true .It tells what
someone thinks or feel about
something. It can be verified
but only indirectly.
An opinion is a view or
guess which may or may not
be true .It tells what
someone thinks or feel about
something. It can be verified
but only indirectly.

paragraphs.
Bryan works with animals. In
fact, he spends every spare
moment in a neighborhood
pet store. After school, he
helps feed the animals and
clean their cages. He spends
a lot of time training the
animals so that they get
along with people.

paragraphs.
Bryan works with animals. In
animals so that they get
along with people.
Bryan believes that being a

veterinarian and working with
Bryan believes that being a


#1
Distinguish text types

To recall a series of events /
information
Read with automaticity grade
level frequently occurring
content area words
Today we are going to read
information about The Cows
Four Stomachs. After I was
read the story you are going
to recall a series of events
/information .

To recall a series of events /
information
Read with automaticity grade
level frequently occurring
content area words
Today we are going to read
information about The Cows
Four Stomachs. After I was
read the story you are going
to recall a series of events
/information .
Events arranged in order help

us in different ways. It is
easier to understand a story
remember it and tell it again
if it is in order. The order in
which things happen is what
we call a sequence. Seeing
ideas in sequence can help
us remember things more
easily.

if it is in order. The order in
which things happen is what
easily.
Teachers read the

information .
Teachers read the

information .
The Cows Four Stomachs

A cow has four stomachs
! It may sound unbelievable
but it is true.
A cow do not have ordinary
digestive system. These
animals do not have
Upper front teeth. They eat
grass by wrapping their
tongue around it and pulling
it from the ground .They have
The Cows Four Stomachs

A cow has four stomachs
! It may sound unbelievable
but it is true.
A cow do not have ordinary
digestive system. These
animals do not have
Upper front teeth. They eat
grass by wrapping their
tongue around it and pulling
it from the ground .They have
animals would be a wonderful

thing for him to do when he
grows up. He thinks he will
become an excellent
veterinary doctor in the
future.

grows up. He thinks he will
become an excellent
future.
Say: Which paragraph

expresses truth of facts? ( a)
The sentences in a express
facts. These can be proven
true and can be verified.

expresses truth of facts? ( a)
The sentences in a express
facts. These can be proven
true and can be verified.

expresses a view or a belief?
(b)
These sentences express
opinion. They tell what
someone thinks or believes.

expresses a view or a belief?
(b)
These sentences express
opinion. They tell what
someone thinks or believes.
back teeth but they cannot

chew the grass properly.
Cow swallow grass
without chewing up. When it
is swallowed, the grass goes
into the cows first stomach,
called rumen. In the rumen,
the grass is broken up by
some digestive juices and
forms into a ball. The ball of
grass is called cud. The cow
brings back the cud into its
mouth. Then the cow chews
the cud into a pulp with its
back teeth and re-swallows it.
After the cud is swallowed
the second time, it goes into
the cows second stomach
called reticulum. The
reticulum filters the food and
takes out
Out small stones or any nonfood matter. Then the food
goes into the
cows third stomach called
omasum.
The orsum further filters the
food. Any undigested food is
sent back to the rumen. Then
the cow chews it some more.
The digested food from the
omasum goes into the
abomasum, the cows fourth
stomach. The digested food
becomes a part of the cows
body.
back teeth but they cannot

chew the grass properly.
Cow swallow grass
without chewing up. When it
is swallowed, the grass goes
into the cows first stomach,
called rumen. In the rumen,
the grass is broken up by
some digestive juices and
forms into a ball. The ball of
grass is called cud. The cow
brings back the cud into its
mouth. Then the cow chews
the cud into a pulp with its
back teeth and re-swallows it.
After the cud is swallowed
the second time, it goes into
the cows second stomach
called reticulum. The
reticulum filters the food and
takes out
Out small stones or any nonfood matter. Then the food
goes into the
cows third stomach called
omasum.
The orsum further filters the
food. Any undigested food is
sent back to the rumen. Then
the cow chews it some more.
The digested food from the
omasum goes into the
abomasum, the cows fourth
stomach. The digested food
becomes a part of the cows
body.
Say : Which is the first stage

in digesting the cows food?
What does the cow do with
the cud in its mouth ?
What happens to the
undigested food in the
omasum ?
What happens to the
digested food in the
abomasum ?
Say : Which is the first stage

in digesting the cows food?
What does the cow do with
the cud in its mouth ?
What happens to the
undigested food in the
omasum ?
What happens to the
digested food in the
abomasum ?

#2
F.
Developing mastery

3)
The teacher will present new

sentences to the pupils and
to distinguish if the sentence
is fact or opinion.

is fact or opinion.
Mayor Rodrigo Duterte is our

new elected president.

Sun is the center of the solar

system.

system.
One week is composed of five

days.

days.
Health is wealth.
Health is wealth.
We dont need food in order

to live.

to live.

is fact or opinion.

is fact or opinion.

Why Is any undigested food

sent back to the rumen ?
Why Is any undigested food

sent back to the rumen ?
Number in order the stages

in digesting the cows food.
Number in order the stages

in digesting the cows food.
__ a. The cow chews the cud

into pulp with its back teeth
and re-swallow it.
__b. The reticulum takes out
any non-food matter in the
pulp.
__c. The unchewed grass is
broken up by the digestive
juices into a cud
here.
__d. The cow eats grass by
wrapping its tongue against
and pulling it from
The ground.
__e. Any undigested food is
sent back to the rumen so it
can be sent back to. The
mouth to be further chewed.
__f. Then it swallows the
grass without chewing it and
sends to the rumen.
__g. The cow brings back the
cud into the mouth.
__h. After the pulp is reswallowed it goes to the
reticulum.
__i. The digested food in the
reticulum is sent to the
omasum.
__j. From the omasum , the
digested food is absorbed by
the cows body.
__ a. The cow chews the cud

into pulp with its back teeth
and re-swallow it.
__b. The reticulum takes out
any non-food matter in the
pulp.
__c. The unchewed grass is
broken up by the digestive
juices into a cud
here.
__d. The cow eats grass by
wrapping its tongue against
and pulling it from
The ground.
__e. Any undigested food is
sent back to the rumen so it
can be sent back to. The
mouth to be further chewed.
__f. Then it swallows the
grass without chewing it and
sends to the rumen.
__g. The cow brings back the
cud into the mouth.
__h. After the pulp is reswallowed it goes to the
reticulum.
__i. The digested food in the
reticulum is sent to the
omasum.
__j. From the omasum , the
digested food is absorbed by
the cows body.
Group 1
Read the information below.
Sequence the events by
writing numbers1-4 on the
lines according to how they
happened in the story.
Group 1
Read the information below.
writing numbers1-4 on the
lines according to how they
happened in the story.

system.
days.
Health is wealth.
to live.
the lesson
Group Activity
Group 1: Arranging the
sentences in
the table.
Group 2: Article Reading.
Group 3: Reflection
Differentiate a fact from
opinion.

system.
days.
Health is wealth.
to live.
Group Activity
Group 1: Arranging the
sentences in
the table.
Group 2: Article Reading.
Group 3: Reflection
Differentiate a fact from
opinion.
Did you know that every drop

of water makes a journey?
This journey is called the
water cycle. When water on
the ground ( like in a puddle,
lake or ocean ) is heated by
the sun, the water changes
into a gas, called water
vapor. The water vapor rises
up into the sky and then
becomes part of a cloud.
Wind carries the cloud across
the sky. Water droplets begin
to fall from the sky as rain,
falling into puddles, lakes and
oceans on the ground.
Did you know that every drop

of water makes a journey?
This journey is called the
water cycle. When water on
the ground ( like in a puddle,
lake or ocean ) is heated by
the sun, the water changes
into a gas, called water
vapor. The water vapor rises
up into the sky and then
becomes part of a cloud.
Wind carries the cloud across
the sky. Water droplets begin
to fall from the sky as rain,
falling into puddles, lakes and
oceans on the ground.
___ Wind carries the water in

clouds.
___ Water is heated by the
sun and forms water vapor.
___ Raindrops fall from the
sky.
___ Water vapor rises into the
sky.

clouds.
sky.
sky.
Group 2
Use Sequence Map
clouds.
sky.
sky.
Group 2
Use Sequence Map
clouds.
sky.
sky.
Group Activity
Group Activity
What have you learned from

todays lesson?

todays lesson?
I.
Evaluating learning
Direction: Write F if
statement is a fact and O if
the statement is an opinion.
The Pasig River connects
Laguna Bay and Manila Bay.
Direction: Write F if
statement is a fact and O if
the statement is an opinion.
The Pasig River connects
Laguna Bay and Manila Bay.
We have a common national

language- Filipino.
We have a common national

language- Filipino.
Many foreign countries are

far better than our country.
Many foreign countries are

far better than our country.
The Philippines is known to

be the pearl of the Orient
Seas with 7,107 islands.
The Philippines is known to

be the pearl of the Orient
Seas with 7,107 islands.
Computers will soon replace

teachers and books inside
the classroom.
Computers will soon replace

teachers and books inside
the classroom.

if it is in order.The order in
which things happenis what
easily.

if it is in order.The order in
which things happenis what
easily.
Read the short stories below.

writing 1-5 on the lines.
Read the short stories below.

writing 1-5 on the lines.
Pia got off te train. Tita Susan

ran over and gave her a big
hug. Im so glad you could
spend the day with me here
in Manila, Tita Susan said,
smiling. Pia and Tita Susan
left the train station and
walked to the aquarium. After
looking at all the sea
creatures and watching the
dolphin lion show, they
headed to the mall for lunch
and shopping. By five oclock
it was time for Pias two-hour
train ride home. I had great
fun. Thanks for spending the
day with me, said Pia as she
got on the train.
Pia got off te train. Tita Susan

ran over and gave her a big
hug. Im so glad you could
spend the day with me here
in Manila, Tita Susan said,
smiling. Pia and Tita Susan
left the train station and
walked to the aquarium. After
creatures and watching the
dolphin lion show, they
headed to the mall for lunch
and shopping. By five oclock
it was time for Pias two-hour
train ride home. I had great
fun. Thanks for spending the
day with me, said Pia as she
got on the train.
_____ Pia and Tita Susan went

to the aquarium.
_____ Pias train arrived in
Manila.
_____ Pia took the train home.
to the mall.
_____ Pia and Tita Susan
creatures and watching
dolphin lion show.

to the aquarium.
_____ Pias train arrived in
Manila.
_____ Pia took the train home.
to the mall.
_____ Pia and Tita Susan
creatures and watching
dolphin lion show.
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
Write 5 facts and 5 opinions.
Sequence the different

activities that you do at
home.
Sequence the different

activities that you do at
home.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
Write 5 facts and 5 opinions.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Time
Monday
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Friday
I.
OBJECTIVES
C. Learning
s
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
Compose clear and coherent sentences using appropriate grammatical structures;

The learner.
The learner.
The learner.
The learner.
listens critically to news reports and

other radio broadcasts and expresses
ideas accurately in oral and in written
forms;

broadcasts and
expresses ideas
accurately in oral and in
written forms;

broadcasts and
expresses ideas
written forms;

broadcasts and
expresses ideas
written forms;
The learner...
The learner...
The learner...
The learner...
demonstrates confidence in the use of

the language to meet everydays
needs; and reads independently and
gets relevant information from various
text types.
demonstrates confidence
in the use of the
language to meet
everydays needs; and
reads independently and
gets relevant information
from various text types.
in the use of the
language to meet
gets relevant information
from various text types.
EN5G-IIf-5.5
structures:
-order of adjectives
EN5G-IIf-5.5
Compose clear and
coherent sentences using
appropriate grammatical
structures:
-order of adjectives
Order of Adjectives
EN5RC-IIf-3.2.3
-To explain
demonstrates
confidence in the use of
the language to meet
gets relevant
information from various
text types.
EN5RC-IIf-3.2.3
-To explain
Curriculum Guide EN5G

Iif 5.5/ EN5A Iif- 16/
EN5 Iif 17
EN5RC II f 3.2.3/ EN5F

Ii f 1.8.1
EN5RC II f 3.2.3/ EN5F

Ii f 1.8.1
Order of Adjectives
III.
Curriculum Guide EN5G Iif 5.5/

EN5A Iif- 16/ EN5 Iif 17
English Expressways Language 5 pp.
206 207
from Learning
B. Other Learning
Resources
English Expressways
Language 5 pp. 206
207
Weekly test
IV.
PROCEDURES
the new lesson
for the lesson
Look at the picture. Describe it.

Describe it.
Observe the picture.

What is the importance
of tree?
Observe the picture.

What is the importance
of tree?

structures;
Compose clear and

coherent sentences using
appropriate grammatical
structures;

To explain
Read with automaticity
grade level frequently
occurring content area
words.
today is about The Tree
and how does it prevents
flooding. Before we read
the selection let us read
the following words.

To explain
Read with automaticity
grade level frequently
occurring content area
words.
today is about The Tree
and how does it prevents
flooding. Before we read
the selection let us read
the following words.
Vocabulary Words
Vocabulary Words
CREATE
DRAIN
REDUCE
SEEPING
PHENOMENON
PAVE
FRICTION
DUMP
PRONE
BURST
CREATE
DRAIN
REDUCE
SEEPING
PHENOMENON
PAVE
FRICTION
DUMP
PRONE
BURST
Trees help prevent

flooding
When plants grow in an
area, the roots of plants
dig deep in to the soil
and create space
between soil particles.
When it rains in
highlands, water that
flows downhill gets
drained into the space
created by the root
system of plants. Due to
this, chance of flooding is
Trees help prevent

flooding
When plants grow in an
area, the roots of plants
dig deep in to the soil
and create space
between soil particles.
When it rains in
highlands, water that
flows downhill gets
drained into the space
created by the root
system of plants. Due to
this, chance of flooding
Order of adjectives
Order of adjectives
C. Presenting
the new lesson

#1
Say: Class our lesson for today is

about ordering adjectives in a
series. Let us read the selection
about a mother preparing a birthday
party for her daughter. Try to find out
the adjectives used in the selection.
Read the paragraph below and learn

how to write two or more adjectives
before a noun. Answer the questions
after the paragraph.
Mother is getting ready for the birthday
of her pretty little daughter, Sonia. She
will buy Sonia a new yellow dress and
will bake two big round brown cakes.
Sonias mother will also prepare five
delicious dishes for visitors, classmates
and friends.
Questions:

today is about ordering
adjectives in a series.
Let us read the selection
about a mother preparing
a birthday party for her
daughter. Try to find out
the adjectives used in
the selection.
Read the paragraph

below and learn how to
write two or more
adjectives before a noun.
Answer the questions
after the paragraph.
Mother is getting ready
for the birthday of her
pretty little daughter,
Sonia. She will buy Sonia
a new yellow dress and
will bake two big round
brown cakes. Sonias
Who is going to have a birthday party?

What will mother buy for her?
What will mother bake for her?
What will mother prepare for her?
mother will also prepare

five delicious dishes for
visitors, classmates and
friends.
Questions:
Who is going to have a
birthday party?
What will mother buy for
her?
What will mother bake
for her?
What will mother prepare
for her?
greatly reduced. When

plants are absent,
especially in rocky areas,
rocks prevent water from
seeping into the ground.
This phenomenon is
also observed in paved
roads. Since there is no
room for water to seep,
flooding occurs in nearby
water bodies. When a
layer of water runs off a
rocky surface, it reduces
friction and the
following layers of water
will run more freely as
there is less friction. If
more water is dumped
into rivers and lakes than
they can handle, these
water bodies tend to
overflow and the banks
burst and cause
flooding. If there are
more trees in an area
that is prone to water
runoffs, the root system
of trees can create space
between these rocks and
hence reduce the
amount of water being
dumped into lakes and
rivers.
Questions
1. What particular
part of the tree
helps prevent
flooding?
2. Where does the
water in
highlands flow
when it rains?
3. How do trees in
an area that is
prone to water
runoffs help in
flooding?
is greatly reduced.
When plants are absent,
especially in rocky areas,
rocks prevent water from
seeping into the
ground. This
phenomenon is also
observed in paved
roads. Since there is no
room for water to seep,
flooding occurs in
nearby water bodies.
When a layer of water
runs off a rocky surface,
it reduces friction and
the following layers of
water will run more
freely as there is less
friction. If more water is
dumped into rivers and
lakes than they can
handle, these water
bodies tend to overflow
and the banks burst and
cause flooding. If there
are more trees in an
area that is prone to
water runoffs, the root
system of trees can
create space between
these rocks and hence
reduce the amount of
water being dumped into
lakes and rivers.
Questions
5. What particular
part of the tree
helps prevent
flooding?
6. Where does the
water in
highlands flow
when it rains?
7. How do trees in
an area that is
prone to water
runoffs help in
4. Explain what is
the purpose of
the selection?
Say. Class this type of
text types is what we
call Explanation
because it shows how
roots of the tree works
and why does tree
prevent flooding.
Explanation is the kind
of text- type that shows
how things work and why
things happen.
#2
In using adjectives in a series we must

follow the pattern below.
NUM QUA SI
SH
CO
NO
BER
LITY
Z
AP
LO
UN
E
E
R
prett Lit
So
y
tle
nia
A
new
yell dre
ow
ss
Two
Bi
rou bro cak
g
nd
wn
es
Five
delic
dis
ious
he
s
In using adjectives in a
series we must follow the
pattern below.
NUM QUA SI
SH
BER
LITY
Z
AP
E
E
prett Lit
y
tle
A
new
Two
Five
Bi
g
delic
ious
rou
nd
Draw a happy face if it

is an explanation and
sad face if it is not an
explanation.
Press and hold to select a
word, and then drag the
selection handle.
In the nineteenth
century, which was dark
and inflationary age in
typography and text
designs may compositors
were encouraged to stuff
extra space between
sentences.
A rock crystal is formed
by volcano. The lava
from volcano comes
down through the valleys
tumbling rocks and
minerals to a flat
land
The reason why crystal
has different colors is
because of its mineral
content.
flooding?
8. Explain what is
the purpose of
the selection?
Say. Class this type of
text types is what we
call Explanation
because it shows how
roots of the tree works
and why does tree
prevent flooding.
how things work and
why things happen.
Draw a happy face if it
is an explanation and
sad face if it is not an
explanation.
Press and hold to select
a word, and then drag
the selection handle.
In the nineteenth
century, which was dark
and inflationary age in
typography and text
designs may
compositors were
encouraged to stuff
extra space between
sentences.
A rock crystal is formed
by volcano. The lava
from volcano comes
down through the
valleys tumbling rocks
and minerals to a flat
land
The reason why crystal
has different colors is
because of its mineral
F.
Developing mastery
(Leads to Formative
Assessment 3)
Exercise1. Use the following phrases in

sentences.
Crystals grow in different

shape because of their
atoms.
content.
1.The three big baskets
Distinguish if the
following selection aims
to explain something.
Write down 5 sentences
from the selection that
expresses explanations.
Distinguish if the
following selection aims
to explain something.
Write down 5 sentences
from the selection that
expresses explanations.
2. The five pretty tall girls
What is an earthquake?
What is an earthquake?
3.Two white horses
An earthquake is what
happens when two
blocks of the earth
suddenly slip past one
another. The surface
where they slip is called
the fault or fault
plane. The location
below the earths surface
where the earthquake
starts is called the
hypocenter, and the
location directly above it
on the surface of the
earth is called the
epicenter.
Sometimes an
earthquake has
foreshocks. These are
smaller earthquakes that
happen in the same
place as the larger
earthquake that follows.
Scientists cant tell that
an earthquake is a
foreshock until the larger
earthquake happens. The
largest, main earthquake
is called the main shock.
Main shocks always have
aftershocks that follow.
These are smaller
An earthquake is what
happens when two
blocks of the earth
suddenly slip past one
another. The surface
where they slip is called
the fault or fault
plane. The location
below the earths
surface where the
earthquake starts is
called the hypocenter,
and the location directly
above it on the surface
of the earth is called the
epicenter.
Sometimes an
earthquake has
foreshocks. These are
happen in the same
place as the larger
earthquake that follows.
Scientists cant tell that
an earthquake is a
foreshock until the larger
earthquake happens.
The largest, main
earthquake is called the
main shock. Main shocks
always have aftershocks
that follow. These are
Exercise1. Use the

following phrases in
sentences.
1.The three big baskets

2. The five pretty tall girls
3.Two white horses
4.Five ripe yellow mangoes
5.Six new thick red books
4.Five ripe yellow

mangoes
5.Six new thick red books
Crystals grow in different

shape because of their
atoms.
earthquakes that occur

afterwards in the same
place as the main shock.
Depending on the size of
the main shock,
aftershocks can continue
for weeks, months, and
even years after the
main shock!
Group Activity

occur afterwards in the
same place as the main
shock. Depending on the
size of the main shock,
aftershocks can continue
for weeks, months, and
even years after the
main shock!
Group Activity
Exercise I. Arrange the adjectives

in order to complete the sentence.
1. All the girls fell in love with the
________ teacher.
(Handsome new American)
2. I used to drive ________ car.
(An old German blue)
3. He recently married a ________
woman.
(Young beautiful Greek)
4. This is a ________ movie.
(New Italian wonderful)
5. She is a ________ supermodel.
(Beautiful slim Brazilian)
Exercise I. Arrange
the adjectives in order
to complete the
sentence.
1. All the girls fell in love
with the ________ teacher.
(Handsome new
American)
2. I used to drive
________ car.
(An old German blue)
3. He recently married a
________ woman.
(Young beautiful Greek)
4. This is a ________
movie.
(New Italian wonderful)
5. She is a ________
supermodel.
(Beautiful slim Brazilian)
the lesson
Two or more one word adjectives

used to describe a noun are said to be
in a series. This series of adjectives
follow a certain order: number quality
size shape color origin - noun.
Two or more one word

adjectives used to
describe a noun are said
to be in a series. This
series of adjectives follow
a certain order: number
quality size shape
color origin - noun.

how things work and why
things happen.

how things work and
why things happen.
I.
Arrange the following adjectives in

order. Then write a sentence using
your answer.
1. Japanese, big, sweet,
yellow, corn
2. Red, beautiful, one, rose
3. Long , two, sharp, pencils
Arrange the following

adjectives in order. Then
write a sentence using
your answer.
1. Japanese,
big, sweet,
yellow, corn
2. Red,
Distinguish if it is an
explanation. Why?
Distinguish if it is an
explanation. Why?
Evaluating learning
4.
5.
Young, pretty, lady

White, big, round, pillow
3.
4.
5.
J.

application or
remediation
Exercise II. Give as many

adjectives as you can to describe
the following nouns. The first one
is done for you.
Cabbages two fresh green cabbages
Grass - ___________________________
Lamp - ___________________________
Sun - _____________________________
Fairy - ____________________________
beautiful,
one, rose
Long , two,
sharp,
pencils
Young,
pretty, lady
White, big,
round, pillow
Exercise II. Give as

many adjectives as
you can to describe
the following nouns.
The first one is done
for you.
Cabbages two fresh
green cabbages
Grass _________________________
__
Lamp _________________________
__
Sun _________________________
____
Fairy _________________________
___
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
Refer to LM_________.
D.

lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
help me solve?
What innovation or
use/discover which I wish to
share with other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and October 3-7,2016
Grade Level
Learning Areas
Quarter
Time
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
Monday
Tuesday
Wednesday
Show willingness and enthusiasm in reading and listening to literary texts
Thursday
The learner.
The learner.
The learner.
The learner.

in written forms;

in written forms;

in written forms;

in written forms;
The learner...
The learner...
The learner...
The learner...
various text types.
EN5RC-IIg-2.12
Make generalizations
various text types.
EN5RC-IIg-2.12
various text types.
EN5SS-IIg-1.7
Gather relevant information
from various sources
-Online references
various text types.
EN5SS-IIg-1.7
from various sources
-Online references
Generalization
Generalization
CG EN5RC-IIg-2.12
CG EN5RC-IIg-2.12
EN5SS-IIg-1.7
EN5SS-IIg-1.7
pictures, charts
pictures, charts
computer with internet

access, chart, handouts
computer with internet

access, chart, handouts
Show picture of dogs
Show picture of dogs
For
those
schools
with
computers
and
internet
connection:
Visit the computer room. The
teacher opens the computer.
For
those
schools
with
computers
and
internet
connection:
Visit the computer room. The
teacher opens the computer.
III.
(LR) portal
IV.
PROCEDURES
the new lesson
Friday
Weekly Test
Show some parts of the

computer like the microsoft
word, microsoft excel and
google.
Show some parts of the

computer like the microsoft
word, microsoft excel and
google.
For those schools without

computers:
Present a picture/ illustration
of a computer
For those schools without

computers:
Present a picture/ illustration
of a computer

the lesson

from various sources - Online
references
Show willingness and
enthusiasm in reading and
listening to literary texts

from various sources - Online
references
Show willingness and
enthusiasm in reading and
listening to literary texts
C. Presenting
new lesson
List everything you know

about dogs.
List
their
characteristics,
behaviors, etc.
Underline everything about
dogs that is true all the time.
Circle everything that is true
about to only some dogs.
List everything you know

about dogs.
List
their
characteristics,
behaviors, etc.
Underline everything about
dogs that is true all the time.
Circle everything that is true
about to only some dogs.
Say, Class our lesson for

today is all about the
various
sources - Online references
Say, Class our lesson for

today is all about the
various
sources - Online references

#1
Say : When you read, you

may see ideas about groups
of people, animals, or things.
What you read and what you
already know helps you to
make a general statement
about a group.
Say : When you read, you

may see ideas about groups
of people, animals, or things.
What you read and what you
already know helps you to
make a general statement
about a group.
Through Context Clues
Through Context Clues
This
is
called
a
Generalization
A generalization is a broad
statement about a group of
people or things.
This
is
called
a
Generalization
A generalization is a broad
statement about a group of
people or things.
1.
An
electronic
apparatus for analyzing or
storing data
a. wedge
b.
computer
c. pulley
1.
An
electronic
apparatus for analyzing or
storing data
a. wedge
b.
computer
c. pulley
It states something they have

in common
This is our topic for today.
It states something they have

in common
This is our topic for today.
2. A computerbased global
information system
a.reading
b.
recycling
c. internet
2. A computerbased global
information system
a.reading
b.
recycling
c. internet
3. The term ______ refers

to the communication
between a residence or a
business and an Internet
Service
Provider
(ISP)
that
connects to the
3. The term ______ refers

to the communication
between a residence or a
business and an Internet
Service Provider
(ISP)
that
connects to the
internet.
a.Internet access
Airlines
c.
International
#2
Read the situation to the

pupils aloud.
Read the situation to the

pupils aloud.
All dogs are kept as our pets.
All dogs are kept as our pets.
They are called our domestic
They are called our domestic
animals. It is a faithful animal
animals. It is a faithful animal
and is devoted to his master.
and is devoted to his master.
Such a rare quality is found in
Such a rare quality is found in
dogs only. All dog has four
dogs only. All dog has four
legs. It is of many colours and
legs. It is of many colours and
of many breeds. It also differs
of many breeds. It also differs
in size. Some dogs are even
in size. Some dogs are even
kept in the pocket.
kept in the pocket.
Dogs help us in various ways.
Dogs help us in various ways.
Hounds or the hunting dogs
Hounds or the hunting dogs
kill prey for their masters.
kill prey for their masters.
Some dogs are tamed to
Some dogs are tamed to
tend sheep. They watch out-
tend sheep. They watch out-
houses ^and keep strangers,
houses ^and keep strangers,
thieves, animals out of the
thieves, animals out of the
house. Some dogs can also
house. Some dogs can also
used
used
to
locate
criminals..
to
locate
criminals..
They are kept with police for
They are kept with police for
investigation. It has sharp
investigation. It has sharp
ears. Even a slightest noise
ears. Even a slightest noise
Answer
questions:
the
b.
following
a.What are the uses of the

internet/web?
b.How can the internet help
you in your school work?
internet.
a.Internet access
Airlines
c.
International
Answer
questions:
the
b.
following
a.What are the uses of the

internet/web?
b.How can the internet help
you in your school work?
can disturb its sleep and
can disturb its sleep and
make
make
it
alert.
dog
it
alert.
dog
recognises its master and
recognises its master and
family members very well
family members very well
and can even die in order to
and can even die in order to
save them.
save them.
So dog is a man's best and
So dog is a man's best and
true friend. It is very useful
true friend. It is very useful
to man. It readily dies for the
to man. It readily dies for the
sake of its master.
sake of its master.
Based on the paragragph

what is true about dogs all
the time?
All dogs are kept as our pets
All dog has four legs.
Based on the paragragph

what is true about dogs all
the time?
All dogs are kept as our pets
All dog has four legs.
What is true about to only

some dogs?
Some dogs are even kept in
the pocket.
Some dogs can also used to
locate criminals
Some dogs are tamed to tend
sheep.
What is true about to only

some dogs?
Some dogs are even kept in
the pocket.
Some dogs can also used to
locate criminals
Some dogs are tamed to tend
sheep.
Notice the underlined words.

Those words signal or give us
a
clue
to
recognize
generalizations. Other clue
words are the ff:
Notice the underlined words.

Those words signal or give us
a
clue
to
recognize
generalizations. Other clue
words are the ff:
Sometimes
Always
Never
All
Most
Generally
Many
Sometimes
Always
Never
All
Most
Generally
Many
F.
Developing mastery

3)
None
Seldom
None
Seldom
Examples:
All birds have wings.
Many children eat cereal
for breakfast.
Everyone in Laguna goes
to the beach for the summer.
Examples:
Many children eat cereal
for breakfast.
Everyone in Laguna goes
to the beach for the summer.
Some generalizations are

valid or true, but some are
faulty or invalid
Some generalizations are

valid or true, but some are
faulty or invalid
Valid means true

Supported by facts
Agrees with what you know
about the topic
Uses logic and reasoning
Proven
with
several
examples
Example:
Valid means true

Supported by facts
Agrees with what you know
about the topic
Uses logic and reasoning
Proven
with
several
examples
Example:
Faulty means false.

Not supported by facts
Watch for key words: none,
all, always, never, nobody
Example:
Everyone in Tennessee goes
to the beach in the summer.
Faulty means false.

Not supported by facts
Watch for key words: none,
all, always, never, nobody
Example:
Everyone in Tennessee goes
to the beach in the summer.
Other examples. Tell whether

it is Valid or Faulty
Girls cant play ball.
( Valid or Faulty )
Teachers are mean.
( Valid or Faulty )
Halloween is always scary!
( Valid or Faulty )
Other examples. Tell whether

it is Valid or Faulty
Girls cant play ball.
( Valid or Faulty )
Teachers are mean.
( Valid or Faulty )
Halloween is always scary!
( Valid or Faulty )
Read the paragraph. Then

Read the paragraph. Then

All birds have wings. But not

all birds can fly. Birds that do
All birds have wings. But not

all birds can fly. Birds that do
Distribute
manila
paper,
pentel pen, and a copy of the
selection The Beginnings of
the Internet to each group.
The group assigns a member
Distribute
manila
paper,
pentel pen, and a copy of the
selection The Beginnings of
the Internet to each group.
The group assigns a member
not fly are called flightless

birds. The penguin is one
example. It uses its wings to
swim underwater. Ostriches
and emus flap their wings
when they want to scare an
enemy.
Rheas use their
wings like rudders when they
are running from an enemy.
There is even a kind of small
parrot that climbs trees and
then uses its wings to
parachute to the ground.
not fly are called flightless

birds. The penguin is one
example. It uses its wings to
swim underwater. Ostriches
and emus flap their wings
when they want to scare an
enemy.
Rheas use their
wings like rudders when they
are running from an enemy.
There is even a kind of small
parrot that climbs trees and
then uses its wings to
parachute to the ground.
What can you say in general

about flightless birds?
a.
All flightless birds are
large.
b.
Flightless birds have
different uses for their wings.
c. Flightless birds are fast
runners.
d.
The wings of flightless
birds are useless.
What can you say in general

about flightless birds?
a.
All flightless birds are
large.
b.
Flightless birds have
different uses for their wings.
c. Flightless birds are fast
runners.
d.
The wings of flightless
birds are useless.
Ants are one of the most

widespread insects in the
world. Ants are called social
insects because they live in
colonies made up of other
ants. A colony may have a
few dozen or several million
ants living in it.Ants in a
colony
are
divided
into
different groups. Worker ants
look for food and take care of
the young. Soldier ants
defend
the
nest
from
invaders.
The queen ant
lays eggs.
These are the
three main groups in a ant
colony.
Ants are one of the most

widespread insects in the
world. Ants are called social
insects because they live in
colonies made up of other
ants. A colony may have a
few dozen or several million
ants living in it.Ants in a
colony
are
divided
into
different groups. Worker ants
look for food and take care of
the young. Soldier ants
defend
the
nest
from
invaders.
The queen ant
lays eggs.
These are the
three main groups in a ant
colony.
What generalization can you

make about ants based upon

make about ants based upon
to write their answers to the

question on the manila paper
and a reporter for the group.
to write their answers to the

question on the manila paper
and a reporter for the group.
Silent reading of the selection

and answering the questions
in a mind map.
Silent reading of the selection

and answering the questions
in a mind map.
The Beginnings of the

Internet
The Beginnings of the

Internet
The
Internet
was
first
conceived in the early 60s.
Under the leadership of the
Department
of
Defenses
Research Project Association
(ARPA), it grew from a paper
architecture
to
a
small
network called the ARPANET.
It was intended to promote
the
sharing
of
supercomputers
among
researchers in the United
States.
Americas military think-tank
were trying to figure out an
important strategic problem:
how could US authorities talk
to
each
other
in
the
aftermath
of
a
nuclear
attack?
The
Internet
was
first
conceived in the early 60s.
Under the leadership of the
Department
of
Defenses
Research Project Association
(ARPA), it grew from a paper
architecture
to
a
small
network called the ARPANET.
It was intended to promote
the
sharing
of
supercomputers
among
researchers in the United
States.
Americas military think-tank
were trying to figure out an
important strategic problem:
how could US authorities talk
to
each
other
in
the
aftermath
of
a
nuclear
attack?
Communication networks of
the day were chained pointto-point, with each place on
the network dependent on
the link before it. If one point
in the network was blown up,
the whole network would
become useless. Paul Baran,
one of the US militarys
thinkers, conceived the idea
for
a
new
kind
of
communications
network;
one that wasnt organized
point-to-point, but instead
was set up more like a
Communication networks of
the day were chained pointto-point, with each place on
the network dependent on
the link before it. If one point
in the network was blown up,
the whole network would
become useless. Paul Baran,
one of the US militarys
thinkers, conceived the idea
for
a
new
kind
of
communications
network;
one that wasnt organized
point-to-point, but instead
was set up more like a
your reading?
a.
All ants live in large
colonies.
b. All ants work to defend
the colony.
c. All ants in a colony have a
job.
your reading?
a.
All ants live in large
colonies.
b. All ants work to defend
the colony.
c. All ants in a colony have a
job.
About 20% of Americans

have allergies. Allergies can
range from mildly annoying
to deadly. An allergy is an
overreaction of a persons
immune system to something
that is harmless.
Many
people are allergic to dust,
pollen, or mold.
Some
people are allergic to certain
kinds of food, perfume, or
medicines. An allergy might
cause sneezing, coughing, or
a rash.
Sometimes, an
allergy is so severe, it can
lead to death.
About 20% of Americans

have allergies. Allergies can
range from mildly annoying
to deadly. An allergy is an
overreaction of a persons
immune system to something
that is harmless.
Many
people are allergic to dust,
pollen, or mold.
Some
people are allergic to certain
kinds of food, perfume, or
medicines. An allergy might
cause sneezing, coughing, or
a rash.
Sometimes, an
allergy is so severe, it can
lead to death.

make about allergies based
upon your reading?
a. All allergies are deadly.
b.
Allergies can cause
different reactions in different
people.
c. Everyone has allergies.

make about allergies based
upon your reading?
a. All allergies are deadly.
b.
Allergies can cause
different reactions in different
people.
c. Everyone has allergies.
Direction: Group the pupils

into four. Give each group
activity to do. Have a group
representative to present
your answer.
Direction: Group the pupils

into four. Give each group
activity to do. Have a group
representative to present
your answer.
The need for the availability

of communication prompted
the thinkers to come up with
a communication system that
is the Internet.
The need for the availability

of communication prompted
the thinkers to come up with
a communication system that
is the Internet.
Group
1.
generalization
Group
1.
generalization
Answer
questions.
Answer
questions.
Make
5
about
Make
5
about
fishnet.
He believed this
structure
could
allow
information to find its own
path through the network
even if a section had been
destroyed.
fishnet.
He believed this
structure
could
allow
information to find its own
path through the network
even if a section had been
destroyed.
Activity 1
Activity 1
Based on the article, answer

the following questions:
Based on the article, answer

the following questions:
1.
When
was
Internet conceived?
1.
When
was
Internet conceived?
the
the
2.
What was the initial
function of the internet?
2.
What was the initial
function of the internet?
3.
What
stand for?
3.
What
stand for?
4.
the
does
ARPA
In what country did

networking originate?
5.
Who thought
fishnet-like setup?
the
of
following
4.
the
does
ARPA
In what country did

networking originate?
5.
Who thought
fishnet-like setup?
the
of
following
chocolate
Group 2. Write a valid
generalization about how
food can be used creatively
Group
3.
Write
5
generalizations about baby
alligators
Group
4.
Write
valid
generalizations about fishes
the lesson
I.
Evaluating learning
chocolate
Group 2. Write a valid
generalization about how
food can be used creatively
Group
3.
Write
5
generalizations about baby
alligators
Group
4.
Write
valid
generalizations about fishes

todays lesson?

todays lesson?
Generalizations make broad

statements
Some are valid, others are
faulty.
Valid
generalizations
are
supported
by
facts,
examples,
and
logical
thinking. [evidence]
Watch out for words like all or
never.
Generalizations make broad

statements
Some are valid, others are
faulty.
Valid
generalizations
are
supported
by
facts,
examples,
and
logical
thinking. [evidence]
Watch out for words like all or
never.
Read
Read
the
answer
paragraph
the
then
following
questions.
the
answer
paragraph
the
then
following
questions.
Animal Life Spans
Animal Life Spans
Humans can live to be

80, 90 or even 100 years
old. In a few rare cases,
they can live even
Humans can live to be

80, 90 or even 100 years
old. In a few rare cases,
they can live even
How
important
is
communication?
How
often
do
we
communicate?
To
whom
do
we
communicate?
Is it possible to live a single
day without
communicating?
How does it feel to have
someone to talk to all the
time?
When was the last time you
talked with your friends?
With your answers to these
questions, write a paragraph
on:
How
important
is
communication?
How
often
do
we
communicate?
To
whom
do
we
communicate?
Is it possible to live a single
day without
communicating?
How does it feel to have
someone to talk to all the
time?
When was the last time you
talked with your friends?
With your answers to these
questions, write a paragraph
on:
The Importance of
Communication to Man
The Importance of
Communication to Man
Class, aside from reading

materials, where else can we
gather data?
Class, aside from reading

materials, where else can we
gather data?
From online resources
From online resources
Put a check () inside the

box if the
sentence tells about the uses
of the Internet and a cross (x)
if not.
Put a check () inside the

box if the
sentence tells about the uses
of the Internet and a cross (x)
if not.
1.
The
Internet
has made
it possible
for people
1.
The
Internet
has made
it possible
for people
longer. Most animals,

however,
have
far
shorter
lives
than
humans.
Here are some maximum
life spans for small
animals. A mouse, a
popular pet rodent, lives
for about 3 years. If you
get one as pet, dont
plan on having it until
you go away to college.
Guppies, the popular pet
fish, live longer. They
reach 5 years in age.
Giant spiders can live a
surprisingly long time as
long as 20 years.
What
about
large
animals? Two of the
biggest animals have
similar life spans. The
maximum life span of an
elephant is 77 years. The
maximum life span of a
blue whale is 80 years.
Bears are another large
animals that can live for
quite a long time.
And how about reptiles?
Alligators can live for
more than 70 years.
Turtles can live even
longer. Some species of
turtle can reach over
100 years in age.
longer. Most animals,

however,
have
far
shorter
lives
than
humans.
Here are some maximum
life spans for small
animals. A mouse, a
popular pet rodent, lives
for about 3 years. If you
get one as pet, dont
plan on having it until
you go away to college.
Guppies, the popular pet
fish, live longer. They
reach 5 years in age.
Giant spiders can live a
surprisingly long time as
long as 20 years.
What
about
large
animals? Two of the
biggest animals have
similar life spans. The
maximum life span of an
elephant is 77 years. The
maximum life span of a
blue whale is 80 years.
Bears are another large
animals that can live for
quite a long time.
And how about reptiles?
Alligators can live for
more than 70 years.
Turtles can live even
longer. Some species of
turtle can reach over
100 years in age.
all
over
the world
to
communic
ate
with
one
another
effectively
and
inexpensiv
ely.
2.
We can
use
the
web,
Internet
to
look
for
the
answers
to
our
assignme
nts.
all
over
the world
to
communic
ate
with
one
another
effectively
and
inexpensiv
ely.
2.
We can
use
the
web,
Internet
to
look
for
the
answers
to
our
assignme
nts.
3. The web,
Internet
is only
used by
the
wealthy
people.
3. The web,
Internet
is only
used by
the
wealthy
people.
4. Media and
entertainmen
t companies
use the
Internet for
on-line news
and weather
services and
to broadcast
audio and
video,
including
live radio and
television
programs.
4. Media and
entertainmen
t companies
use the
Internet for
on-line news
and weather
services and
to broadcast
audio and
video,
including
live radio and
television
programs.
5. Companies
use the
Internet for
selling,
buying,
distributing
products, and
providing
customer
service.
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
Generalize what you have

done in the class.
Generalize what you have

done in the class.
For
those
with
internet
access) Research for studentfriendly websites and list
down some information you
may get from them.
5. Companies
use the
Internet for
selling,
buying,
distributing
products, and
providing
customer
service.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Time
Monday
I.
OBJECTIVES
C. Learning
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
listens critically to news reports

and other radio broadcasts and
expresses ideas accurately in oral

ideas accurately in oral


The learner...
The learner...
The learner...
The learner...
demonstrates confidence in the use

of the language to meet everydays
needs; and reads independently
and gets relevant information from
various text types.
in the use of the language
to meet everydays needs;
and reads independently
and gets relevant
text types.
EN5WC-IIh-1.8.2
Revise writing for clarity
- correct spelling
and gets relevant
text types.
EN5RC-IIh-2.15.1
Make an outline from a
selection read
and gets relevant
text types.
EN5RC-IIh-2.15.1
selection read
EN5WC-IIh-1.8.2
Revise writing for clarity
- correct spelling
Friday
Weekly Test
1. Teachers Guide
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson
EN5OL IIH 4 and EN5WC-IIH1.8.2
EN5OL IIH 4 and

EN5WC-IIH-1.8.2
EN5RC-IIH-2.15.1 AND
EN5F-IIH-1.3
EN5RC-IIH-2.15.1 AND
EN5F-IIH-1.3
Video
video
Projector, power point

presentation, lap top
Projector, power point

presentation, lap top
Ask: How do you value opinion of

your classmates?
In coming to your what do you
want to wear?
Do you want to wear uniform or
not?
Ask: How do you value

opinion of your
classmates?
In coming to your what do
you want to wear?
Do you want to wear
uniform or not?
communicating with
others
Ask: How do you take care

of your body?
Why is it important to have
a healthy body?
Ask: How do you take care

of your body?
Why is it important to have
a healthy body?

selection read.

selection read.
for the lesson

communicating with others
C. Presenting
the new lesson
Say: Class, our lesson for today is

about making a stand based on the
video presented. What is your
stand about wearing uniform in
school or not?

today is about making a
stand based on the video
presented. What is your
stand about wearing
uniform in school or not?

today is about making an
outline from a selection
read.

today is about making an
outline from a selection
read.

#1
The teacher will show a video

presentation. Watch the video clip,
and then take note of the important
points being raised.
The teacher will show a

video presentation. Watch
the video clip, and then
take note of the important
points being raised.
Outlining is arranging
notes so that important
ideas stand out and make
clear which point supports
each of the important
ideas.
An outline is a method
for taking notes of a
written work or speech.
The outline is usually
presented using headings
and subheadings.
Outlining is arranging
notes so that important
ideas stand out and make
clear which point supports
each of the important
ideas.
An outline is a method
for taking notes of a
written work or speech.
The outline is usually
presented using headings
and subheadings.
Watch: You tube:

v=cipXm45ObDI
Say: Who are in favor of wearing
uniform in school? Why?
Who are not in favor of wearing
uniform? Why?
Watch: You tube:

https://www.youtube.com/
watch?v=cipXm45ObDI
Say: Who are in favor of
wearing uniform in school?
Why?
Who are not in favor of
wearing uniform? Why?

#2
F.
Developing mastery

3)
Issue to be discussed: Are you in

favor of K-12 or not?
Let the pupils form five groups. Let
each group form a small circle.
Let each member of every group
share with the rest of the group
members .
Clarity/Conciseness: Revise the

following sentences to remove
clutter, eliminate wordiness, and
Issue to be discussed:
Are you in favor of K-12
or not?
Let the pupils form five
groups. Let each group
form a small circle.
Let each member of every
group share with the rest
of the group members .
Clarity/Conciseness:
Revise the following
sentences to remove
Read the selection then

answer the questions that
follows.
Read the selection then

answer the questions that
follows.
Taking Care of Our

Bodies
Taking Care of Our

Bodies
The human body needs

both rest
an exercise. It also needs
nourishment. A healthy
looking body doesnt just
happen. A good deal of
care is given to it.
The body needs food, as
the machine needs fuel as
oil. The body requires an
adequate amount of basic
nutrients such as
protein, fats,
carbohydrates and
minerals.
The human body needs

both rest
an exercise. It also needs
nourishment. A healthy
looking body doesnt just
happen. A good deal of
care is given to it.
The body needs food, as
the machine needs fuel as
oil. The body requires an
adequate amount of basic
nutrients such as
protein, fats,
carbohydrates and
minerals.
Ask:
What is the main idea of
the fist paragraph?
How did you know these
details were more
important than the other
details in the selection?
What other ideas struck
you while reading the text?
Did you notice or find any
cue word that help you
determine the essential
idea or information?
What is the title or
concept?
the second paragraph?
What are the facts that
support the idea?
Ask:
the fist paragraph?
How did you know these
details were more
important than the other
details in the selection?
What other ideas struck
you while reading the
text?
Did you notice or find any
cue word that help you
determine the essential
idea or information?
What is the title or
concept?
the second paragraph?
What are the facts that
support the idea?
Group the class into 4.

Each member of the group
will look for the missing
Group the class into 4.

Each member of the group
will look for the missing
clarify meaning (credits to Zinsser).

1 The bricks on our new house
are red in color and in spite of
the fact that they are new, the
look of these bricks is a used,
beat-up appearance.
2
Due to the fact that he hadnt

totally and completely read all
the material, he lacked in the
ability to do the writing for the
purpose of the class exercise.
America has two main kinds of

business. Americans need to
pay attention to getting justice
for all, and they also need to be
sure that everyone is treated
alike.
It is interesting to note that

numerous individuals required
assistance, whereas, the
remainder took a pass.
I was not facilitated in reading

her comments she had written
in my paper because of the
handwriting that was illegible
and therefore could not be
read.
clutter, eliminate
wordiness, and clarify
meaning (credits to
Zinsser).
(1) The bricks on our new
house are red in color
and in spite of the fact
that they are new, the
look of these bricks is
a used, beat-up
appearance.
information to complete
the outline. The first group
to complete the outline will
be the winner.
information to complete
the outline. The first group
to complete the outline
will be the winner.
Group Activity
Group Activity
(2) Due to the fact that he

hadnt totally and
completely read all the
material, he lacked in
the ability to do the
writing for the purpose
of the class exercise.
(3) America has two main
kinds of business.
Americans need to pay
attention to getting
justice for all, and they
also need to be sure
that everyone is
treated alike.
(4) It is interesting to note
that numerous
individuals required
assistance, whereas,
the remainder took a
pass.
(5) I was not facilitated in
reading her comments
she had written in my
paper because of the
handwriting that was
illegible and therefore
could not be read.
Group Activity
Group Activity
the lesson
How to revise sentences in writing

with clarity and correct spelling?
What are the things that you should
remember?
I.
Read the given sentences, then

choose one of the words from
below that will best fit the
sentence. After this, underline the
word in the sentence that gave you
clue to the word you chose.
Evaluating learning
Vase
knocking
Morning
light
mailing
write
Every ________ I have breakfast.

Turn on the _____________. It is dark
in this room.
Bring this letter to the post office
for _____________.
I can hear someone _______________
at the door.
Father brought some flowers which
mother put in a _____________.
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
No. of learners who

earned 80% in the
evaluation

below 80%
Refer to LM_______.
How to revise sentences in

writing with clarity and
correct spelling?
What are the things that
you should remember?
Read the given sentences,
then choose one of the
words from below that will
best fit the sentence. After
this, underline the word in
the sentence that gave
you clue to the word you
chose.
Vase
Mailing
light
knocking
Morning
write
Every ________ I have

breakfast.
Turn on the _____________.
It is dark in this room.
Bring this letter to the post
office for _____________.
I can hear someone
_______________ at the door.
Father brought some
flowers which mother put
in a _____________.
Refer to LM_______.
How to make an outline?

What are the things to
remember in making an
outline?
How to make an outline?

What are the things to
remember in making an
outline?
Directions: Make an outline

using the jumbled details
about main headings and
subheadings.
Directions: Make an outline

using the jumbled details
about main headings and
subheadings.
Kind of fossils
Location of fossils
Uses of fossils
Telling the story of the
earth
Molds of plants and
animals
Skeletal remains of plants
and animals
Hard rocks
Layers of sedimentary
rocks
Preserved bodies of parts
of bodies of plants and
animals
Tracing the changes of the
earths surface
Telling the changes in
climate
Holes in the mud
Prints made by parts of
plants and animals
Mud or sand
Kind of fossils
Location of fossils
Uses of fossils
Telling the story of the
earth
Molds of plants and
animals
Skeletal remains of plants
and animals
Hard rocks
Layers of sedimentary
rocks
Preserved bodies of parts
of bodies of plants and
animals
Tracing the changes of the
earths surface
Telling the changes in
climate
Holes in the mud
Prints made by parts of
plants and animals
Mud or sand
Refer to LM_______.
Refer to LM_______.
D.

lesson
E.
did these work?
F.

encounter which my
help me solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Time
Monday
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objecti
ves
each
II.
CONTENT
III.
LEARNING
Grade Level
Learning Areas
Quarter
Tuesday
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
news reports and
other radio
broadcasts and
expresses ideas
accurately in oral
and in written
forms;

forms;

forms;

forms;
The learner...
The learner...
The learner...
The learner...
demonstrates
confidence in the
use of the
language to meet
everydays needs;
and reads
independently and
gets relevant
information from
various text types.
EN5OL-IIj-4
Make a stand

the language to meet everydays needs;
and reads independently and gets
relevant information from various text
types.

types.

types.
EN5F-IIj-1.3
Read grade level text with accuracy,
EN5F-IIj-1.6
appropriate rate
EN5F-IIj-1.7
and proper
Make an outline from a selection read
Make a stand
about the issue of
the in the security
of the West
Philippine Sea
Friday
Weekly
test
RESOURCES
A. References
1. Teachers Guide
pages
pages
Our World of
Reading Wind
Sea Workbook
ROCKS
Our World of Reading Wind Sea

Workbook

Workbook

Workbook
Pictures , charts,
multimedia
devices and
worksheets
stories and charts
stories and charts
stories and charts
Show a political
map of the
Philippines.
Give the country
near it.
Show a video clips.
Show a video clips.
Show a video clips.
v=r68iEwYdbh4
v=r68iEwYdbh4
v=r68iEwYdbh4
B. Establishing a
purpose for the
lesson
Make a stand
about the issue of
the in the security
of the West
Philippine Sea

appropriate rate and proper expression

C. Presenting
examples/instances
of the new lesson
Say: Class, Our

lesson for today is
about standing in
the issue of the
security of the
West Philippine
Sea.
Say: Class, Our lesson for today is about

making a two point outline on a
selection read.

selection read.

selection read.
Outlining is arranging notes so that

important ideas stand out and make
clear which point supports each of the
important ideas.

important ideas.

important ideas.
Things to remember in making an

outline;

outline;

outline;
The title for the outline should be used

in the report itself.
Use Roman numerals I, II, III etc. to
number topic from the others.


3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson

D. Discussing new
concepts and
#1
Place a poster in
each corner of the
room. Then read a
statement, and tell
students to go to
the corner that
best describes
how they feel
about that
statement. Here
are some
examples of
statements:
The Philippines
should handle
alone the security
of the West
Philippine Sea
without any help
from any other
countries.
The United States
of America should
provide direct
assistance in the
security of the
West Philippine
Sea.
The issue on the
security of the
Use capital letters A, B, C, D, to indicate

subheadings.
Use Arabic numerals 1, 2, 3 to number
detail headings.
Subdivisions of the same kind should fall
under the same alignment and
indention: B under A, 2 under 1.
A period is needed after the letter or
number of each heading but not after
the heading itself.
The first letter of each heading should
be capitalized. (Tell the pupils that the
term main headings is used for main
ideas and subheadings for the
supporting details in an outline.

subheadings.
detail headings.
the heading itself.

subheadings.
detail headings.
the heading itself.
Have students take a tour of the

selection they will be reading. Ask them
to preview the text and identify key
words or clue words that will help them
determine the relevant ideas. Have look
at the first and last line of each
paragraph.

paragraph.

paragraph.
(See to it that the pupils follow the

instructions and look at the part of text
they are asked to see.)


Look at the left part or side of the text.

Ask: Can you tell me about some of the
important ideas that struck you?


Read the selection and have students

reflect on how the tour text activity
supported their understanding about the
selection.

selection.

selection.
Rocks
Rocks
Rocks
There are many kinds of rocks.

Generally, according to how they are
formed, rocks are classified as
igneous, sedimentary or
metamorphic.
Igneous Rocks
Deep within the earths surface
exists molten or melted materials known

metamorphic.
Igneous Rocks

metamorphic.
Igneous Rocks
West Philippine
should be handle
only of the
countries in the
Southeast Asian
Region.
The USA should
only provide
military equipment
for the security of
the West
Philippine Sea and
will not directly
involve in its
security.
Encourage
students to voice
their opinions from
their respective
corners. Then
have each group
gathered in
response to a
statement work
together to write a
clear statement
explaining their
position.
What
is
your
opinion about your
desired
statements
you
have chosen?
Should the USA
have
a
direct
involvement in the
following
issue?
Why or why not?
Why
do
the
Philippines should
handle alone the
security
of
its
territory?
What can you say
about the USA
as magma. This molten rock material is

extremely hot with temperature ranging
from 749 to 1093C. High pressure may
force the magma to work its way
upward to the earths surface through
the cracks or fissures. When these
molten rock materials cool off and
solidify, they form what we call igneous
rocks which mean formed by fire.
Igneous rocks occur in two principal
forms: intrusive igneous rock and
extrusive
igneous
rock.
Intrusive
igneous rocks are igneous rocks that do
not rise all the way to the surface of the
earth. They hardened up before
reaching the earths surface. They have
coarse mineral grains and crystals that
can be easily seen. These are also called
plutonic rocks. Extrusive igneous rocks
are formed and solidified on the surface
of the earth. They are usually fine
grained, glassy or finely crystalline in
texture. Since these rocks are formed
from molten materials that are expelled
by volcanic eruptions, they are also
called volcanic rocks or pyroclastic
rocks.

extrusive
igneous
rock.
Intrusive
rocks.

extrusive
igneous
rock.
Intrusive
rocks.
Sedimentary Rocks
There are rocks that consist of
materials that were once was part of
older rocks or of plants and animal
parts. These rocks were deposited
millions of years ago as layers of loose
materials which
become
cemented together. They are called
sedimentary rocks from the word
sediments. They are grouped into
three: 1) classic or
fragmental
sedimentary,
2)
chemical
sedimentary,and
3)
organic
sedimentary. Classic or fragmental
sedimentary is composed of rock
fragments carried and deposited by
wind, water or glacier and are cemented
together. Chemical sedimentary is
composed of deposits of minerals
Sedimentary Rocks
materials which
become
fragmental
sedimentary,
2)
chemical
sedimentary,and
3)
organic
Sedimentary Rocks
materials which
become
fragmental
sedimentary,
2)
chemical
sedimentary,and
3)
organic
giving
military
equipment for the
security
our
territory? Will it
benefit us or the
US?
Should
the
security of the
west
Philippine
sea be handle by
the accepting the
direct assistance
of our Southeast
Asian neighbours?
dissolved in water. The evaporation of

water causes the minerals to crystallize
leaving
mineral
deposits.
Organic
sedimentary is composed of shells,
skeletons and other parts of plants or
animals.
Many
different
substances can act as cement that bind
the sedimentary rocks. Of these, the
most common are calcium carbonate,
silica, mud, clay and iron oxide.

leaving
mineral
deposits.
Organic
animals.
Many
different

leaving
mineral
deposits.
Organic
animals.
Many
different
Metamorphic Rock
Rocks that have changed its
appearance and sometimes its mineral
composition due to either extreme heat
or pressure are called metamorphic
rocks. They often show a layered
structure but some are said to be
massive.
Metamorphic
rocks
that
layered in appearance are known as
foliated rocks while those that are
massive are known as unfoliated rocks.
All kinds of rocks, including igneous and
sedimentary,
usually
undergo
metamorphism and produce the so
called metamorphic rocks.
Metamorphic Rock
massive.
Metamorphic
rocks
that
sedimentary,
usually
undergo
Metamorphic Rock
massive.
Metamorphic
rocks
that
sedimentary,
usually
undergo
Answer the following questions.

1.
What are the three main kinds of
rocks?
2.
What are the principal forms of
igneous rocks?
3.
What are the three groups of
sedimentary rocks?
a.
What make up clastic or
fragmental sedimentary?
b.
What make up chemical
sedimentary?
c.
What make up organic
sedimentary?
4.
What are the 2 kinds of
metamorphic rock? Differentiate.
5.
What are our natural resources?
6.
Why is it necessary to conserve
our natural resources?
7.
As young boys and girls, how
can you help conserve our mineral

1.
rocks?
2.
igneous rocks?
3.
sedimentary rocks?
a.
b.
sedimentary?
c.
sedimentary?
4.
5.
6.
7.

1.
rocks?
2.
igneous rocks?
3.
sedimentary rocks?
a.
b.
sedimentary?
c.
sedimentary?
4.
5.
6.
7.
E. Discussing new
concepts and
#2
The Teacher will

provide certain
activities to be
perform or discuss
in the class after
they are finish.
Group I
Statement No. 3
Make a
Brainstorming
Web
Group II Statement No. 4
Make a
Discussion Web
Group III Statement No. 1
Make a Poem
Group IV Statement 1 and 2
Make a Venn
Diagram
resources?
resources?
resources?
Ask: What does the very first line at

the top represent?
What
do
the
Roman
numerals
represent? What are found after each
Roman numeral?
What do the capital letters represent?
How are the capital letters written as
compared with the Roman numerals?
Say:
Let us make our own reminders
for writing an outline.

the top represent?
What
do
the
Roman
numerals
Roman numeral?
Say:

the top represent?
What
do
the
Roman
numerals
Roman numeral?
Say:
Lead the children to make the reminder

similar to the one below.


An outline should have a title.

Roman numerals are used to indicate
the main topic. Place a period after each
Roman numeral. Be sure that the Roman
numerals and the periods are in a
column.
Capital letters are used in subtopics.
Indent the capital letters and place a
period after each. Arrange the capital
letters in a straight line too.
All main topic heading should be divided
into at least two parts. A topic cannot
logically be decided into only one part.
All the headings should be expressed in
parallel grammatical form.
All the first word should be capitalized
Practice (orally by whole class. The
teacher should help in preparing the
two-point outline of Rocks.)

column.

column.
Ask:
What is the title?
What is the main topic?
Where will we write it? Make a brief
description.
What are the 3 supporting details?
What will we write in Roman numeral II
Ask:
What is the title?
description.
Ask:
What is the title?
description.
(Continue until the skeleton is filled up.)
ROCKS
ROCKS
ROCKS
F.
Developing mastery
(Leads to Formative
Assessment 3)
Debate
Group 1 and 2
Talk about the
issue of the
second statement.
Group 3 and 4
Talks about the
issue of the third
statement.
The two groups
will draw lots to
I.
Rocks according to how it was
formed
A.
Igneous hardened magma
B.
Sedimentary
cemented
sediments
C.
Metamorphic changed due to
heat and pressure
I.
formed
A.
B.
Sedimentary
cemented
sediments
C.
heat and pressure
I.
formed
A.
B.
Sedimentary
cemented
sediments
C.
heat and pressure
II.
Igneous rocks solidified or
hardened magma
A.
Intrusive
igneous
rock
solidified before reaching the earths

surface
B.
Extrusive
igneous
rock
solidified on the earths surface
II.
hardened magma
A.
Intrusive
igneous
rock

surface
B.
Extrusive
igneous
rock
II.
hardened magma
A.
Intrusive
igneous
rock

surface
B.
Extrusive
igneous
rock
III.
Sedimentary rocks made of
sediments cemented together
A.
Clastic
or
fragmented
sedimentary rock fragments carried by
wind, water and glacier
B.
Chemical
sedimentary
deposits of minerals dissolved in water

C.
Organic sedimentary shells
skeletons and other parts of plants and
animals
D.
Cementing materials calcium
carbonate, silica, mud, clay and iron
oxide
III.
A.
Clastic
or
fragmented
B.
Chemical
sedimentary

C.
animals
D.
oxide
III.
A.
Clastic
or
fragmented
B.
Chemical
sedimentary

C.
animals
D.
oxide
IV.
Metamorphic rocks changed its
appearance and mineral composition
due to heat and pressure
A.
Foliated
rock
layered
appearance
B.
Unfoliated
massive
appearance
IV.
A.
Foliated
rock
layered
appearance
B.
Unfoliated
massive
appearance
IV.
A.
Foliated
rock
layered
appearance
B.
Unfoliated
massive
appearance
Group Activity:
Each group will make an outline.
Group Activity:
Group Activity:
take the pros and

cons.
applications of
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning
What is your stand

regarding the
issue?
What did you learn

on the following
issues?
Let the pupils

give their
opinion on the
following
article.
Make an outline using the jumbled

details about
Main headings and subheadings:
Kinds of fossils
Location of fossils
Uses of fossils
Telling the story of the earth
Molds of plants and animals
Skeletal remains of plants and animals
Hard rocks
Layers of sedimentary rocks
Preserved bodies or parts of bodies of
plants & animals
Tracing the changes of the earths
surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants and
animals
Mud or sand

details about
Kinds of fossils
Location of fossils
Uses of fossils
Hard rocks
plants & animals
surface
Holes in the mud
animals
Mud or sand

details about
Kinds of fossils
Location of fossils
Uses of fossils
Hard rocks
plants & animals
surface
Holes in the mud
animals
Mud or sand
FOSSILS
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What is outlining?
FOSSILS
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What is outlining?
FOSSILS
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What is outlining?
Refer to LM pp _______.
Bongbong on
bilateral talks:
China opened
the door, we
shut it
MANILA,
Philippines - Sen.
Ferdinand
"Bongbong"
Marcos
Jr.
perceives
the Philippines'
rejection
of
bilateral talks with

China as a wasted
opportunity
to
resolve
the
maritime
over
dispute
the
South
China Sea.
"China
opened the door
and
we
shut
it.
The Chinese said

let's talk and we
snubbed
them,"
Marcos said during

a
media
adding
forum,
that
the
country failed to
take advantage of
the
opportunity.
READ: China
given
to Philippines:
Let's sit down and
talk
According
to
the
senator,
there
are
three
ways
only
to
resolve
the
said
dispute:
by
war,
adjudication
or
multilateral
or
bilateral
agreements.
Marcos
ruled out war and
arbitration
since
the Chinese would

not recognize the
latter.
"So
talk,
and tell them: we

are not happy with
what
you
are
doing and we do
not
agree
what
doing.
with
you
are
But
the
next thing you say

is: how do we fix
this?" the senator
said.
The
Senate Committee
of
Foreign
Relations
noted
chair
that
the
Philippines will not

lose
anything
accept
if
China's
invitation
to
dialogue
on
a
the
maritime dispute.
"We
should
talk
China
to
bilaterally
because it is still
the
best
Our
option.
Filipino
businessmen
also
can
help
by
reaching
out
their
Chinese
counterparts
friends
in
to
and
China
and try to come

up with a solution
that will persuade
both governments
to,
at
least,
down
sit
and
negotiate,
or
at
most, resolve the

problem outright,"
Marcos said.
Marcos
stressed that the
Philippines should
not be "snobbish"
in
dealing
with
"superpower"
China. He added
that he cannot see
any reason not to
talk with China.
"We're
strategically
important to any
great
power
Asia-Pacific,
in
but
we have to play
that
role
even-
handedly. We have
to stop thinking in
terms of kakampi
ko
ang
Chinese,
kakampi
ko
ang
Kano.
Ang
kakampi mo lang
Pilipino,"
the
senator added.
The Philipp
ines
sent
delegation to
the
United
Nations
Arbitral Tribunal to
defend
its
against
stand
China's
nine-dash
line
claim
the
over
South China Sea.

J.
Additional activities
for application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
No. of learners who

require additional
activities for
below 80%
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
principal or supervisor
can help me solve?
What innovation or
use/discover which I
wish to share with other
teachers?
G.
Make a reaction
regarding the
issue.
Make an outline on what you have done

tonight.

tonight.

tonight.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and November 1-4,2016
Time
Monday
I.
OBJECTIVES
C. Learning
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
HOLIDAY
Grade Level
Learning Areas
Quarter
Tuesday
HOLIDAY
Wednesday
REVIEW
Thursday
PERIODICAL TEST
Friday
PERIODICAL TEST
the new lesson
the lesson
C. Presenting
new lesson
#1
#2
F.
Developing mastery

3)
the lesson
J.

application or
remediation
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
D.

E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Infer the meaning of unfamiliar words (Compound) based on given context clues
Thursday
The learner.
The learner.
The learner.
The learner.
listens critically to different

text types; expresses ideas
logically in oral and written
forms; needs.

forms; needs.

forms; needs.

forms; needs.
The learner...
The learner...
The learner...
The learner...
demonstrates interest in
reading to meet various
Friday
Weekly test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
EN5LC-IIIa-2.10
EN5LC-IIIa-2.15
Provide evidence to support
understanding
EN5LC-IIIa-2.10
EN5LC-IIIa-2.15
understanding
Distinguishing Fact from

opinion
Distinguishing Fact from

opinion
EN5LC III a 2.10
EN5LC III a 2.10
EN5V-IIIa-20.3
unfamiliar words (compound,
affixed) based on
EN5V-IIIa-20.4
given context clues
(Synonyms
Antonyms
word parts) and
EN5V-IIIa-20.5
Compound words
EN5V-IIIa-20.3
affixed) based on
EN5V-IIIa-20.4
given context clues
(Synonyms
Antonyms
word parts) and
EN5V-IIIa-20.5
Compound words
EN5V 20.3
EN5V 20.3
Lesson Guide In English 5 pp.
Lesson Guide In English 5 pp.
103-104
103-104
III.
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
picture, strip of cartolina,

realia

realia

realia

realia
Game: Pick out a strip ( rolled
Game: Pick out a strip ( rolled
Study the picture. Tell
with ribbon ) with a
with ribbon ) with a
something about it.
something about it.
1. What are the following
1. What are the following
opinion inside a box. Those
opinion inside a box. Those
pastries/cakes made of?
who picked an opinion should
who picked an opinion should
2. List down some
2. List down some
go to the left side; those who
go to the left side; those who
ingredients in making
ingredients in making
cupcakes or
cupcakes or
pancakes/applesauce etc.
pancakes/applesauce etc.
a poem or a dance number.
a poem or a dance number.
* Boats never sink.
* Boats never sink.
* Ice is cold.
* Ice is cold.
* Three is not a number
* Three is not a number
between two and four.
between two and four.
* All people can read.
* All people can read.
* A kitten grew up to be a
* A kitten grew up to be a
cat.
* You should brush your
teeth.
* A baby cannot count one

the lesson
C. Presenting
new lesson
cat.
* You should brush your
teeth.
* A baby cannot count one
to ten.
to ten.
* Rich people are happy.

distinguish fact from opinion.
* Rich people are happy.

distinguish fact from opinion.
unfamiliar words (Compound)
unfamiliar words (Compound)
Read grade level text with
accuracy, appropriate rate
accuracy, appropriate rate
1. Say: I have here a
1. Say: I have here a
and proper expression

1. I have here a paragraph.
and proper expression

1. I have here a paragraph.
paragraph to read with you.
paragraph to read with you.
Please read orally. Follow the
Please read orally. Follow the
2. Read the paragraph to the
2. Read the paragraph to the
proper reading with accuracy,
proper reading with accuracy,
pupils.
pupils.
3. Comprehension check-up
4. Ask them to distinguish
4. Ask them to distinguish
fact from opinion.
fact from opinion.
appropriate rate and
proper expression.
proper expression.
2. Read the paragraph.
2. Read the paragraph.
One Sunday
One Sunday
afternoon, Julian, the baker is
afternoon, Julian, the baker is
paragraphs.
paragraphs.
busy making cupcakes and
busy making cupcakes and
a. Jose works with animals. In
a. Jose works with animals. In
cooking pancakes. Celia, his
cooking pancakes. Celia, his
helper is busy packing
helper is busy packing
applesauce and strawberry
jam. They will bri2ng these to
jam. They will bri2ng these to
Chinatown where anybody
can buy them anytime.
can buy them anytime.
animals so that they could
animals so that they could
get along with people.
get along with people.
a. Who is Julian?
a. Who is Julian?
b. Jose believes that being a
b. Jose believes that being a
b. What is the work of the
b. What is the work of the
baker?
baker?
c. What does Celia pack?
c. What does Celia pack?
d. When did the story
d. When did the story
grows up. He thinks that he
grows up. He thinks that he
happen?
happen?
will become an excellent
will become an excellent
e. If you were a baker what
e. If you were a baker what
bread would you prefer to
future.
future.
bake?
bake?
4. Ask them to pick out the
4. Ask them to pick out the
different compound words
different compound words
from paragraph mentioned
from paragraph mentioned
Which paragraph expresses

truth or fact?

#1
Which paragraph expresses

truth or fact?
Let the pupils read sentences
Let the pupils read sentences
above
Modeling for Pupils
above
Modeling for Pupils
distinguishing fact from
distinguishing fact from
1. Look for the underlined
1. Look for the underlined
opinion.
opinion.
words in our story.
words in our story.
a. A forest is the best place to
a. A forest is the best place
2. Read the two words found
2. Read the two words found
relax.
to relax.
in each word.
in each word.
b. Forests protect our wildlife
b. Forests protect our wildlife
and provide homes, food and
and provide homes, food and
Sunday =sun
water to animals and birds.
water to animals and birds.
afternoon=after
c. Trees prevent flood that
c. Trees prevent flood that
can kill people and crops.
can kill people and crops.
d. From these forests come
d. From these forests come
wood for houses, telephone
wood for houses, telephone
posts, electric light poles and
posts, electric light poles and
many other things.
many other things.
e. Forest fires can be
e. Forest fires can be
prevented.
prevented.
Fact is a statement which
Fact is a statement which
have proven to be true.

Opinion is a view or guess
have proven to be true.

Opinion is a view or guess
which may or may not be
which may or may not be
true. Clue words like think,
true. Clue words like think,
believes, feel, must be, must
believes, feel, must be, must
and probably, seems often
and probably, seems often
signal opinion.
signal opinion.
day
Sunday =sun
afternoon=after
noon
cupcakes
=cup
=pan
+
+
sauce
=cup
pancakes
=pan
applesauce=apple
sauce
strawberry=straw
berry
strawberry=straw
berry
Chinatown=China
town
Chinatown=China
town
=any
body
time
cupcakes
cakes
applesauce=apple
anytime
cakes
cakes
anybody
day
noon
cakes
pancakes
anybody
=any
=any
body
=any
anytime
time

#2
Compound Word comes
Compound Word comes
from two different words that
from two different words that
have been put together to
have been put together to
form anew word with a new
form anew word with a new

meaning.
1. The pupils will write the
1. The teacher will direct the
1. The teacher will direct the
meaning.
1. The pupils will write the
pupils to write at least 2
pupils to write at least 2
compound word that mean
compound word that mean
sentences distinguishing fact
sentences distinguishing fact
the following:
the following:
from opinion.
from opinion.
_______________________ bell
_______________________ bell
2. Group Activity
2. Group Activity
by the door
by the door
a. The pupils will group into
a. The pupils will group into
_______________________ ache
_______________________ ache
five. b. The teacher will
five. b. The teacher will
or pain at the back of the
or pain at the back of the
explain the Directions of the
explain the Directions of the
body
body
activity.
activity.
_______________________ cake
_______________________ cake
c. There are metacards where
c. There are metacards where
fried on a pan
fried on a pan
the sentences of fact and
the sentences of fact and
_______________________ room
_______________________ room
opinion are written.
opinion are written.
where classes are held
where classes are held
d. The group will distinguish
d. The group will distinguish
_______________________ cloth
_______________________ cloth
whether the sentences are
whether the sentences are
to cover
to cover
fact or opinion by pasting it
fact or opinion by pasting it
in the proper heading.
in the proper heading.
3. Activity proper.
3. Activity proper.
Sentences:
Sentences:
a. I love water.
a. I love water.
b. Drink about 6-8 glasses of
b. Drink about 6-8 glasses of
water each day to be healthy
water each day to be healthy
and strong.
and strong.
c. Animals need water to
c. Animals need water to
survive.
survive.
d. Some plants can live
d. Some plants can live
without water.
without water.
e. Clean water is pure.
e. Clean water is pure.
F.
Developing mastery

3)
Refer to Learners Material
Refer to Learners Material
a. Group the pupils
a. Group the pupils
Week 1-Day 1 (Read and
Week 1-Day 1 (Read and
accordingly
accordingly
Learn)
Learn)
b. Explain the directions of
b. Explain the directions of
the activity
the activity
3. Activity proper
3. Activity proper
Directions: Lets make
Directions: Lets make
compound words. Write the
compound words. Write the
compound word on the blank
compound word on the blank
before its meaning.
before its meaning.
_____________________ 1. store
_____________________ 1. store
where books are sold
where books are sold
_____________________ 2.
_____________________ 2.
marker placed between the
marker placed between the
pages of the book
pages of the book
_____________________ 3. a set
_____________________ 3. a set
of shelves or cabinet for
holding books
holding books
_____________________ 4.
_____________________ 4.
person who spends much
time reading a book
time reading a book
_____________________ 5. used
_____________________ 5. used
to protect the eyes from the
to protect the eyes from the
suns glare
Pick out the compound words
suns glare
Pick out the compound words
from the sentences.
from the sentences.
1. Daylight begins at early
1. Daylight begins at early
morning.
morning.
2. We put all our toys in the
2. We put all our toys in the
playroom.
playroom.
3. I got sunburn when we
3. I got sunburn when we
went to the beach.
went to the beach.
4. The teacher told the pupils
4. The teacher told the pupils
to underline the correct
to underline the correct
answer.
answer.
Group Activity
Group Activity
5. We have P.E. in the
5. We have P.E. in the
the lesson
afternoon.
afternoon.
todays lesson?
todays lesson?
todays lesson?
todays lesson?
Give other examples of
Give other examples of
I.
Directions: Distinguish fact
Directions: Distinguish fact
compound words
Read each sentence and fill
compound words
from opinion. Write F if the
from opinion. Write F if the
in the blank with a compound
in the blank with a compound
sentences express fact and O
sentences express fact and O
word. Choose your answer
word. Choose your answer
if it is anopinion on the blank
if it is anopinion on the blank
below.
below.
before the number.
before the number.
______ 1. From birth to
______ 1. From birth to
1. The ____________________did
1. The ____________________did
adulthood, we grow
adulthood, we grow
their best to save the burning
their best to save the burning
physically, intellectually, and
physically, intellectually, and
building.
building.
emotionally.
emotionally.
2. Please go to the
2. Please go to the
______ 2. According to many,
______ 2. According to many,
___________________________
___________________________
girls mature earlier than boys
girls mature earlier than boys
for some medicine.
for some medicine.
do.
do.
3. Grandfather went to the
3. Grandfather went to the
______ 3. I guess growing up
______ 3. I guess growing up
barber shop for a
barber shop for a
has many challenges.
has many challenges.
_____________________________.
_____________________________.
______ 4. During adolescence,
______ 4. During adolescence,
4. We will go to the
4. We will go to the
boys grow to manhood and
boys grow to manhood and
____________________________to
____________________________to
girls develop into
girls develop into
harvest fruits and
harvest fruits and
womanhood.
womanhood.
vegetables.
vegetables.
______ 5. Maybe, I would look
______ 5. Maybe, I would look
5. I have
5. I have
like my mother.
like my mother.
________________________mayb
________________________mayb
e because I ate too much.
e because I ate too much.
Refer to LM ________.
Refer to LM ________.
J.
Evaluating learning

application or
remediation
V.
VI.
A.
B.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
Refer to LM __________.
Refer to LM __________.
C.
D.

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
School
Teacher
Time
Monday
Tuesday
Provide evidence to support understanding
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Identify conclusions to situations

The learner.
The learner.
The learner.
The learner.

forms; needs.

forms; needs.

forms; needs.

forms; needs.
The learner...
The learner...
The learner...
The learner...
EN5LC-IIIc-2.15
understanding
EN5LC-IIIc-2.15
understanding
EN5V-IIIb-20.3
affixed) based on
EN5V-IIIb-20.4
given context clues
(Synonyms
EN5V-IIIb-20.3
affixed) based on
EN5V-IIIb-20.4
given context clues
(Synonyms
Friday
Weekly Test
II.
CONTENT
LEARNING
RESOURCES
A. References
Antonyms
word parts) and
EN5V-IIIb-20.5
other strategies
Antonyms
word parts) and
EN5V-IIIb-20.5
other strategies
Identifying Conclusions
( Listening)
Identifying Conclusions
( Listening)
Inferring the meaning of

unfamiliar words (affixes)
Inferring the meaning of

Lesson Guide in English 5 pp.

22-25

22-25
105-108
105-108
EN5LC-IIIb-2.15
EN5LC-IIIb-2.15
pp. 1-10
pp. 1-10
EN5V-IIIb-20.3
EN5V-IIIb-20.3
III.
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson

the lesson
C. Presenting
new lesson
news clippings, pictures,

charts, copy of song
news clippings, pictures,

charts, copy of song
chart, drawings, meta cards,

pentel pen
chart, drawings, meta cards,

pentel pen
Introduce to the pupils an
Introduce to the pupils an
The teacher will provide meta
The teacher will provide meta
action song.
action song.
cards in which the pupils
cards in which the pupils
Every single cell of my body
must form complete words
must form complete words
is happy
is happy
with three cards: a prefix, a
with three cards: a prefix, a
root word, and a suffix.
root word, and a suffix.
is well. (2x)
is well. (2x)
Thank you Lord, I feel so
Thank you Lord, I feel so
good
good

is well. (2x)
Identify conclusions to
situations


Read aloud the situation
Read aloud the situation
The
The
below to the pupils. Let them
below to the pupils. Let them
words and ask the pupils to
words and ask the pupils to
answer each question about
answer each question about
group those having the suffix
group those having the suffix
the paragraph.
the paragraph.
or prefix.
or prefix.
is well. (2x)
Identify conclusions to
situations
teacher
will
provide
teacher
will
provide
The LRT is considered safe to
The LRT is considered safe to
ride. But as the saying goes,
ride. But as the saying goes,
accidents happen when
accidents happen when
least expected. Most often,
least expected. Most often,
the commuters themselves
the commuters themselves
fail to follow regulation or
fail to follow regulation or
heed warnings. Their being
heed warnings. Their being
unmindful of the precautions
unmindful of the precautions
causes them harm or even
causes them harm or even
death.
death.
1.
2.
3.
What kind of
1.
What kind of
accidents usually
accidents usually
happen to
happen to
commuters of LRT?
commuters of LRT?
Stampede, got
Stampede, got
caught by a closing
caught by a closing
door
How can we avoid
2.
door
How can we avoid
getting hurt or
getting hurt or
meeting an accident
meeting an accident
on the LRT? Follow
on the LRT? Follow
rules and regulations
rules and regulations
being imposed.
What safety
3.
being imposed.
What safety
precautions should
precautions should
be observed? Do
be observed? Do
not lean on the door,
not lean on the door,
do not push one
do not push one
another, wait for you
another, wait for you
turn at the ticket
turn at the ticket
booth
booth
Note: Let them answer in
Note: Let them answer in
paragraph form to be able to
paragraph form to be able to
draw conclusions.
draw conclusions.

#1
The teacher will ask the
The teacher will discuss the
The teacher will discuss the
pupils to draw a conclusion
pupils to draw a conclusion
use and meaning of each
use and meaning of each
from these situations
from these situations
suffix and prefix
suffix and prefix
Mrs. Lobres frown at the
Mrs. Lobres frown at the
children and pointed at the
children and pointed at the
stove. Look at that! The
stove. Look at that! The
whole pot of adobo was full,
whole pot of adobo was full,
but now almost half of it has
but now almost half of it has
been eaten.
been eaten.
Vashni and Vincent kept their
Vashni and Vincent kept their
eyes firmly glued to the floor.
eyes firmly glued to the floor.
They did not say a word.
They did not say a word.
The pupils will make new
The pupils will make new
1.
What do you think
1.
happened to the
2.

#2
adobo?
Experience clues
What do you think

happened to the
2.
adobo?
Experience clues
*Conclusion a
*Conclusion a
statement readers
statement readers
make after reading a
make after reading a
passage or a story. To
passage or a story. To
draw a conclusion,
draw a conclusion,
use story clues and
use story clues and
your experience to
your experience to
figure out things that
figure out things that
were not stated in
were not stated in
the story.
Group Activity
the story.
Group Activity
1.
The pupils will form 5
1.
The pupils will form 5
words by adding prefix and
words by adding prefix and
groups
The teacher will
suffix to the base. They will
2.
groups
The teacher will
suffix to the base. They will
2.
write the new word on the
write the new word on the
meta card.
meta card.
Please refer to LM Week 2-
Please refer to LM Week 2-
Day 2(Learn Some More)
Day 2(Learn Some More)
explain the directions
explain the directions
3.
of the activity
Each group will be
3.
of the activity
Each group will be
4.
given a situation.
From the situation,
4.
given a situation.
From the situation,
the group will give
the group will give
their conclusion.
their conclusion.
Note: Refer to LM Week 2

F.
Developing mastery
Day 1 (Learn Some More)

Directions: The teacher will

3)
Note: Refer to LM Week 2

Day 1 (Learn Some More)
Directions: The teacher will
The pupils will form aa new
The pupils will form aa new
ask the pupils to answer the
ask the pupils to answer the
word by adding suffix and
word by adding suffix and
following:
following:
prefix. Say the meaning of
prefix. Say the meaning of
1. Eight people are carrying a
1. Eight people are carrying a
the new word.
the new word.
large inflatable down the
large inflatable down the
bank of a river. The water in
bank of a river. The water in
the river is moving very fast.
the river is moving very fast.
Each person buckles up their
Each person buckles up their
life preserver and puts on a
life preserver and puts on a
helmet. They climb into the
helmet. They climb into the
raft and paddle to catch the
raft and paddle to catch the
rapid current.
rapid current.
What do you think the eight
What do you think the eight
people are doing?
people are doing?
a.
climbing a mountain
a. climbing a mountain
b.
going white water
b. going white water rafting
rafting
c.going fishing
c.
going fishing
2. Lucy was furious about her
2. Lucy was furious about her
spelling grade. She kicked
spelling grade. She kicked
her desk and ran out of the
her desk and ran out of the
classroom.
classroom.
Why does the author use the
Why does the author use the
word furious instead of mad
word furious instead of mad
in the example above?
in the example above?
a.Furious is a fancier word
a.
Furious is a fancier
than mad.
b.
c.
d.
word than mad.
b.Lucy was really upset.
Lucy was really
c.Lucy wasn't that mad after
upset.
all.
Lucy wasn't that mad
d.Lucy was going home.
after all.
3. Yoshi was in her room
Lucy was going
reading a book. Her mom
home.
called her to come
3. Yoshi was in her room
downstairs and help. As Yoshi
reading a book. Her mom
entered the kitchen, her
called her to come
mom handed her a pile of
downstairs and help. As Yoshi
plates. Yoshi put them on the
entered the kitchen, her
table and went to get the
mom handed her a pile of
silverware and glasses.
plates. Yoshi put them on the

table and went to get the
You can conclude that it
silverware and glasses.
is _________. .
a.dinnertime
You can conclude that it
b.bedtime
is _________. .
c.time for school
a.
dinnertime
b.
bedtime
c.
time for school
Group Activity
Group Activity
the lesson
What do you consider when
What do you consider when
drawing conclusion to the
drawing conclusion to the
given situation?
given situation?
I.
Directions:
Evaluating learning
Let
the
pupils
Directions:
Let
the
pupils
listen to the selection. Let
listen to the selection. Let
them identify the story clues
them identify the story clues
The teacher will call 5 pupils.
The teacher will call 5 pupils.
Each pupil will give at least 3
Each pupil will give at least 3
words with affixes and use
words with affixes and use
those in a sentence.
those in a sentence.
What are affixes?
What are affixes?
Encircle the affixes used in

the sentences.
Encircle the affixes used in

the sentences.
that will help them give the
that will help them give the
conclusion.
conclusion.
Julio and his father
Julio and his father
had been looking forward to
had been looking forward to
their fishing trip for weeks.
their fishing trip for weeks.
They didn't take much food
They didn't take much food
with them on the trip. When
with them on the trip. When
they
they
started
fishing
they
started
fishing
they
were quickly approached by
were quickly approached by
a forest ranger. He asked
a forest ranger. He asked
Julio's father if he had a
Julio's father if he had a
fishing license. Julio's father
fishing license. Julio's father
reached into his wallet and
reached into his wallet and
suddenly
suddenly
got a terrified look on his
got a terrified look on his
face. Julio was disappointed
face. Julio was disappointed
that night as he ate dinner.
that night as he ate dinner.
1.Why did Julio and his father
1.Why did Julio and his father
not
not
take
much
food
with
them on the trip?

a. they didn't want to eat too
much
much
food
with
a. they didn't want to eat too

much
b. they didn't have any food

at their house
the
fish
b. they didn't have any food

at their house
c. they were planning on

eating
take
them on the trip?
that
they
caught
c. they were planning on

eating
the
fish
that
they
caught
d. they don't like to eat fish
d. they don't like to eat fish
2. Which of the following is a
2. Which of the following is a
conclusion that can be drawn
conclusion that can be drawn
about the story?
about the story?
a. Julio was disappointed at

dinner
because
he
was
a. Julio was disappointed at

dinner
because
he
was
hoping
to
have
fish
for
dinner.
b. Julio's mother doesn't like
fish
c. It takes a long time to
catch fish
d. Julio's father is a better
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
hoping
to
have
fish
for
dinner.
b. Julio's mother doesn't like
fish
c. It takes a long time to
catch fish
d. Julio's father is a better
fisherman than Julio
fisherman than Julio
Refer to LM _______.
Write 5 sentences with 5

affixes.
Write 5 sentences with 5

affixes.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Provide evidence to support understanding
Read grade level text with accuracy, appropriate and proper expression.
Show tactfulness when communicating with others.
Thursday
The learner.
The learner.
The learner.
The learner.

forms; needs.

forms; needs.

forms; needs.

forms; needs.
The learner...
The learner...
The learner...
The learner...
EN5LC-IIIc-2.15
understanding
EN5LC-IIIc-2.15
understanding
Providing Evidence to
Support Understanding
Providing Evidence to
Support Understanding
EN5F-IIIc-1.3
accuracy,
EN5F-IIIc-1.6
EN5F-IIIc-1.7
proper expression
Reading grade level text with
accuracy, appropriate and
proper expression.
Showing tactfulness when
communicating with others.
EN5F-IIIc-1.3
accuracy,
EN5F-IIIc-1.6
EN5F-IIIc-1.7
proper expression
Reading grade level text with
proper expression.
Showing tactfulness when
Friday
Weekly Test
Curriculum guide p. 72
Curriculum guide p. 72
K to 12 Curriculum Guide p.
72
K to 12 Curriculum Guide p.
72
EN5LC III c 2.15
EN5LC III c 2.15
EN5F IIIc-1.3,1.6,1.7 EN5 IIIc17

p.2, 139
EN5F IIIc-1.3,1.6,1.7 EN5 IIIc17

p.2, 139
pentel pen, manila paper,

copy of the story
pentel pen, manila paper,

copy of the story
copy of the story, picture,

flash card
copy of the story, picture,

flash card
Do you go church every

Sunday?
Today you will be able to
listen to the story and you
will provide evidence to
support understanding base
on the story you have listen
to.
Do you go church every

Sunday?
Today you will be able to
listen to the story and you
will provide evidence to
support understanding base
on the story you have listen
to

the lesson

understanding

understanding
C. Presenting
new lesson
Listen to the story.

check up.
Let the pupils provide
evidence from their answer
to support understanding on
the story listened to.
Listen to the story.

check up.
Let the pupils provide
evidence from their answer
to support understanding on
the story listened to.
Today you are going to read

orally about the story of
The Eyebrow with accuracy,
appropriate and proper
expression.
Show a picture of an
eyebrow.
In what part of our body can
you see the eyebrow?
proper expression.
Read the vocabulary words
beauty
sweat
protection
rid
Today you are going to read

orally about the story of
The Eyebrow with accuracy,
expression.
Show a picture of an
eyebrow.
In what part of our body can
you see the eyebrow?
proper expression. Show
tactfulness when
Read the vocabulary words
beauty
sweat
protection
rid
Let the pupils read the story.

After everybody read the
story, divide the class in five
groups.
Each group will read the story
with accuracy, appropriate
and proper expression.
check up.

After everybody read the
story, divide the class in five
groups.
Each group will read the story
check up.
Listen to the story. Answer

the question and provide
evidence for your answer.
Listen to the story. Answer

the question and provide
evidence for your answer.
Let the pupils read another

story A Visit to the City
Let the pupils read another

The Big, Pink Bundle of Joy

Mother has been there for
The Big, Pink Bundle of Joy

Mother has been there for
A Visit to the City

Mang Tibo had not visited
the city lately. Everytime he
A Visit to the City

Mang Tibo had not visited
the city lately. Everytime he
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson

#1
five days, she could hardly

wait to bring the big, pink
bundle of joy to the children.
Mother held the pink bundle
lovingly to her bosom while
father called a taxi.
five days, she could hardly

wait to bring the big, pink
bundle of joy to the children.
Mother held the pink bundle
lovingly to her bosom while
father called a taxi.
came to the city, he would

write his son to pick him up
in the station. Because he
wanted to surprise his son,
he did not write him about
his coming this time.
came to the city, he would

write his son to pick him up
in the station. Because he
wanted to surprise his son,
he did not write him about
his coming this time.
Where were father and

mother?
Why were there?
Where were they going?
Where were father and

mother?
Why were there?
Where were they going?
Mang Tibo was surprised to

see the many changes in the
city. When he got down the
bus, he did not know where
to go.
Mang Tibo was surprised to

see the many changes in the
city. When he got down the
bus, he did not know where
to go.

question:
What happened to Mang
Tibo?
He got lost.
He enjoyed looking around
He took a walk around the
place

question:
What happened to Mang
Tibo?
He got lost.
He enjoyed looking around
He took a walk around the
place
What should Mang Tibo Have

done?
gone to the nearest radio
and TV station
gone back to the province at
once
look for a policeman and
asked for help
What should Mang Tibo Have

done?
gone to the nearest radio
and TV station
gone back to the province at
once
look for a policeman and
asked for help
What was Mang Tibo likely to

decide?
Never come to the city
again.
Never leave the province.
without asking his to meet
him.
What was Mang Tibo likely to

decide?
again.
Never leave the province.
without asking his to meet
him.
What have you notice while

you are reading the story?
Is it proper to read the story
and proper
expression?
In what part of the story you
use accuracy, appropriate
and proper
expression?
What have you notice while

you are reading the story?
Is it proper to read the story
and proper
expression?
In what part of the story you
use accuracy, appropriate
and proper
expression?

#2
F.
Developing mastery

3)
Group Activity
Listen as the teacher read
the story. Base from the story
listened to, the pupils will
create their own question
your answer must provide
evidence to support
understanding.
Group Activity
the story. Base from the story
listened to, the pupils will
create their own question
your answer must provide
evidence to support
understanding.
A Bookworm
Vicente is a bookworm. He
likes to read about almost
everything. He likes to read
adventure stories, nature
stories, fairy tales, and
biographies. Whenever he
gets hold of a book, nothing
could stop him from finishing
it. He overworks his eyes by
reading. He reads even when
the light is dim.
A Bookworm
Vicente is a bookworm. He
likes to read about almost
everything. He likes to read
adventure stories, nature
stories, fairy tales, and
biographies. Whenever he
gets hold of a book, nothing
could stop him from finishing
it. He overworks his eyes by
reading. He reads even when
the light is dim.
What do you think will

happen to Vicente?
What should Vicente do to
save his eyes?
Does Vicente know how to
take care of his eyes?
What do you think will

happen to Vicente?
What should Vicente do to
save his eyes?
Does Vicente know how to
take care of his eyes?
Listen to the story using tape

recorder.
Base from the story listened
to answer the following
question and provide
evidence from your answer.
Listen to the story using tape

recorder.
Base from the story listened
to answer the following
question and provide
evidence from your answer.
The Ferris Wheel Ride
The Ferris Wheel Ride
Myrna was scared to ride on

the ferris wheel. One fiesta
day, her cousin asked her to
ride on the ferris wheel.
When the ferris wheel turned
around, Myrna felt dizzy. She
couldnt look down. She felt
as if she was falling.
Myrna was scared to ride on

the ferris wheel. One fiesta
day, her cousin asked her to
ride on the ferris wheel.
When the ferris wheel turned
around, Myrna felt dizzy. She
couldnt look down. She felt
as if she was falling.
Let the pupils read again the

Let the pupils read again the

The pupils read a short

paragraph written on the
meta card with accuracy,
expression
The pupils read a short

paragraph written on the
meta card with accuracy,
expression
the lesson
What do you think did Mryna

wish?
Did Myrna enjoy her ride on
the ferris wheel?
What would Myrna do next
time?
What do you think did Mryna

wish?
Did Myrna enjoy her ride on
the ferris wheel?
What would Myrna do next
time?
Group Activity
Group Activity
Group Activity
Group Activity

todays lesson?

todays lesson?
What you have learned from

todays lesson?
What you have learned from

todays lesson?

the selection and answer the
following question.

the selection and answer the
following question.
Insects
Insects
Read a short story with

proper expression and
answer the following
question.
Read a short story with

proper expression and
answer the following
question.
Insects are found anywhere.

They are either harmful or
beneficial.
The butterfly and the bee are
beneficial. They help
pollinate the flowers.
The dragonfly is also a
helpful insect. It eats other
insects that destroy
plants.Ants, flies,
cockroaches, aphids, termites
and mosquitoes are insect
pests. They destroy our crops
and homes, cause illnesses,
and kill our plants.
They are harmful to men,
animals, and plants.
Insects are found anywhere.

They are either harmful or
beneficial.
The butterfly and the bee are
beneficial. They help
pollinate the flowers.
The dragonfly is also a
helpful insect. It eats other
insects that destroy
plants.Ants, flies,
cockroaches, aphids, termites
and mosquitoes are insect
pests. They destroy our crops
and homes, cause illnesses,
and kill our plants.
They are harmful to men,
animals, and plants.
1. What word that ells where

insects can be found?
2 .Write three beneficial
insects.
3. Provide evidence that
dragonfly is also a helpful
insect.
4. Name two things which
insects destroy.
5. Copy the letter that tells
what insects may cause.
a. floods
b.
1. What word that ells where

insects can be found?
2 .Write three beneficial
insects.
3. Provide evidence that
dragonfly is also a helpful
insect.
4. Name two things which
insects destroy.
5. Copy the letter that tells
what insects may cause.
a. floods
b.
Air Pollution
Air Pollution
Today, in most cities smoke

and exhaust fumes fill the air
and endanger the health and
well-being of the people.
Smoke and exhaust fumes
contain harmful by-products
from gasoline burned in cars
and from factories. Air
pollution or smog is a serious
problem in some cities. Smog
consists of smoke and
exhaust fumes mixed with
fog.
To control air pollution,
smoke ordinances have been
passed.
Smoke-belching
Vehicles are checked and
factories are required to
reduce fumes emanating
from them.
Today, in most cities smoke

and exhaust fumes fill the air
and endanger the health and
well-being of the people.
Smoke and exhaust fumes
contain harmful by-products
from gasoline burned in cars
and from factories. Air
pollution or smog is a serious
problem in some cities. Smog
consists of smoke and
exhaust fumes mixed with
fog.
smoke ordinances have been
passed.
Smoke-belching
Vehicles are checked and
factories are required to
reduce fumes emanating
from them.
Choose the letter of the

correct answer.
1. Smoke and exhaust
fumes are usually
abundant
in______________.
Choose the letter of the

correct answer.
fumes are usually
abundant
in______________.
illness c. raind,tsunami
illness c. raind,tsunami
a.
2.
3.
4.
5.
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.


below 80%
lesson
Refer to LM _____.
Refer to LM _____.
Cities
b. farms
c.
towns
Pollution is not good
for our____________.
a. Health
b. mind
c.
spirit
Smoke and exhaust
fumes contain
much___________.
a. Oxygen
b. water vapour
c. harmful gas
Air pollution can
make us __________.
a. Active
b. sleepy
c. c. sick
When gasoline is
burned, by-products
are given off such
as_________.
a. Oxygen and
nitrogen
b. Carbon dioxide
and water vapor
c. Smoke and
exhaust fumes
Refer to LM____.
b.
Cities
b. farms
c.
towns
7. Pollution is not good
for our____________.
b. Health
b. mind
c.
spirit
fumes contain
much___________.
d. Oxygen
e. water vapour
f.
harmful gas
9. Air pollution can
make us __________.
d. Active
e. sleepy
f. c. sick
10. When gasoline is
burned, by-products
are given off such
as_________.
d. Oxygen and
nitrogen
e. Carbon dioxide
and water vapor
f. Smoke and
exhaust fumes
Refer to LM____.
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
School
Teacher
Grade Level
Learning Areas
DAILY LESSON LOG
I.
OBJECTIVES
Teaching Dates and

Time
November 28-december 2,2016
Monday
Tuesday
Infer the speakers tone, mood and purpose.
Link comments to the remarks of other.
Observe politeness at all time.
Quarter
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.

forms; needs.

forms; needs.

forms; needs.

forms; needs.
The learner...
The learner...
The learner...
The learner...
C. Learning
each
EN5LC-IIId2.8.1/2.8.2/2.8.3
mood and purpose.
EN5LC-IIId2.8.1/2.8.2/2.8.3
mood and purpose.
Mood of speaker tone and

purpose
Mood of speaker tone and

purpose
EN5V-IIId-20.3
affixed) based on
EN5V-IIId-20.4
given context clues
(Synonyms
Antonyms
word parts) and
EN5V-IIId-20.5
other strategies
(Health)
Compound Words
EN5V-IIId-20.3
affixed) based on
EN5V-IIId-20.4
given context clues
(Synonyms
Antonyms
word parts) and
EN5V-IIId-20.5
other strategies
(Health)
Compound Words
EN5 LC IIId 2.8.1/2.82/2.8.3

EN5 OL- IIId 2.8
EN5 LC IIId 2.8.1/2.82/2.8.3

EN5 OL- IIId 2.8
EN5-IIId 20.3, 20.4
EN5-IIId 20.3, 20.4
copy of the poem, chart,

pictures
copy of the poem, chart,

pictures
picture, flash card
picture, flash card
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
Friday
Weekly Test
the new lesson
Read Mood Poem
Read Mood Poem
Poem
I love my friend
He went away from me.
Theres nothing more to say.
Poem
I love my friend
He went away from me.
Theres nothing more to say.
The poem ends
The poem ends
Soft as it began
I love my friend.
able to infer the speakers
tone, mood and purpose.
Soft as it began
I love my friend.
able to infer the speakers
tone, mood and purpose.
C. Presenting
new lesson
Read Antonios story to the

pupils.
check up.

#1

the lesson
What are the following

What are the following

cupcakes
strawberry
pancakes
blueberry
applesauce
cupcakes
strawberry
pancakes
blueberry
applesauce

unfamiliar words based on
the given context clues. e.g.
compound words.

unfamiliar words based on
the given context clues. e.g.
compound words.
Read Antonios story to the

pupils.
check up.
Present the short story to the

pupils.
check up.
Let the pupils pick out the
underlined word in the story.
Present the short story to the

pupils.
check up.
Let the pupils pick out the
underlined word in the story.
Read Antonios Diary ( See

Lesson Guides in Elementary
English 5 p.18-19 )
Ask the pupils the following
questions:
Who is Antonios friend?
Francisca
Is she blind like Antonio? No
When do they meet? every
Saturday afternoon
Where do they meet? at the
park
What would Francisca do
whenever she sees Antonio
coming? Shouts in her high
voice ( write the answer on
the board )
What would she say? Hello,
Antonio! Lets go! ( write the
answer on the board )
What emotion or mood do
the words and action of
Francisca indicate?
Excitement, eagerness ( write
the answer on the board )
Read Antonios Diary ( See

English 5 p.18-19 )
questions:
Who is Antonios friend?
Francisca
Is she blind like Antonio? No
When do they meet? every
Saturday afternoon
Where do they meet? at the
park
What would Francisca do
whenever she sees Antonio
coming? Shouts in her high
voice ( write the answer on
the board )
What would she say? Hello,
Antonio! Lets go! ( write the
answer on the board )
What emotion or mood do
the words and action of
Francisca indicate?
Excitement, eagerness ( write
the answer on the board )
One Sunday, afternoon, Julian

the baker is busy making
cupcakes and cooking
pancakes. Celano, his helper,
is busy packing applesauce
and strawberry jam. They
will bring these to Chinatown
where anybody can buy them
anytime.
One Sunday, afternoon, Julian

the baker is busy making
cupcakes and cooking
pancakes. Celano, his helper,
is busy packing applesauce
and strawberry jam. They
will bring these to Chinatown
where anybody can buy them
anytime.
What would they do in the
What would they do in the

question
What is the name of the
baker?
Who is Julian?
What is the work of the
baker?
What does Celano pack?
When did the story happen?
If you were a baker what
bake?
What are the underlined word
in the story? (write the
answer on the board)

question
baker?
Who is Julian?
What is the work of the
baker?
When did the story happen?
bake?
What are the underlined word
in the story? (write the
answer on the board)

#2
park?
walk around the park and
Francisca would describe
everything she sees to
Antonio
How would they walk around
the park?
Hold hands and talk about
things Francisca see ( write
the answer on the board)
What emotion do these
actions indicate? Friendliness
( write the answer on the
board )
Which action of Antonio tells
us that sometimes he feels
sad about being blind? When
he cries
What does Francisca do when
she sees him crying? Hold
him tight and tell him that
her eyes are big enough for
the two of them.
What is Franciscas mood
feeling as she holds his hand
and tells him about her eyes?
( compassion )
Could you say that Antonio
and Francisca are close?
Why/ Why not?
Yes, they are close because
they like to spend time
together, talk about
things and console each
other when one is lonely
park?
walk around the park and
Francisca would describe
everything she sees to
Antonio
How would they walk around
the park?
Hold hands and talk about
things Francisca see ( write
the answer on the board)
What emotion do these
actions indicate? Friendliness
( write the answer on the
board )
Which action of Antonio tells
us that sometimes he feels
sad about being blind? When
he cries
What does Francisca do when
she sees him crying? Hold
him tight and tell him that
her eyes are big enough for
the two of them.
What is Franciscas mood
feeling as she holds his hand
and tells him about her eyes?
( compassion )
Could you say that Antonio
and Francisca are close?
Why/ Why not?
Yes, they are close because
they like to spend time
together, talk about
things and console each
other when one is lonely
What helped us in guessing

Antonios and Franciscas
mood?
( their actions and what they
say ) So how can we tell the
mood of a person or a
character in a story?
( through his /her actions
and utterances/ statement )
Infer the mood of the person
presented in each situation.
What helped us in guessing

Antonios and Franciscas
mood?
( their actions and what they
say ) So how can we tell the
mood of a person or a
character in a story?
( through his /her actions
and utterances/ statement )
presented in each situation.
Tina saw the thin ragged

beggar and gave him/her last
peso.
Tina saw the thin ragged

beggar and gave him/her last
peso.
Can you draw out the

meaning of a compound
word? ( you can try to
combine the meaning of
short word?
cupcakes
-

word? ( you can try to
combine the meaning of
short word?
cupcakes
-
F.
Developing mastery

3)
Clara groped in the dark. She

touch
something slimy and
hairy. She shrieked and could
not move.
Ana felt like walking on air,
and that everybody loved her
trophy from the judges.
Tony was going to the city for
the first time. He couldnt sit
tight. He pointed at the new
things he saw.
Aling Pinang looked at her
colorful garden. Her plants
were all flowering and it was
a sight to see.
Divide the pupils into 4
groups. Distribute to each
group, strips of
Clara groped in the dark. She

touch
something slimy and
hairy. She shrieked and could
not move.
Ana felt like walking on air,
and that everybody loved her
trophy from the judges.
Tony was going to the city for
the first time. He couldnt sit
tight. He pointed at the new
things he saw.
Aling Pinang looked at her
colorful garden. Her plants
were all flowering and it was
a sight to see.
Divide the pupils into 4
groups. Distribute to each
group, strips of
cartolina with a mood

written on each strip. ( Have
a list of suggested
cartolina with a mood

written on each strip. ( Have
a list of suggested
moods) ( happy, sad, afraid,

disappointment, surprise )
moods) ( happy, sad, afraid,

disappointment, surprise )
Tell each group member to

get a strip of cartolina
without showing what was
written on it to the other
group members.
Tell each member to act out
or make facial expression to
describe the mood written
on his/her strip of cartolina
while the rest of the group
members guess what that
mood is. Each member will
take his turn.
Infer the general mood of
the situations that I will read
to you. Choose your answer
from the following list of
words inside the box.
Tell each group member to

get a strip of cartolina
without showing what was
written on it to the other
group members.
Tell each member to act out
or make facial expression to
describe the mood written
on his/her strip of cartolina
while the rest of the group
members guess what that
mood is. Each member will
take his turn.
Infer the general mood of
the situations that I will read
to you. Choose your answer
from the following list of
words inside the box.
cakes shaped likes cup

pancakes
cake fried on a pan
applesauce
- sauce
made of apple
Chinatown
- town of the
Chinese
anybody
anyone
anytime
- at
any moment
cakes shaped likes cup

pancakes
cake fried on a pan
applesauce
- sauce
made of apple
Chinatown
- town of the
Chinese
anybody
anyone
anytime
- at
any moment
Write the compound word

that mean the following:
____________bell by the door
____________ache or pain at
the back of the body
____________cake fried on a
pan
____________room where
classes are held
____________cloth to cover

____________bell by the door
____________ache or pain at
____________cake fried on a
pan
____________room where
classes are held
____________cloth to cover
Each group will do different

activities.
Each group will do different

activities.
Group 1
Box the correct compound
words:
Part of the day between noon
and evening
afterglow
afternoon
Air transportation
airport
airline
Group 1
Box the correct compound
words:
Part of the day between noon
and evening
afterglow
afternoon
Air transportation
airport
airline
the lesson
J.

application or
remediation
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
Paper that tells the news

newscast
newspaper
Ground or place for playing
playmate
playground
Paper with a rough surface
sandpaper
sandstorm
Paper that tells the news

newscast
newspaper
Ground or place for playing
playmate
playground
Paper with a rough surface
sandpaper
sandstorm
What is inferring?
What is inferring?
What have you learn from

todays lesson?
What have you learn from

todays lesson?

who said each sentence.
Today is the day Ive been
waiting for.
I hate you so much!
We won! We won! the
game!.
Your dress is so pretty.
I cant thank you enough for
the help youve given me.

who said each sentence.
Today is the day Ive been
waiting for.
I hate you so much!
We won! We won! the
game!.
Your dress is so pretty.
I cant thank you enough for
the help youve given me.
Write the compound word on

the blank before its meaning.
Write the compound word on

the blank before its meaning.
____________ =
a
store here books are sold
____________ =
marker placed
between the pages of the
book
____________ =
a set
holding books
____________ =
a
store here books are sold
____________ =
marker placed
between the pages of the
book
____________ =
a set
holding books
____________ =
a
time reading a book
_____________
=
use to protect the
eyes from the suns glare
____________ =
a
time reading a book
_____________
=
use to protect the
eyes from the suns glare
Give the meaning of the

following:
Give the meaning of the

following:
seaweeds________________
sandcastle________________
fishnet___________________
swimsuit _________________
fingernails________________
seaweeds________________
sandcastle________________
fishnet___________________
swimsuit _________________
fingernails________________
Refer to LM _________.
Refer to LM _________.
D.
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and December 5-9,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Infer the meaning of unfamiliar words (compound, affixed) based on given context clues
(synonyms - antonyms word parts)
Observe politeness at all times
Show tactfulness when communicating with others
The learner.
The learner.
The learner.
The learner.

forms; needs.

forms; needs.

forms; needs.

forms; needs.
Thursday
Friday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
The learner...
The learner...
The learner...
The learner...
EN5V-IIIe-20.3
unfamiliar words
(compound, affixed) based
on
Compound Words Written as
One Word
EN5V-IIIe-20.3
unfamiliar words
on
Compound Words Written as
One Word
EN5RC-IIIe-3.2.6
according to features
(structural and language)
-Cause and effect
EN5RC-IIIe-3.2.6
-Cause and effect
EN5V - IIIe - 20.3; EN5V - IIIe

- 20.4; EN5V - IIIe - 20.5
EN5V - IIIe - 20.3; EN5V - IIIe

- 20.4; EN5V - IIIe - 20.5
EN5RC - IIIe
Curriculum Guide p.73
English 5 pp. 129 131
EN5RC - IIIe
Curriculum Guide p.73
English 5 pp. 129 131
Picture
Picture
Picture
Picture

something about it.

something about it.
Ask :Which four-legged

amphibian has a hard shell for
its protection? (turtle)
Tell something about the
turtle.
Are turtles good for a pet?
Ask :Which four-legged

amphibian has a hard shell for
its protection? (turtle)
Tell something about the
turtle.
Are turtles good for a pet?

unfamiliar words
on given context clues
(synonyms - antonyms word
parts)
Ask a pupil to read a short
paragraph presented before
them.

unfamiliar words
on given context clues
(synonyms - antonyms word
parts)
Ask a pupil to read a short
paragraph presented before
them.
Cause and Effect
Cause and Effect
One Sunday afternoon,
One Sunday afternoon,
(Through contextual clues and

pictures)
We can identify an animal by
the kind of tracks it leaves on
the ground.
(Through contextual clues and

pictures)
We can identify an animal by
the kind of tracks it leaves on
the ground.
III.
(LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson
for the lesson
C. Presenting
the new lesson
Julian the baker is busy

making cupcakes and
cooking pancakes. Celano,
his helper is busy packing
jam. They will bring these to
can buy anytime.

#1
Ask the pupils the questions

that follow:
bakery? (Bambis Bakeshop)
Who is Julian? (the baker)
What is the work of
Julian the baker is busy

making cupcakes and
cooking pancakes. Celano,
his helper is busy packing
jam. They will bring these to
can buy anytime.
Ask the pupils the questions

that follow:
bakery? (Bambis Bakeshop)
Who is Julian? (the baker)
What is the work of
A. marks left by a person,

animals
B. trail taken by a vehicle
C. a symbol or clue
D. a rough road
A. marks left by a person,

animals
B. trail taken by a vehicle
C. a symbol or clue
D. a rough road
Father and mother wait for me

at the porch when I come home
late.
A. stairs
B. hallway
C. covered passage
D. roofed shelter before the
entrance of a building
Father and mother wait for me

at the porch when I come home
late.
A. stairs
B. hallway
C. covered passage
D. roofed shelter before the
entrance of a building
Children waving flag is the

sight that greeted the
Secretary of Education when
he arrived.
A. become apparent to the
eye
B. receive or acknowledge
C. salute formally
D. welcome
Children waving flag is the

sight that greeted the
Secretary of Education when
he arrived.
A. become apparent to the
eye
B. receive or acknowledge
C. salute formally
D. welcome
One dark night, Rose opened

the window and to her delight,
hundreds of fireflies were
hovering around the mango
tree.
A. enjoyment
B. satisfaction
C. entertainment
D. great pleasure
One dark night, Rose opened

the window and to her delight,
hundreds of fireflies were
hovering around the mango
tree.
A. enjoyment
B. satisfaction
C. entertainment
D. great pleasure
The slow turtle scrambled into

the water.
A. mixed indiscriminately
B. blended thoroughly
C. stumbled slowly
D. move awkwardly
Tell the pupils that they are
going to read a story entitled
Turtle Tale. Remind the pupils
to follow the standards for
listening. As they listen to the
story find out the answer to
The slow turtle scrambled into

the water.
A. mixed indiscriminately
B. blended thoroughly
C. stumbled slowly
D. move awkwardly
Tell the pupils that they are
going to read a story entitled
Turtle Tale. Remind the pupils
to follow the standards for
listening. As they listen to the
story find out the answer to

#2
a baker? (he bakes bread

and pastries)
(applesauce and strawberry
jam)
When did the story
happen? (one Sunday
afternoon)
bake?
(pupils will give varied
answers)
Look for the underlined
words in our story. Write the
two words found in each
word.
sunday =sun + day
afternoon= after
+
noon
cupcakes
=cup +
cakes
pancakes
=pan +
cakes
applesauce=apple
+
sauce
strawberry=straw
+
berry
Chinatown=China
+
town
anybody
=any +
body
anytime
=any +
time
a baker? (he bakes bread

and pastries)
(applesauce and strawberry
jam)
When did the story
happen? (one Sunday
afternoon)
bake?
(pupils will give varied
answers)
Look for the underlined
words in our story. Write the
two words found in each
word.
sunday =sun + day
afternoon= after
+
noon
cupcakes
=cup +
cakes
pancakes
=pan +
cakes
applesauce=apple
+
sauce
strawberry=straw
+
berry
Chinatown=China
+
town
anybody
=any +
body
anytime
=any +
time
These two different

words that have been put
together to form a new word
is called a compound word.
These two different

words that have been put
together to form a new word
is called a compound word.

word? (try to combine the
meaning of short word)

word? (try to combine the
meaning of short word)
this question:
this question:
How did Paeng guide the newly

hatched sea turtles to the sea?
How did Paeng guide the newly

hatched sea turtles to the sea?
Read Turtle Tale to the pupils.

(Refer to LGEE 5 p. 130)
Read Turtle Tale to the pupils.

(Refer to LGEE 5 p. 130)
Turtle Tale
Turtle Tale
Paeng and Delia loved to play

in the beach so much that they
would often forget the time.
When the sun had set, Paeng
would remember that their
mother would like them to be
home before dark.
Paeng and Delia loved to play

in the beach so much that they
would often forget the time.
When the sun had set, Paeng
would remember that their
mother would like them to be
home before dark.
One day, Delia saw some prints

in the sand that led into the
ocean.
One day, Delia saw some prints

in the sand that led into the
ocean.
Paeng! Come look at these. I

wonder what animal made
these prints, she cried
Paeng! Come look at these. I

wonder what animal made
these prints, she cried
I know. I saw the same kind of

tracks two years ago. Theyre
turtle tracks. A turtle came to
this beach and laid her eggs.
Then I guess she went right
back into the ocean, Paeng
replied. Lets follow the tracks
and look for the nest.So they
followed the tracks until they
came upon the turtles nest.
I know. I saw the same kind of

tracks two years ago. Theyre
turtle tracks. A turtle came to
this beach and laid her eggs.
Then I guess she went right
back into the ocean, Paeng
replied. Lets follow the tracks
and look for the nest.So they
followed the tracks until they
came upon the turtles nest.
Where are the eggs? asked

Delia.
Where are the eggs? asked

Delia.
The mother turtle must have

covered them with sand to
keep the eggs warm, replied
Paeng.

keep the eggs warm, replied
Paeng.
They would have continued

with their investigation but it
was getting dark. Paeng did not
want their mother to worry. So
Paeng and Delia raced each
other and headed for the light
that shone on their porch.
They would have continued

with their investigation but it
was getting dark. Paeng did not
want their mother to worry. So
Paeng and Delia raced each
other and headed for the light
that shone on their porch.
Several weeks passed. One

night after supper, Paeng and
Delia went outside. They were
so surprised at the sight that
greeted them in the yard.
Several weeks passed. One

night after supper, Paeng and
Delia went outside. They were
so surprised at the sight that
greeted them in the yard.
Mama! Mama! cried Paeng

and Delia.
Mama! Mama! cried Paeng

and Delia.
Their mother quickly ran out to

the porch to see what was
happening.
Their mother quickly ran out to

the porch to see what was
happening.
Paengs light shone on dozens

and dozens of tiny crawling sea
turtles.
Paengs light shone on dozens

and dozens of tiny crawling sea
turtles.
Where did these sea turtles

come from? their mother
asked.
Where did these sea turtles

come from? their mother
asked.
Delia remembered the turtle

nest. Mama, we saw a turtle
nest several weeks back.
Maybe these turtles came from
the nest, she said.
Delia remembered the turtle

nest. Mama, we saw a turtle
nest several weeks back.
Maybe these turtles came from
the nest, she said.
But why are they here? After

they hatch, the sea turtles
head towards the light. On
beaches where people do not
live, the brightest area would
be the waves reflecting the
light of the moon and the stars.
But why are they here? After

they hatch, the sea turtles
head towards the light. On
beaches where people do not
live, the brightest area would
be the waves reflecting the
light of the moon and the stars.
F.
Developing mastery

3)
Compound word comes

from two different words
that have been put together
to form a new word with a
different meaning.
Compound word comes

from two different words
that have been put together
to form a new word with a
different meaning.
Encourage pupils to give

their own examples of
compound words.
Encourage pupils to give

their own examples of
compound words.
So the turtles followed the

house lights. We can help the
turtles find their way to the sea
if we turn off the lights at night
as soon as we finish our
chores.
So the turtles followed the

house lights. We can help the
turtles find their way to the sea
if we turn off the lights at night
as soon as we finish our
chores.
Its a good thing we saw these

sea turtles. If they continued
crawling away from the sea,
they would have been eaten by
crabs and other animals.
Its a good thing we saw these

sea turtles. If they continued
crawling away from the sea,
they would have been eaten by
crabs and other animals.
If they do not reach the sea,

they would die from loss of
water in their bodies. Come on,
lets guide the turtle to the
sea, continued mother.
If they do not reach the sea,

they would die from loss of
water in their bodies. Come on,
lets guide the turtle to the
sea, continued mother.
Paeng got a lamp and to his

delight the sea turtles followed
the light of the lamp. When
they reached the shore, Paeng
waded to the sea and held the
lamp.
Paeng got a lamp and to his

delight the sea turtles followed
the light of the lamp. When
they reached the shore, Paeng
waded to the sea and held the
lamp.
Before long, the small sea

turtles scrambled into the
water. They raced in the waves
to begin their life in the sea.
(Lifted from Science and
Mathematics stories, Vol. 1)
Before long, the small sea

turtles scrambled into the
water. They raced in the waves
to begin their life in the sea.
(Lifted from Science and
Mathematics stories, Vol. 1)

questions:
a. Who are the characters in
the story?
b. Where did Paeng and Delia
love to play?
c. What does their mother want
them to do at sun down?
d. What did Delia see in the
sands one day?
e. Whose tracks were they?
f. Why did the children decide
to give up with their
investigation?

questions:
a. Who are the characters in
the story?
b. Where did Paeng and Delia
love to play?
c. What does their mother want
them to do at sun down?
d. What did Delia see in the
sands one day?
e. Whose tracks were they?
f. Why did the children decide
to give up with their
investigation?
the lesson


_________ bell by the door
_________ bell by the door
(doorbell)
(doorbell)
_________ ache or pain at

(backpain)
_________ ache or pain at

(backpain)
_________ cake fried on a

pan
(pancake)
_________ cake fried on a

pan
(pancake)
_________ room where

classes are held
(classroom)
_________ room where

classes are held
(classroom)
_________ cloth to cover
_________ cloth to cover
A cause brings about an event

but it can also be a thing or a
person. The cause answers the
question why or what caused it
or what the reason was.
A cause brings about an event

but it can also be a thing or a
person. The cause answers the
question why or what caused it
or what the reason was.
Here are some sentences taken

from our story. Lets read them.
They loved to play in the beach
so much that they would often
forget the time.
keep the eggs warm.
But house lights shine much
brighter than the moon and the
stars so, the turtles followed
the house lights.
If they do not reach the sea as
soon as they hatch, they could
die from loss of water from
their body.
Here are some sentences taken

from our story. Lets read them.
They loved to play in the beach
so much that they would often
forget the time.
keep the eggs warm.
But house lights shine much
brighter than the moon and the
stars so, the turtles followed
the house lights.
If they do not reach the sea as
soon as they hatch, they could
die from loss of water from
their body.
(covercloth)
(covercloth)

todays lesson?

todays lesson?

todays lesson?

todays lesson?

in the blank with a
compound word. Choose
your answer below.

in the blank with a
compound word. Choose
your answer below.

some clauses. Write C if it
states a cause and E if it states
an effect.

some clauses. Write C if it
states a cause and E if it states
an effect.
The __________ did their best

to save the burning building.
Please go to the _________
for some medicine.
Grandfather went to the
barbershop for a ________.
We will go to the ________ to
harvest fruits and
vegetables.
The __________ did their best

to save the burning building.
Please go to the _________
for some medicine.
Grandfather went to the
barbershop for a ________.
We will go to the ________ to
harvest fruits and
vegetables.
_____ 1.
_____ 2.
busy.
_____ 3
rain.
_____ 4.
to bring
_____ 5.
active.
_____ 1.
_____ 2.
busy.
_____ 3
rain.
_____ 4.
to bring
_____ 5.
active.
There was a fire.

So, all the people are
.Because of the heavy
Mother reminded me
my raincoat.
Since the child is very
There was a fire.

So, all the people are
.Because of the heavy
Mother reminded me
my raincoat.
Since the child is very
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

encounter which my
help me solve?
other teachers?
G.
I have ________ maybe

because I ate too much.
I have ________ maybe

because I ate too much.
Read each sentence and box

the correct compound word.
Daylight begins at early
morning.
We put all our toys in the
playroom.
I got sunburn when we went
to the beach.
The teacher told the
students to underline the
correct answer.
We have P. E. in the
afternoon.
Read each sentence and box

the correct compound word.
Daylight begins at early
morning.
We put all our toys in the
playroom.
I got sunburn when we went
to the beach.
The teacher told the
students to underline the
correct answer.
We have P. E. in the
afternoon.
Complete the sentences by

giving a possible cause.
Complete the sentences by

giving a possible cause.
1. I have sprained an ankle

_________.
2. _________ Mother scolded
me.
3. _________ if the cleaners do
their responsibilities
4. We were not able to catch
our train _________.
1. I have sprained an ankle

_________.
2. _________ Mother scolded
me.
3. _________ if the cleaners do
their responsibilities
4. We were not able to catch
our train _________.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Tuesday
Show enjoyment in listening to a story.
Answer question about the story listened to.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
The learner.
The learner.
The learner.
The learner.

forms; needs.

forms; needs.

forms; needs.

forms; needs.
The learner...
The learner...
The learner...
The learner...
EN5F-IIIg-1.3
EN5F-IIIg-1.7
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow
The Owl and the Dove
EN5F-IIIg-1.3
EN5F-IIIg-1.7
Observe accuracy,
and shadow
EN5F-IIIg-1.3
EN5F-IIIg-1.7
Observe accuracy,
and shadow
EN5F-IIIg-1.3
EN5F-IIIg-1.7
Observe accuracy,
and shadow
k-12 Curriculum Guide 4

EN5 LC-IIIg-3.17
EN5RC-IIIg-3.2.7
EN5F-IIIg-1.3
EN5SS-IIIg-4
EN5WC-IIIg-2.2.7
EN5A-IIIg-16

EN5 LC-IIIg-3.17
EN5RC-IIIg-3.2.7
EN5F-IIIg-1.3
EN5SS-IIIg-4
EN5WC-IIIg-2.2.7
EN5A-IIIg-16

EN5 LC-IIIg-3.17
EN5RC-IIIg-3.2.7
EN5F-IIIg-1.3
EN5SS-IIIg-4
EN5WC-IIIg-2.2.7
EN5A-IIIg-16

EN5 LC-IIIg-3.17
EN5RC-IIIg-3.2.7
EN5F-IIIg-1.3
EN5SS-IIIg-4
EN5WC-IIIg-2.2.7
EN5A-IIIg-16
Short listening selection

Short reading selection
Chart
Magazine/newspaper
Powerpoint presentation

Chart
Magazine/newspaper

Chart
Magazine/newspaper

Chart
Magazine/newspaper
Spelling: Say and Spell on air

Anymore
inquired
Dislike
Troubles
Hoot
Tongue Twister
Tongue Twister
Tongue Twister
III.
(LR) portal
IV.
PROCEDURES
the new lesson
Weekly Test

the lesson
Answer question about the

story listened to.
1. Realize that Philippines

legends enrich our culture.
2. Use the vocabularies in
community English.
3. Read the selection with full
comprehension.

community English.
comprehension.

community English.
comprehension.
C. Presenting
new lesson
Identify the word that means

the underlined word in each
sentence.
People dislike the owl
because of the loud sound
(hoot, speaker, laughter) it
produces.
Where are you going?
inquired the dove. ( asked,
answered, added)

#1
Have you encountered a

dove and an owl in any
medium picture, realia,
etc.?
In what direction do you
usually see them
moving/flying?
Reading the story
Contextual Clues (Synonyms)

Circle the meaning each
underlined word.
1. After the father was gone,
she step into the cave.
(entered, slept, wandered)
2. The waves on the shore
and sea shells fascinated her
(frightened, allure, angered)
3. But a great billow flying
has out into the sea
( earthquake, wave, wind)
4. His fears was confrmed
upon seeing the clothing on
water (disappeared, stopped,
strengthened)
5. When he got exhausted,
he rested upon the shore and
soon fell into slumber.
(Sleepy, hungry, tired)
Do you know how the 3
islands, Luzon, Visaya, and
Mindanao came into
existence?

underlined word.
strengthened)
Mindanao came into
existence?

underlined word.
strengthened)
Mindanao came into
existence?
Long time ago, the

Philippines was divided into 3
big islands of Luzon, Visayas
and Mindanao.
Ask: What led to the
separation of those islands
and what was the effect?
Read the story aloud. Each
group will read one
paragraph.
The teacher ask questions
after each read paragraph.
Long time ago, the

and Mindanao.
group will read one
paragraph.
Long time ago, the

and Mindanao.
group will read one
paragraph.

#2
F.
Developing mastery

3)
Let us predict and fill the

chart to answer each
question.
Why does the owl/dove fly
toward the chosen direction?
During Listening
Read the story to the pupils
accurately and clearly. Pause
once in a while to ask
questions.
Today you are going to listen
to the story of the owl and
the dove.
the lesson
Ask:
Why does the owl
move to the west?
If he moves to the
west, will he be liked by the
people there?
If you were the owl,
will you do the same? Why?
What is the story all about?
Cooperative Group Activities

Group 1- Play the role of the
dove and the owl.
Group 2- Draw the eyes of an
owl and write their
advantages.
Group 3- Draw a dove and
write the words that
symbolize it.
Group I Draw Luzon and the

crops raised in it. Label them
Group II Draw Visayas and
the products raised in it.
Label them
Group III Draw Mindanao
and the basic foods develop
there. Label them.
Pupils are grown to do great
work.

Label them
there. Label them.
work.

Label them
there. Label them.
work.
What happened to the 3

sisters?
How are the 3 islands called
today?
Assessments:
If the Philippines hadnt been
divided what could be the
effects?

sisters?
today?
Assessments:
effects?

sisters?
today?
Assessments:
effects?

todays lesson?

todays lesson?

todays lesson?
1. The article is about

a. The 3Philippine islands
b. The disappearance of the 3
sisters
c. Why the 3 daughters
drowned
2. While not directly stated,
the giant was _
a. Carpenter
b. Former
c. Fisherman
3. He is the first paragraph
refers to __________
4. In the appearance of the 3

sisters
drowned
the giant was _
a. Carpenter
b. Former
c. Fisherman

sisters
drowned
the giant was _
a. Carpenter
b. Former
c. Fisherman
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
Cut a feature article from a

magazine and paste it on the
page of your notebook. Be
ready to explain it.
islands, the giant was_

a. Excited
b. Sad
c. Afraid
5. The reading selection is a _
a. Fable
b. Legend
c. Tale

a. Excited
b. Sad
c. Afraid
a. Fable
b. Legend
c. Tale

a. Excited
b. Sad
c. Afraid
a. Fable
b. Legend
c. Tale
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Express a point of view clearly and briefly.
The learner.
The learner.
Wednesday
The learner.

forms; needs.

forms; needs.

forms; needs.
The learner...
The learner...
The learner...
EN5WC-IIIg-2.2.7
Write a 3-paragraph feature
article
EN5WC-IIIg-2.2.7
article
EN5WC-IIIg-2.2.7
article
Writing a paragraph
Writing a paragraph
Writing a paragraph
English Matters 6 (Reading)

p.153K-12 Curriculum Guide
in English 5 (EN5LC III h
3.17)

3.17)

3.17)
III.
Thursday
Christmas Break
Friday
Christmas Break
(LR) portal
IV.
PROCEDURES
the new lesson

the lesson
C. Presenting
new lesson
chart, picture of a king, strips

of cartolina

of cartolina

of cartolina
Listen as I say the words.

Take note of the common
letters and common sound:


/k/
/kw/
king
queen
stocky
quilt
thick
quickly
chicken
quit
asked
quiver
freakish
quench
Express a point of view
clearly and briefly.
/k/
/kw/
king
queen
stocky
quilt
thick
quickly
chicken
quit
asked
quiver
freakish
quench
/k/
/kw/
king
queen
stocky
quilt
thick
quickly
chicken
quit
asked
quiver
freakish
quench
Tell the meaning of the

underlined phrase in each
sentence through contextual
clues/

clues/

clues/
The rich man wears a quilt
robe. The paddled coverlet
garment was made by a
famous stylist.
Cover your bared stocky
famous stylist.
famous stylist.
body with a towel. It is not
use to cool air exposure. You
might get old.

When the boy was caught
might get old.

might get old.

telling a lie; he quivered with
shame. His trembling body
stopped only when his
parents came.
Hey, stop having a freakish
parents came.
parents came.

dream. It is not becoming to
you. Be realistic.

you. Be realistic.
you. Be realistic.
Listen attentively to the
selection.
selection.
selection.
Find out the different feelings
of the character while playing
the role of a king.
the role of a king.
the role of a king.
Ask: Have you identified the
different feelings experienced
by the character?
by the character?
by the character?
Have you ever thought of the

authors purposes for writing?
Authors may either entertain,
persuade, explain, give
factual information or
describe. When they
persuade or convince, they
write their point of view.

describe. When they

describe. When they
Read the paragraph and

understand. Then give your
own point of view.

own point of view.

own point of view.

#1

#2
F.
Developing mastery
3)
Write Afraid, Ashamed,
Doubtful, and Proud or
satisfied before each blank.
____________1. I was tickled
____________1. I was tickled
____________1. I was tickled
by the thought that Ill wear a
quilt robe which quickly
changed Fashion today.
____________2. With the robe, I
____________2. With the robe, I
____________2. With the robe, I
suddenly had a stocky body,
a physique which I found
the lesson
unique.
unique.
unique.
____________3. It was so thick\
____________3. It was so thick\
____________3. It was so thick\
that I perspired profusely like
a fried chicken.
a fried chicken.
a fried chicken.
____________4. I decided to
____________4. I decided to
____________4. I decided to
quit and to quivere with
shame
shame
shame
____________5. I felt so thirsty
that I asked for water to
quench my freakish dream

Read the passage below. Tell
the
purpose of the author:
Support your
answer.
to describe
to persuade
to entertain
to give facts
to explain
A point of view refers to the
manner of viewing things or
attribute about something
Read the passage below to
note the authors point of
view. Write the best phrase to
complete each sentence.

the
Support your
answer.
to describe
to persuade
to entertain
to give facts
to explain

the
Support your
answer.
to describe
to persuade
to entertain
to give facts
to explain
Do you believe that

extinction is
forever? Let us do something
to
avoid similar findings. The
Philippine
eagles population is being
drastically reduced. Every
year,
these birds are being
haunted for
what? For decoration and for
food.
The eggs are also edible. The
laws
that protect eagles can either
Do you believe that

extinction is
to
Philippine
year,
haunted for
food.
laws
Do you believe that

extinction is
to
Philippine
year,
haunted for
food.
laws
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
be
inadequate or without proper
enforcement.
Refer to LM _____.
be
enforcement.
Refer to LM _____.
be
enforcement.
Refer to LM _____.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and January 2-7,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Identify Point-of-View in a story
Perform a choral, echo and shadow reading using the appropriate rate and proper expressions.
Show politeness at all times
Thursday
The learner.
The learner.
The learner.
The learner.

forms; needs.

forms; needs.

forms; needs.

forms; needs.
The learner...
The learner...
The learner...
The learner...
Friday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
EN5LC-IIIh-3.17
Identify point-of-view
EN5LC-IIIh-3.17
Identify point-of-view
EN5F-IIIh-1.3
EN5F-IIIh-1.7
Observe accuracy,
and shadow reading
Observe accuracy,
and shadow reading.
EN5F-IIIh-1.3
EN5F-IIIh-1.7
Observe accuracy,
and shadow reading
Observe accuracy,
and shadow reading.
Identifying Point of View
Identifying Point of View
EN 5 LC III;
3.17Developing Reading
Power 5 p.2 p.10 p.12 p.16
p.20
EN 5 LC III;
3.17Developing Reading
Power 5 p.2 p.10 p.12 p.16
p.20
EN 5 F-IIIc; 1.7 English for

you and me 5 p.126
EN 5 F-IIIc; 1.7 English for

you and me 5 p.126
The teacher will play a story

using a cassette/CD
The teacher will play a story

using a cassette/CD
Who among you are member

of church choir? How do the
members of the choir sings?
Today we will learn how to
observe
accuracy,
and shadow reading. The
teacher will let the class sing
Hello!!! Hello!!! by group.
Who among you are member

of church choir? How do the
members of the choir sings?
Today we will learn how to
observe
accuracy,
and shadow reading. The
teacher will let the class sing
Hello!!! Hello!!! by group.
Group Activity
(Hello, Hello)
Group Activity
(Hello, Hello)
Hello, Hello,Hello,
Hello, How do you do
Im Glad to be with you
And you, and you and you!!
Tralalalalalalalala!! 3x
Hello, Hello,Hello,
Hello, How do you do
Im Glad to be with you
And you, and you and you!!
Tralalalalalalalala!! 3x
III.
(LR) portal
IV.
PROCEDURES
the new lesson

the lesson
Learn how to get the point of

view in a story
Learn how to get the point of

view in a story
Observe
accuracy,
and shadow reading.
Observe
accuracy,
and shadow reading.
C. Presenting
new lesson
The Eyebrows
Eyebrows are part of the face
which serves two purposes
for beauty and protection.
Eyebrows made the face look
more beautiful by calling
attention to the eyes. They
make the eyes look healthier
and brighter. Eyebrows do
not only beautify the face but
also protect the eye from
sweat. Without the eyebrows,
drops of sweat may run into
the eyes and blur the sight.
Sweat itself is a waste
product and should be rid off.
The Eyebrows
Eyebrows are part of the face
which serves two purposes
for beauty and protection.
Eyebrows made the face look
more beautiful by calling
attention to the eyes. They
make the eyes look healthier
and brighter. Eyebrows do
not only beautify the face but
also protect the eye from
sweat. Without the eyebrows,
drops of sweat may run into
the eyes and blur the sight.
Sweat itself is a waste
product and should be rid off.
The teacher will play a video

clip showing a reader
theaterafter watching she
will ask the students to
perform a reader theater w/
proper pronunciation and
expressions as what they
have watched.

clip showing a reader
theaterafter watching she
will ask the students to
perform a reader theater w/
proper pronunciation and
expressions as what they
have watched.
Our lesson for today has

something to do with
identifying the point of
view in a story
students to listen to the story
very well and let them give
theimportance of what they
have heard.
Magnets
Magnet
attracts
objects
made of steel, iron and other
metals. The discovery of
themagnets and the many
things that have been made
out of it had brought many
discoveries and useful things.
The magnet makes possible
the compass that was used
and still being used by
travelers, pilot, sailor, boy
scouts, soldier, engineers and
others. The magnet W/C
makes use of electricity has
made all types of electric and
Our lesson for today has

something to do with
identifying the point of
view in a story
students to listen to the story
very well and let them give
theimportance of what they
have heard.
Magnets
Magnet
attracts
objects
made of steel, iron and other
metals. The discovery of
themagnets and the many
things that have been made
out of it had brought many
discoveries and useful things.
The magnet makes possible
the compass that was used
and still being used by
travelers, pilot, sailor, boy
scouts, soldier, engineers and
others. The magnet W/C
makes use of electricity has
made all types of electric and
The teacher will play a poem

recited in coral to show the
appropriate, and accuracy
and proper expression is
reading.
The teacher will play a poem

recited in coral to show the
appropriate, and accuracy
and proper expression is
reading.
Song
Behold the beautiful land
The young hills and the corn
In the green river womb
Children are born
Honeys in the forest
Blue fish in the sea
The ash gray of the cleanings
Grows grains for me
The teacher will explain how
the words are properly
pronounced, and read. She
also explains the proper and
accurate expression when
reading this kind of texts.
Song
Behold the beautiful land
The young hills and the corn
In the green river womb
Children are born
Honeys in the forest
Blue fish in the sea
The ash gray of the cleanings
Grows grains for me
The teacher will explain how
the words are properly
pronounced, and read. She
also explains the proper and
accurate expression when
reading this kind of texts.

#1

#2
F.
Developing mastery

3)
industrial motor.
industrial motor.
The teacher will tell tell/read

a story and she will give the
point of view of the story,
She will explain how to get
the important idea in a story
Why we cook the
Food
We Eat
We cook our food for there
are reasons to make food
palatable and appetizing, to
soften hard and tough foods,
and to kill any microbe that
may happen in the food.
There are many ways of
preparing food. Food can be
fried,boiled, roasted, baked,
steamed, stewed or sauted.
They can be cooked but
some are eaten raw.
Another story will be heard
and the students will be the
one who give the point of
view in the story heard with
the guide of the teacher.
Air Pollution
Today, in most cities, smoke
and exhaust fumes fill the
airand endanger the health
and the well being of the
people. Smoke and exhaust
fumes contain harmful byproducts from gasoline
burned in cars and from
factories. Air pollution or
smog is a serious problem in
some cities. Smog consists of
smoke and exhaust fumes
mixed w/ fog.
The teacher will tell tell/read

a story and she will give the
point of view of the story,
She will explain how to get
the important idea in a story
Why we cook the
Food We Eat
We cook our food for there
are reasons to make food
palatable and appetizing, to
soften hard and tough foods,
and to kill any microbe that
may happen in the food.
There are many ways of
preparing food. Food can be
fried,boiled, roasted, baked,
steamed, stewed or sauted.
They can be cooked but
some are eaten raw.
Another story will be heard
and the students will be the
one who give the point of
view in the story heard with
the guide of the teacher.
Air Pollution
Today, in most cities, smoke
and exhaust fumes fill the
airand endanger the health
and the well being of the
people. Smoke and exhaust
fumes contain harmful byproducts from gasoline
burned in cars and from
factories. Air pollution or
smog is a serious problem in
some cities. Smog consists of
smoke and exhaust fumes
mixed w/ fog.
The teacher will group the

class into 5 and each group
will be given a task to be
performed in the class.
Group 1- choral singing
Group 2- Speech
Group3- Poem Recitation
clip showing choral recitation
and guides the pupil to make
their own critic about the
video clip.

class into 5 and each group
will be given a task to be
performed in the class.
Group 1- choral singing
Group 2- Speech
Group3- Poem Recitation
clip showing choral recitation
and guides the pupil to make
their own critic about the
video clip.
Group Activity
Group Activity
the lesson
J.

application or
remediation
smoke ordinance have been

passed. Smoke belching
vehicles and factories are
required to reduce fumes
emanating from them.
smoke ordinance have been

passed. Smoke belching
vehicles and factories are
required to reduce fumes
emanating from them.
The teacher will read a story,

then ask the student to write
or orally the point of view
that can be found in the story
heard
The teacher will read a story,

then ask the student to write
or orally the point of view
that can be found in the story
heard
Purifying Drinking Water

There are different ways of
purifying water for drinking
purposes.
Distillation is one. Distilled
water is made by evaporating
and then condensing the
water vapor from the boiling
water. Bacteria are removed
by passing water through a
filter. Adding chemicals to the
water also makes it pure. But
the best way of purifying
water at home is by boiling it.
When water is boiled, the
bacteria in it are surely killed.
How do we get the point of
view in a story heard?
Purifying Drinking Water

There are different ways of
purifying water for drinking
purposes.
Distillation is one. Distilled
water is made by evaporating
and then condensing the
water vapor from the boiling
water. Bacteria are removed
by passing water through a
filter. Adding chemicals to the
water also makes it pure. But
the best way of purifying
water at home is by boiling it.
When water is boiled, the
bacteria in it are surely killed.
How do we get the point of
view in a story heard?
T
he teacher will ask the
students to make a role play
and their classmates will
identify the point of view
they want to emphasize.
(Group activity)

students to make a role play
and their classmates will
identify the point of view
they want to emphasize.
(Group activity)
Refer to LM_____.
Refer to LM_____.
Group Activity
Group Activity

todays lesson?

todays lesson?
The teacher will give an

envelope to each group
containing task card and the
student will present it in the
given situation.
The teacher will give an

envelope to each group
containing task card and the
student will present it in the
given situation.
Choral singing
Choral singing
Reader theater
Reader theater
Echo reading
Echo reading
Write a sample piece for

speech choir.
Write a sample piece for

speech choir.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Friday
Organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration of others
Write /compose a particular kind of sentence for a specific purpose and audience expressing opinion and emotion
The learner.
The learner.
The learner.
The learner.
Weekly Test
forms; needs.

forms; needs.

forms; needs.

forms; needs.
The learner...
The learner...
The learner...
The learner...
EN5SS-IIIj-4
Organize information from
secondary sources in
preparation for writing,
reporting and similar
academic tasks in
collaboration with others
Organizing information from
academics tasks in
collaboration w/ others.
EN5SS-IIIj-4
Organize information from
academic tasks in
collaboration with others
Organizing information from
academics tasks in
EN5G-IIIj-1.8.10
Use a particular kind of
sentence for a specific
purpose and audience
-expressing opinions/
Emotions
EN5G-IIIj-1.8.10
Emotions
Use particular kind of

expressing opinions and
emotions
Use particular kind of

expressing opinions and
emotions
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
EN 5 SS-III; 4
English Lesson Guide p. 237-
EN 5 SS-III; 4
English Lesson Guide p. 237-
EN5 G IIIi 1.8.10

English Expressways 5 p.124
EN5 G IIIi 1.8.10

English Expressways 5 p.124
Newspaper, chart of news

report Strips of Cartolina
Newspaper, chart of news

report Strips of Cartolina
Newspaper, video clips,

magazines
Newspaper, video clips,

magazines
Recap of the previous lesson
Recap of the previous lesson
Do you still remember what

are the different kinds of
sentence according to
Use? Identify them and give
example of each kind.
These kind of sentence has
something to do with our
lesson for today The Use of
particular kind of sentence
for a specific purpose and
audience expressing
opinions/ emotions.
Do you still remember what

are the different kinds of
sentence according to
Use? Identify them and give
example of each kind.
These kind of sentence has
something to do with our
lesson for today The Use of
particular kind of sentence
for a specific purpose and
audience expressing
opinions/ emotions.

the lesson
Know how to organize

information from secondary
sources is preparation for
writing, reporting and similar
academic tasks in
collaboration w/ others
Know how to organize

sources is preparation for
academic tasks in
collaboration w/ others
Write /compose particular

kind of sentence for a
specific purpose and
audience expressing opinion
and emotion
Write /compose particular

kind of sentence for a
specific purpose and
audience expressing opinion
and emotion
C. Presenting
new lesson
What reading material do you

have at home?
Are newspapers good to
read? Why
What reading material do you

have at home?
Are newspapers good to
read? Why

class into 4; each group will
be given a newspaper and a
cartolina. Each group will

class into 4; each group will
be given a newspaper and a
cartolina. Each group will
The teacher will show some

situation through video clip
and the students will write on
a cartolina strips provided by
the teacher the emotions
/opinion they feel upon
watching each video clips.
The teacher will show some

situation through video clip
and the students will write on
a cartolina strips provided by
the teacher the emotions
/opinion they feel upon
watching each video clips.
(LR) portal
IV.
PROCEDURES
the new lesson
read an article and they will

write the important facts
from it. W/c will be use for
writing or reporting.
Class
this
activity
has
something to do w/ our
lesson for today. Organizing
sources in preparation for
academic
tasks
in
read an article and they will

write the important facts
from it. W/c will be use for
writing or reporting.
Class
this
activity
has
something to do w/ our
lesson for today. Organizing
sources in preparation for
academic
tasks
in

#1
The teacher will assign a

pupil to read aloud the news
report on the chart while the
other pupils read silently.
Ask the students to write
important points from the
news heard.
The teacher will assign a

pupil to read aloud the news
report on the chart while the
other pupils read silently.
Ask the students to write
important points from the
news heard.
The teacher will read a news

from a news paper . Then she
will give her opinion emotion
about what she has read.
Then she will write it on a
cartolina using declarative
sentence or exclamatory
sentence.
The teacher will allow the
students to read an article on
a magazine and let them
express their emotions/
opinions about the articles
they have read on a
cartolina.
The teacher will read a news

from a news paper . Then she
will give her opinion emotion
about what she has read.
Then she will write it on a
cartolina using declarative
sentence or exclamatory
sentence.
The teacher will allow the
students to read an article on
a magazine and let them
express their emotions/
opinions about the articles
they have read on a
cartolina.

#2

sentences to
form a report. Follow the
format
below. (The sentences must
be written on strips of
cartolina). (Group Activity)

sentences to
form a report. Follow the
format
below. (The sentences must
be written on strips of
cartolina). (Group Activity)

clip and she will write the
emotions opinion she feels
about the video using a
particular kind of sentence.

clip and she will write the
emotions opinion she feels
about the video using a
F.
On a one whole sheet of

paper, arrange and write the
sentences into a news report.
On a one whole sheet of

paper, arrange and write the
sentences into a news report.
Ask the students to

reminisced their experience
last summer and construct a
paragraph using the
Ask the students to

reminisced their experience
last summer and construct a
paragraph using the
Continuation....
Continuation....
Group Activity
Group Activity
Developing mastery

3)
the lesson
Share what have you learned

today.
Share what have you learned

today.

our lesson today? How do
you expressed your
emotion /opinion about what
have you heard, read or
watched.

our lesson today? How do
you expressed your
emotion /opinion about what
have you heard, read or
watched.
I.
Evaluating learning
Write a brief report about

your community. Be able to
follow the points to
remember/pattern in writing
a report.
Write a brief report about

your community. Be able to
follow the points to
remember/pattern in writing
a report.

clip and make express your
opinion/ emotion about it.
Write it in a paragraph form.

clip and make express your
opinion/ emotion about it.
Write it in a paragraph form.
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
Write a sample report.
Write a sample report.
Refer to LM ______.
Refer to LM ______.
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
Tuesday
Remember the mechanics in writing a paragraph.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Friday
The learner.
The learner.

forms; needs.

forms; needs.
The learner...
The learner...
EN5G-IIIj-1.8.10
Emotions
expressing opinions/
Emotions
EN5G-IIIj-1.8.10
Emotions
expressing opinions/
Emotions
EN5-WC- IIIi-2.2.7
EN5-WC- IIIi-2.2.7

students if they know the
plant COCONUT, then they
will be ask to write the
benefits that we can get from
coconut on the metacards
given by the teacher.

students if they know the
plant COCONUT, then they
will be ask to write the
benefits that we can get from
coconut on the metacards
given by the teacher.

the lesson
Remember the mechanics in

writing a paragraph.
Remember the mechanics in

writing a paragraph.
C. Presenting
new lesson
The teacher will show garlic

to the class. What can you
say about the garlic? Write
your answer on a paragraphh
form.
The teacher will show garlic

to the class. What can you
say about the garlic? Write
your answer on a paragraphh
form.
C. Learning
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
Review
Periodical Test
Periodical Test

#1
The teacher will flash a

picture of an apple on a
monitor TV. 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 flash a

picture of an apple on a
monitor TV. 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.
She 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.
She 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.

#2
The teacher asks the class to

write a 3 feature paragraph
featuring their favorite
pet/food. The teacher will
guide the class in writing.
The teacher asks the class to

write a 3 feature paragraph
featuring their favorite
pet/food. The teacher will
guide the class in writing.
F.
The teacher will give each

group some cartolina strips
wit facts and they will
arrange the paragraph into
its correct sequences.
The teacher will give each

group some cartolina strips
wit facts and they will
arrange the paragraph into
its correct sequences.
The teacher will present a

video clip to the class. Based
on what you have watched
compose your own 3 feature
paragraph.
The teacher will present a

video clip to the class. Based
on what you have watched
compose your own 3 feature
paragraph.
the lesson

our todays lesson?

our todays lesson?
Write a 3 - paragraph feature

article based on the following
situation.
Write a 3 - paragraph
feature article based on the
following situation.
Developing mastery

3)
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
On your way to school, you

saw a grade five papal
helping an old woman
crossings the street. Three
were bigger boys playing
nearby who did not care to
help her. Give your article an
interesting and an attention
arousing title.
On your way to school, you

saw a grade five papal
helping an old woman
crossings the street. Three
were bigger boys playing
nearby who did not care to
help her. Give your article an
interesting and an attention
arousing title.
Refer to LM ___________.
Refer to LM ___________.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Textbook pages
School McKinley Elementary School

Teacher Mrs. Angela Dominique T. Lomagdong
Time
Grade Level Grade 5

Learning Areas English
Quarter Fourth Quarter
Monday
Tuesday
Restate sentences heard in ones own words
The learner
The learner
Wednesday
Thursday
The learner
The learner

forms;

forms;

forms;

forms;
The learner
The learner
The learner
The learner
needs.
EN5LC-IVa-3.11
Restate sentences heard in
ones own words
needs.
EN5LC-IVa-3.11
ones own words
reading to meet various needs.
reading to meet various needs.
Restating Sentences heard

in One Own Words.
Restating Sentences heard

in One Own Words.
EN5V-IVa-20.1
EN5V-IVa-20.2
Identifying Different Meanings
of Content Specific Words
(Denotation and Connotation)
EN5V-IVa-20.1
EN5V-IVa-20.2
Identifying Different Meanings
of Content Specific Words
(Denotation and Connotation)
EN5LC Iva-3.11
EN5OL-Iva-2.6.1
EN5LC Iva-3.11
EN5OL-Iva-2.6.1
EN5V-IVa-20.1
EN5V-IVa-20.1
III.
Friday
Weekly Test
EN5A-Iva-16
Curriculum Guide p, 76
EN5A-Iva-16
Curriculum Guide p, 76
EN5V-Iva 20.2
EN5V-Iva 20.2
Short story/sentences,
Pictures emoticon, Charts
Short story/sentences,
Pictures emoticon, Charts
Flashcard, Charts, Pictures,

Dictionary
Flashcard, Charts, Pictures,

dictionary
Show the different emoticon.
Show the different emoticon.
for the lesson
Using Appropriate Facial

Expressions.
Using Appropriate Facial

Expressions.
C. Presenting
the new lesson
Ask the pupils to name each

emoticon (based on their
facial expressions).
Ask the pupils to name each

emoticon (based on their
facial expressions).
Let them name other facial

expressions and draw them
on the board.
Let them name other facial

expressions and draw them
on the board.
Present a short story on the

board. (The Donkey)
Present a short story on the

board. (The Donkey)
Ask: Who are the characters

in the story?
How each animal expressed
their feeling?
Teacher reads the short
story. Pupils will listen.
The Donkey
A donkey found the skin of a
dead lion. He put it on and
frightened all the animals
but did not make a sound.
One dog was suspicious; the
donkey tried to roar to
Ask: Who are the characters

in the story?
How each animal expressed
their feeling?
Teacher reads the short
story. Pupils will listen.
The Donkey
A donkey found the skin of a
dead lion. He put it on and
frightened all the animals
but did not make a sound.
One dog was suspicious; the
donkey tried to roar to
Display the chart on the board.

Ask pupils: What comes into
your mind when you see the
word light? What comes into
word dark? Examine the
definition of the words light
and dark in the meaning lists
at the learning materials. Ask:
What other words can you give
for lights and dark?
Today, were going to learn the
different meanings of content
specific words (denotation and
connotation).
Ask the pupils to point out
what the two words definitions
have in common. Students will
likely point out that they are
both adjectives. Continue the
comparison and contrast of the
two words until they come up
with which word has the
positive and negative
meanings, then introduce the
denotation and connotation.
Display the chart on the board.

Ask pupils: What comes into
word light? What comes into
word dark? Examine the
definition of the words light
and dark in the meaning lists
at the learning materials. Ask:
What other words can you give
for lights and dark?
Today, were going to learn the
different meanings of content
specific words (denotation and
connotation).
Ask the pupils to point out
what the two words definitions
have in common. Students will
likely point out that they are
both adjectives. Continue the
comparison and contrast of the
two words until they come up
with which word has the
positive and negative
meanings, then introduce the
Tell the pupils that they will
Tell the pupils that they will
watch a video clips about
watch a video clips about
Remind them to observe the
Remind them to observe the
standard rules in watching or
standard rules in watching or

III. PROCEDURES
the new lesson

#1

#2
F.
Developing mastery

3)
frighten the dog but brayed

instead. When the dog heard
the donkey braying, he
laughed and laughed.
frighten the dog but brayed

instead. When the dog heard
the donkey braying, he
laughed and laughed.
Why do you think the dog

laughed and laughed at the
donkey?
Was the donkey able to
frighten the animals? Why?
Show the facial expression
of the following characters
The dog was suspicious
The dog heard the donkey
brays
The dog laughed and
laughed
Call volunteer/s to restate
sentences heard on his own
words.
Ask: What values you should
observed during listening to
a story and class
discussions?
Restate the sentences heard
on ones own words and
give the facial
expression/s based on the
feeling/s expressed.
Why do you think the dog

laughed and laughed at the
donkey?
Was the donkey able to
frighten the animals? Why?
Show the facial expression
of the following characters
The dog was suspicious
The dog heard the donkey
brays
The dog laughed and
laughed
Call volunteer/s to restate
sentences heard on his own
words.
Ask: What values you should
observed during listening to
a story and class
discussions?
on ones own words and
give the facial
expression/s based on the
feeling/s expressed.
His mother became worried

when she didn't hear from
him for two days. _______
His mother became worried

when she didn't hear from
him for two days. _______
David is quite shy so he

doesn't like talking to people
he doesn't know. _______
David is quite shy so he

doesn't like talking to people
he doesn't know. _______
A year after being fired from

his job, Alan is still very
bitter. He has a lot of
resentment towards his
former boss. __________
A year after being fired from

his job, Alan is still very
bitter. He has a lot of
resentment towards his
former boss. __________
Even though I am
accustomed to traveling for
Even though I am
accustomed to traveling for
viewing video clips,
viewing video clips,
Viewing video clips about

Viewing video clips about

What is denotation? Give

examples of denotation.
What is denotation? Give

examples of denotation.
What is connotation? Give

examples of connotation.
What is connotation? Give

examples of connotation.
Using Venns diagram, give the

comparison or contrast of the
word denotation and
connotation.
Using Venns diagram, give the

comparison or contrast of the
word denotation and
connotation.
business, I still get

homesick if I am away from
my home for more than a
week. __________
business, I still get

homesick if I am away from
my home for more than a
week. __________
I am absolutely furious!! I
cannot believe that my dog
chewed my favorite shoes.
Now they're ruined!
____________
I am absolutely furious!! I
cannot believe that my dog
chewed my favorite shoes.
Now they're ruined!
____________
The teacher will show the

flashcard with sentence/s.
The teacher will call
someone to read the
sentence/s. Then the pupil
who read the sentence/s will
call another pupil to restate
the sentences on his/her
own words and use/ show
the appropriate facial
expressions stated on the
sentence/s.
The teacher will show the

flashcard with sentence/s.
The teacher will call
someone to read the
sentence/s. Then the pupil
who read the sentence/s will
call another pupil to restate
the sentences on his/her
own words and use/ show
the appropriate facial
expressions stated on the
sentence/s.
Cats are so curious that

they often get into trouble.
Once, my cat fell into the
bath tub because she
wanted to know what was
inside!
Cats are so curious that

they often get into trouble.
Once, my cat fell into the
bath tub because she
wanted to know what was
inside!
When Dave found out that

the plumber charged him
double the normal amount
to fix his toilet, he felt
cheated.
When Dave found out that

the plumber charged him
double the normal amount
to fix his toilet, he felt
cheated.
After his grandmother

passed away, Ken was so
grief-stricken he couldn't
get out of bed.
After his grandmother

passed away, Ken was so
grief-stricken he couldn't
get out of bed.
When Emily has a lot of work
When Emily has a lot of work
The teacher will guide the

pupils in answering the
exercises on LM.
The teacher will guide the

pupils in answering the
exercises on LM.
Below are examples of

denotative and connotative
meanings of words.
Below are examples of

meanings of words.
Choose inside the box the

word being referred by the
meaning. Write your answer on
the first column.
Choose inside the box the

word being referred by the
meaning. Write your answer on
the first column.
the lesson
IV. Evaluating learning
to do and feels stressed,

she becomes very tense
and cannot relax.
to do and feels stressed,

she becomes very tense
and cannot relax.
Our friend Lily makes us feel

left out when she has a
party but doesn't invite us.
todays lesson?
Our friend Lily makes us feel

left out when she has a
party but doesn't invite us.
todays lesson?

on ones own words. Draw
appropriate facial
expressions after the
sentences.
Grandpa was very proud of
me when I got a promotion
at work. He took me out to
dinner to celebrate.

on ones own words. Draw
appropriate facial
expressions after the
sentences.
Grandpa was very proud of
me when I got a promotion
at work. He took me out to
dinner to celebrate.
I'm a little doubtful about

whether to get married or
not..
I'm a little doubtful about

whether to get married or
not..
We are delighted that you

will be coming to visit us. It
will be so nice to have you
here.
We are delighted that you

will be coming to visit us. It
will be so nice to have you
here.
After waiting in line for an

hour at the bank, the woman
grew impatient and left.
After waiting in line for an

hour at the bank, the woman
grew impatient and left.
They were shocked to learn

that their beloved neighbor,
Miss Ann, had stolen their
car.
They were shocked to learn

that their beloved neighbor,
Miss Ann, had stolen their
car.
Ask the pupils about what they

have learned from todays
lesson.
Ask the pupils about what they

have learned from todays
lesson.
Identify the meaning of words

if it is a connotation, write C,
and if it is a denotation, write
D. Write your answer on the
blank.
Identify the meaning of words

if it is a connotation, write C,
and if it is a denotation, write
D. Write your answer on the
blank.
Blue
_____ a. Mommy, please buy
me a blue bike.
______b. Linda
got low score in her test. She is
blue.
2.Snake
_____ a. Lito saw a big snake in
their backyard.
_____ b. Mario is a snake. He
spank the little boy.
1. Blue
_____ a. Mommy, please buy
me a blue bike.
______b. Linda
got low score in her test. She is
blue.
2.Snake
_____ a. Lito saw a big snake in
their backyard.
_____ b. Mario is a snake. He
spank the little boy.
3.Cool
______a. The weather is
verycool.
______b. I like your jacket. It is
very cool.
3.Cool
______a. The weather is
verycool.
______b. I like your jacket. It is
very cool.
4.Cheap
______a. Linda goes with
different man thats why she is
being called cheap.
______b. The dress in the store
is cheap.
4.Cheap
______a. Linda goes with
different man thats why she is
being called cheap.
______b. The dress in the store
is cheap.
5.Rats
______a. Rats lived in a dark
places.
______b. Rats! I left my pocket
book in the car.
5.Rats
______a. Rats lived in a dark
places.
______b. Rats! I left my pocket
book in the car.
V. Assignment
Checked by:
FE T. LONGCOP
Principal
Pupils will restate the

sentences heard on one
own words. Then, show to
the class the appropriate
facial expressions expressed
in the sentence.
Pupils will restate the

sentences heard on one
own words. Then, show to
the class the appropriate
facial expressions expressed
in the sentence.
Even in hard times when I

don't have a lot of money, I
stay hopeful and believe
that next month will be
better.
Even in hard times when I

don't have a lot of money, I
stay hopeful and believe
that next month will be
better.
When I see that puzzled

look on your face, I know
that you didn't understand
my question.
When I see that puzzled

look on your face, I know
that you didn't understand
my question.
Wow! I'm really impressed

that Ashley can speak 7
languages, whereas I only
speak one!
Wow! I'm really impressed

that Ashley can speak 7
languages, whereas I only
speak one!
Ugh! I don't have anything

to do. I'm so bored!!
Ugh! I don't have anything

to do. I'm so bored!!
After Kylie had her heart

broken by her ex-boyfriend,
she felt so down and blue.
She is very sad.
After Kylie had her heart

broken by her ex-boyfriend,
she felt so down and blue.
She is very sad.
Ask the pupils to answer the

activities under Do and
Learn.

activities under Do and
Learn.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
School
Teacher
Teaching Dates and January 30-Febrary 3,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Distinguish text-types according to features (structural and language) Enumeration
The learner
The learner
The learner
Thursday
The learner

forms;

forms;

forms;

forms;
The learner
The learner
The learner
The learner
needs.
EN5RC-IVb-3.2. 8
-Enumeration
needs.
EN5RC-IVb-3.2. 8
-Enumeration
needs.
EN5G-IVb-1.8.1
Use compound sentences to
show
cause and effect
needs.
EN5G-IVb-1.8.1
show
cause and effect
Distinguishing Text-Type
According to Features
(Structural and Language
Distinguishing Text-Type
According to Features
(Structural and Language
Cause and Effect
Cause and Effect
EN5RC-IVa-3.2.8
EN5RC-IVa-3.2.8
EN5G-IVa-1.8.1
EN5VC-IVa 3.7
EN5A-Iva-17
EN5G-IVa-1.8.1
EN5VC-IVa 3.7
EN5A-Iva-17
Flashcard
Flashcard
III.
EN5F-IVa 1.6
EN5SS-Iva-1.8
EN5F-IVa 1.6
EN5SS-Iva-1.8
(LR) portal
Flashcard
Charts
Flashcard
Weekly Test
Pictures
Charts
Pictures
IV.
PROCEDURES
the new lesson

the lesson
C. Presenting
new lesson
Charts
Charts
Pictures
Pictures
Website/Internet (Youtube)
Website/Internet (Youtube)
Dictionary
Dictionary
Vocabulary Worksheet
Vocabulary Worksheet
Cause and Effect Chart
Cause and Effect Chart
Two Travelers and the Bear
Two Travelers and the Bear
1.Show the word text type
1.Show the word text type
Show the picture to the
Show the picture to the
on the board.
on the board.
pupils.
pupils.
Ask: Do you know what is a
Ask: Do you know what is a
Ask: What do you think the
Ask: What do you think the
text type?
text type?
boy is doing?
boy is doing?
Let the pupils give their
Let the pupils give their
opinions about text type.
opinions about text type.
Say :The phrase text type is

a way of classifying and
defining different types of
language interaction, both
spoken and written.
It
refers to the purpose of a
text and the way it is written.
Say :The phrase text type is

a way of classifying and
defining different types of
language interaction, both
spoken and written.
It
refers to the purpose of a
text and the way it is written.
distinguish text-type
distinguish text-type
Show the powerpoint
Show the powerpoint
presentation about the topic.
presentation about the topic.
Why the boy looks dizzy?
Why the boy looks dizzy?

show cause and effect.

show cause and effect.
Present the chart on the

board.
Ask pupils to study what is
written in the chart.
Present the chart on the

board.
Ask pupils to study what is
written in the chart.

#1
Compound sentences are

made up of two simple
sentences connected by a
coordinating conjunction.
These conjunctions are also
known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S So

known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S So
Cause is the reason why

something happens.
Effect is the result when
something happens..
Cause is the reason why

something happens.
Effect is the result when
something happens..
Compound sentences show
cause and effect.
cause and effect.
What is a compound
What is a compound
sentence?
sentence?
What is cause? Effect?
What is cause? Effect?
FANBOYS is an acronym for
FANBOYS is an acronym for
the coordinating conjunction,
the coordinating conjunction,
what does it means?
what does it means?
Discuss and explain to the
Discuss and explain to the
Ask pupils to analyze the
Ask pupils to analyze the
pupils the text type according
pupils the text type according
sentence in flashcards
sentence in flashcards
to features(structural and
to features(structural and
It was raining so hard outside
language).Refer pupils to the
language).Refer pupils to the
so I put on my raincoat.
learners manual.
learners manual.
The horse jumped at the lake
The horse jumped at the lake
because she feel dirty.
because she feel dirty.
The football player slipped
The football player slipped
and he fell on the grass.
and he fell on the grass.

#2
Let the pupils answer the
Let the pupils answer the
exercises on Learners
exercises on Learners
Material.
Material.
How is the sentence formed?
How is the sentence formed?
What are the two ideas
What are the two ideas
formed in the sentence?

The product was rated poorly
because it was below the
standard.
formed in the sentence?

The product was rated poorly
because it was below the
standard.
What happened? The product

as rated poorly. That is the
effect.
Why did it happen? It was
below the standard. That is
the cause.
What
kind
of
sentence
according to structure is the
sentence above? That is a
compound sentence.
What happened? The product

as rated poorly. That is the
effect.
Why did it happen? It was
below the standard. That is
the cause.
What
kind
of
sentence
according to structure is the
sentence above? That is a
compound sentence.
Here is another sentence.
Here is another sentence.
The guests stopped talking

when the president entered
the hall.
The guests stopped talking

when the president entered
the hall.
What happened? The guests

stopped talking. That is the
effect.
Why did it happen? The
president entered the room.
That is the cause.
What happened? The guests

stopped talking. That is the
effect.
Why did it happen? The
president entered the room.
That is the cause.
Connectors such as because,

for this reason, that is why,
so, therefore, for, and since
can be used to show causeand-effect relationships.
A
cause-and-effect
relationship
describes
something that happens and
explains why it happens.
Connectors such as because,

for this reason, that is why,
so, therefore, for, and since
can be used to show causeand-effect relationships.
A
cause-and-effect
relationship
describes
something that happens and
explains why it happens.

known as FANBOYS:
F - For

known as FANBOYS:
F - For
F.
Developing mastery

3)
A - And
N - Nor
B - But
O - Or
Y - Yet
S So
A - And
N - Nor
B - But
O - Or
Y - Yet
S So
cause and effect relationship
cause and effect relationship
Another example:
Another example:
My daughter got sick so we
My daughter got sick so we
had to cancel our trip.
had to cancel our trip.
Teacher will give more

examplesof compound
sentence and let the pupils
identify the cause and effect.
Teacher will give more

examplesof compound
sentence and let the pupils
identify the cause and effect.
Look at the sentences below,
Look at the sentences below,
identify their text type and
identify their text type and
write these in the column on
write these in the column on
the right. Complete this
the right. Complete this
column before saying your
column before saying your
groups yell.
groups yell.
Ask pupils to answer the
Ask pupils to answer the
Encircle the two ideas
work sheet on learners
work sheet on learners
expressed in a compound
expressed in a compound
manual.
manual.
sentence then underline once
sentence then underline once
Tell To help you better
Tell To help you better
the cause and twice the
the cause and twice the
understand the concept of
understand the concept of
effect.
effect.
text types try to match the
text types try to match the
examples of particular texts
examples of particular texts
The dog barked at me
on the right with the text
on the right with the text
because she was hungry.
types on the left by
types on the left by
It was my moms birthday
connecting them to the
connecting them to the
today so I make her a card.
correct text type.
correct text type.
She didnt sleep well last
night so she feels weak
the lesson
What have learned from
What have learned from
todays lesson?
todays lesson?
(Game )Pupils will pass a ball
I.
Evaluating learning
today.
today.
All her clothes were dirty
because her mother did not
washed their clothes.
washed their clothes.
Arnold dives in swimming
pool and his head bump near
the side of the pool.
What Are compound

sentence?
What Are compound

sentence?
activity below.
activity below.
Directions:
Complete
the
following sentences. You may
use a word or a group of
words as signals for causeand-effect relationships.
Directions:
Complete
the
following sentences. You may
use a word or a group of
words as signals for causeand-effect relationships.
(Game )Pupils will pass a ball
while singing a song. When
while singing a song. When
the song stops, the one who
the song stops, the one who
holds the ball will give what
holds the ball will give what
he/she learned from the
he/she learned from the
days topic.
days topic.
Different text types
Different text types
Text types as to structures
Text types as to structures
Text types as to language

Directions: Give the meaning
of the following text type.
Write your answer on the box
opposite of the words
Text types as to language

Directions: Give the meaning
of the following text type.
Write your answer on the box
opposite of the words
1.
2.
The clouds were

turning dark,
_______________ we
started packing our
picnic baskets.
Road blocks were set
11. The clouds were

turning dark,
_______________ we
started packing our
picnic baskets.
12. Road blocks were set
up by the military,
______________ they
could catch the
terrorists.
3. Tourists flock to
Boracay
____________they are
amazed of its white
sand
4. The diligent son
worked in the
morning and studied
at night ___________
his father died three
years ago.
5. The economy of the
country is improving
_______________
dedicated
government officials
worked hard.
6. The wind blew and
the papers were
scattered on the
floor.
7. He opened the box
and a letter fell into
his hands.
8. The rain stop and the
rainbow appeared in
the sky.
9. Maria steps on a
banana feeling and
she fell on the
ground.
10. Juan accidentally
broke the flower
base, his mother got
angry.
J.

application or
remediation
Refer to LM__________.
Refer to LM__________.

at Learn some more
expressed in compound
sentences then underline
once the cause and twice the
effect.
13.
14.
15.
16.
17.
18.
19.
20.
up by the military,
______________ they
could catch the
terrorists.
Tourists flock to
Boracay
____________they are
amazed of its white
sand
The diligent son
worked in the
morning and studied
at night ___________
his father died three
years ago.
The economy of the
country is improving
_______________
dedicated
government officials
worked hard.
The wind blew and
the papers were
scattered on the
floor.
He opened the box
and a letter fell into
his hands.
The rain stop and the
rainbow appeared in
the sky.
Maria steps on a
banana feeling and
she fell on the
ground.
Juan accidentally
broke the flower
base, his mother got
angry.

at Learn some more
expressed in compound
sentences then underline
once the cause and twice the
effect.

today.
wash their clothes.
Tara didnt understand the
homework assignment, so
she asked a friend for help.
The students tried to prepare
for the test but they didn't
realize how difficult the test
was.
We needed some groceries
for the week so we went to
the supermarket.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION


below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.

today.
wash their clothes.
Tara didnt understand the
homework assignment, so
she asked a friend for help.
The students tried to prepare
for the test but they didn't
realize how difficult the test
was.
We needed some groceries
for the week so we went to
the supermarket.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and Febrary 6-10,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Restate sentences heard in ones own words
The learner
The learner
The learner
The learner

forms;

forms;

forms;

forms;
Wednesday
Thursday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
The learner
The learner
The learner
The learner
needs.
EN5LC-IVc-3.11
ones own words
needs.
EN5LC-IVc-3.11
ones own words
needs.
EN5G-IVc-1.8.2
show
problem- solution relationship
of ideas
needs.
EN5G-IVc-1.8.2
show
of ideas
Restating sentences heard in

ones own word
Restating sentences heard in

ones own word
Conjunction
Conjunction
EN5LC -IVc-3.11
EN5OL-IVc2.6.2
EN5F - IVc -1.
EN5-IVf-16
C.G. - pp. 76
Enjoying Reading 5 pp.157,
169 Worksheet from internet
EN5LC -IVc-3.11
EN5OL-IVc2.6.2
EN5F - IVc -1.
EN5-IVf-16
C.G. - pp. 76
Enjoying Reading 5 pp.157,
169 Worksheet from internet
EN5G-IV-c-1.8.
EN5A-IV-c-16
Interactive skills in English 5
pp. 49 -50
Worksheet from internet
Ateneo Lesson Guide 5pp.
90-93
Growing in English Lang 5 pp.
57 - 58
EN5G-IV-c-1.8.
EN5A-IV-c-16
Interactive skills in English 5
pp. 49 -50
Worksheet from internet
Ateneo Lesson Guide 5pp.
90-93
Growing in English Lang 5 pp.
57 - 58
chart, activity sheet
chart, activity sheet
Look at the pictures. Tell what

emotions does each pictures
shows
Look at the pictures. Tell what

emotions does each pictures
shows
What can you say about the

pictures?
What can you say about the

pictures?
Teacher will read sentences

and let the pupils repeat after
her.
1. I am proud to be a Filipino.
2. Pia and Manny
Pacquiao are individuals we
can be proud of.
3. ALDUB is a
phenomenal star in showbiz.
4. Rodrigo Duterte is
our new president.
5. I was scared because
Teacher will read sentences

and let the pupils repeat after
her.
1. I am proud to be a Filipino.
2. Pia and Manny
Pacquiao are individuals we
can be proud of.
3. ALDUB is a
phenomenal star in showbiz.
4. Rodrigo Duterte is
our new president.
5. I was scared because
III.
(LR) portal
IV.
PROCEDURES
the new lesson

the lesson
C. Presenting
new lesson
of the accident happened last

night.
of the accident happened last

night.
learn how to restate

sentences you heard with
proper gesture.
Setting standard for listening
Teacher will read the short
paragraph
learn how to restate

sentences you heard with
proper gesture.
Setting standard for listening
Teacher will read the short
paragraph
Mang Cardings
Catch
Mang Cardings
Catch
Mang
Carding is known
for being a good
fisherman in their
town. One morning
he went to the
river to catch fish.
With determination
he threw his
fishing line onto
the river and
patiently waited
for his catch.
Suddenly he felt a
tug on his line. His
heart beat faster
as he positioned
his feet firmly on
the ground. He
pulled the line with
all his might
hoping to see a big
fish at the hook of
his fishing line. He
stared at his catch
with
disappointment
Mang
Carding is known
for being a good
fisherman in their
town. One morning
he went to the
river to catch fish.
With determination
he threw his
fishing line onto
the river and
patiently waited
for his catch.
Suddenly he felt a
tug on his line. His
heart beat faster
as he positioned
his feet firmly on
the ground. He
pulled the line with
all his might
hoping to see a big
fish at the hook of
his fishing line. He
stared at his catch
with
disappointment
a.What do you think did

Mang Carding catch?
b.How did Mang Carding feel
about his catch?
c.What do you think did Mang
Carding do?
d.What do you think did
Mang Carding do?
e. If you were Mang Carding
a.What do you think did

Mang Carding catch?
b.How did Mang Carding feel
about his catch?
c.What do you think did Mang
Carding do?
d.What do you think did
Mang Carding do?
e. If you were Mang Carding
Use compound sentence to

show problem situation
relationship of ideas.
Present the following
sentences. Have the pupils
read these.
1. Science explains
many of our
questions, and it
creates wonderful
things too,
2. Some scientist
study languages,
but they dont
speak all the
languages.
3. All scientists are
working to
improve peoples
lives, but not all of
them succeed.
4. I have to study, or
I will fail.
Use compound sentence to

show problem situation
relationship of ideas.
read these.
1. Science explains
many of our
questions, and it
creates wonderful
things too,
2. Some scientist
study languages,
but they dont
speak all the
languages.
working to
improve peoples
them succeed.
I will fail.
Ask the following questions

How many ideas made up
each sentence?
What little words are used to
connect these ideas
Would the connected parts
be complete by themselves?
When connected parts give
similar ideas, what connector
is used?
opposite ideas, what
connector is used ?
What connector is used when
there is a choice to be made?

each sentence?
connect these ideas
is used?
connector is used ?

#1

#2
what will you do after seeing

what was in his fishing line?
what will you do after seeing

what was in his fishing line?
Go back to the short

paragraph. (Call a pupil to
read it again.)
What part of the paragraph/
short story did you
remember? Will you restate a
sentence in your own word?
Say it with proper gesture.
Teacher will demonstrate an
example such as Mang
Carding went to the river to
catch fish .( do the proper
gesture )
Pupils/s will restate a
sentence heard from the
paragraph and do it with
proper gesture.
Go back to the short

paragraph. (Call a pupil to
read it again.)
What part of the paragraph/
short story did you
remember? Will you restate a
sentence in your own word?
Say it with proper gesture.
Teacher will demonstrate an
example such as Mang
Carding went to the river to
catch fish .( do the proper
gesture )
Pupils/s will restate a
sentence heard from the
paragraph and do it with
proper gesture.

groups. Do a message relay.
Teacher will give each group
an activity sheet where the
message was written.
The first pupil will read the
message silently and pass it
to the next pupil and so on.
The last pupil will state the
message orally with proper
gesture.

groups. Do a message relay.
Teacher will give each group
an activity sheet where the
message was written.
The first pupil will read the
message silently and pass it
to the next pupil and so on.
The last pupil will state the
message orally with proper
gesture.

read these.
1. Science explains
many of our
questions, and it
creates wonderful
things too,
2. Some scientist
study languages,
but they dont
speak all the
languages.
working to
improve peoples
them succeed.
I will fail.

read these.
1. Science explains
many of our
questions, and it
creates wonderful
things too,
2. Some scientist
study languages,
but they dont
speak all the
languages.
working to
improve peoples
them succeed.
I will fail.

each sentence?
connect these ideas
is used?
connector is used ?

each sentence?
connect these ideas
is used?
connector is used ?
Explain what a compound

sentence is. Give the
meaning of the different
conjunctions used. Give the
acronym FANBOYS and how it
is used in compound
sentence. Used the following
sentences for discussion
Explain what a compound

sentence is. Give the
meaning of the different
conjunctions used. Give the
acronym FANBOYS and how it
is used in compound
sentence. Used the following
sentences for discussion
He is sad, for his parents are

fighting
He is sad, for his parents are

fighting
F.
Developing mastery

3)
Group who finish first will win

the game
Group who finish first will win

the game
Have the pupils read the

short story about the The
Fox and the Stork orally. Then
after reading have the pupils
write 5 sentences they heard
and remembered from the
short story.
Have the pupils read the

short story about the The
Fox and the Stork orally. Then
after reading have the pupils
write 5 sentences they heard
and remembered from the
short story.
The Fox and the Stork
The Fox and the Stork
The fox and the

stork used to be
friends. They were
always together until
one day. The fox told
the stork to come to his
house for dinner. The
truth was that fox
wanted to play a joke
on the stork.
When the dinner
time came, the fox put
the soup on the shallow
container before the
stork. The fox easily
slurped it., but he stork
could only wet the end
of her long bill. The
poor stork went home
as hungry as when she
came.
The fox
apologized to the stork
for not liking the soup.
The fox and the

stork used to be
friends. They were
always together until
one day. The fox told
the stork to come to his
house for dinner. The
truth was that fox
wanted to play a joke
on the stork.
When the dinner
time came, the fox put
the soup on the shallow
container before the
stork. The fox easily
slurped it., but he stork
could only wet the end
of her long bill. The
poor stork went home
as hungry as when she
came.
The fox
apologized to the stork
for not liking the soup.
I was in the library and Jimmy

is in the classroom.
He doesnt know how to
writenor does he know how
to read.
He can sing well but he
doesnt know how to dance
Ill go to Lilys house or Ill go
shopping.
Dulce was the oldest of the
girls, yet her accent was the
most prominent.
Laura didnt go with her
parents so she just cleaned
the entire house.
Group activity. Each group
will be given activity sheet
I was in the library and Jimmy

is in the classroom.
He doesnt know how to
writenor does he know how
to read.
He can sing well but he
doesnt know how to dance
Ill go to Lilys house or Ill go
shopping.
Dulce was the oldest of the
girls, yet her accent was the
most prominent.
Laura didnt go with her
parents so she just cleaned
the entire house.
will be given activity sheet
Group I Create a compound

sentence by combining the
two simple sentences below
with the connector and, or,
but
Group I Create a compound

sentence by combining the
two simple sentences below
with the connector and, or,
but
Terry likes hamburgers. Jenny

likes egg.
Make sure to sleep well. You
will not wake up on time.
Gardening is a wonderful
hobby. It is not expensive.
Jason plated the garden.
Susan planted the seeds.
Ramon and Joseph love to
garden. They are very busy
with athletics.
Terry likes hamburgers. Jenny

likes egg.
Make sure to sleep well. You
will not wake up on time.
Gardening is a wonderful
hobby. It is not expensive.
Jason plated the garden.
Susan planted the seeds.
Ramon and Joseph love to
garden. They are very busy
with athletics.
Group II- Circle the correct

conjunction that completes
each compound sentence
below
I have fifty dollars, (yet/ and /
so) I still cant afford the new
video game.
I didnt study hard enough,
(yet/ and / so) I didnt pass
my latest exam.
You are a new student, (yet/
and / so) you have to learn
the class routine.
Do all your homework, (and/
or/ but) else you will fall
Group II- Circle the correct

conjunction that completes
each compound sentence
below
I have fifty dollars, (yet/ and /
so) I still cant afford the new
video game.
I didnt study hard enough,
(yet/ and / so) I didnt pass
my latest exam.
You are a new student, (yet/
and / so) you have to learn
the class routine.
Do all your homework, (and/
or/ but) else you will fall
Soon the stork invited

the fox to dine with her
at home
So the fox
visited the stork. The
stork served their
dinner in a jar with a
very long neck and a
narrow mouth. The fox
could only leak the
outside of the jar.
Soon the stork invited

the fox to dine with her
at home
So the fox
visited the stork. The
stork served their
dinner in a jar with a
very long neck and a
narrow mouth. The fox
could only leak the
outside of the jar.
behind.
Always respect your elders,
(yet/ and / so ) you may earn
their trust.
behind.
Always respect your elders,
(yet/ and / so ) you may earn
their trust.
Group III-Complete the

sentence to make a
compound sentence
Group III-Complete the

sentence to make a
compound sentence
1. Their new house is small

but _______________
2. Her
mother cooks dinner and
_______________.
3. They
were all hungry so
___________________.
4. She did
not cheat in the test for
______________.
5. Should
we start our class now or
_____________.
1. Their new house is small

but _______________
2. Her
mother cooks dinner and
_______________.
3. They
were all hungry so
___________________.
4. She did
not cheat in the test for
______________.
5. Should
we start our class now or
_____________.
Group IV - Read the

short paragraph and find all
and the compound
sentences.
Group IV - Read the

short paragraph and find all
and the compound
sentences.
WHY THE SKY IS HIGH

In the early days
when the sky was still low,
two brothers name Ingat and
Daskol lived with their
parents on earth.
As their names
indicate, Ingat was careful in
everything he did and was
therefore his fathers right
hand man.He was always
helping with the work in the
field and his parents were
very pleased with him.
On the other
hand, Daskol did his work
sloppily. In the absence of a
daughter in the family, the
house work came to be
Daskols responsibility. He
fetched water, cleaned the
WHY THE SKY IS HIGH

In the early days
when the sky was still low,
two brothers name Ingat and
Daskol lived with their
parents on earth.
As their names
indicate, Ingat was careful in
everything he did and was
therefore his fathers right
hand man.He was always
helping with the work in the
field and his parents were
very pleased with him.
On the other
hand, Daskol did his work
sloppily. In the absence of a
daughter in the family, the
house work came to be
Daskols responsibility. He
fetched water, cleaned the
Continuation of Group
activity
Continuation of Group
activity
the lesson

todays lesson?
( To restate a sentence heard
you must listen carefully and
remember the main
points .)

todays lesson?
( To restate a sentence heard
you must listen carefully and
remember the main
points .)
house and mother did the

cooking. He also did the
pounding of the palay that
his father harvested. Daskol
lived up to his name being
natural lazy and impatient,
he did not like the work of
pounding.
One day, Daskol
had to pound a greater
quantity of palay than usual.
He was irritated because
every time he raise the
pestle, it would hit the sky.
His anger added to his
strength so he raised the
pestle higher. Every time it
hit the sky, the sky would be
raised. In his hurry, Daskol
did nit notice that the sky
was rising. When he finished
pounding rise, he looed up
and discovered that the sky
had risen, and it is where it is
today.
Connect the correct
independent clause using
the correct coordinating
conjunctions
(and, so, for, nor, but, yet )
A
B
I did something wrong. A.
They did something for us.
My parents are busy.
B. I
apologized.
Henry stayed home.
C. Im
also a singer.
I am an athlete.
D.
Did they study for the exam
They didnt do their project
E. He is sick
house and mother did the

cooking. He also did the
pounding of the palay that
his father harvested. Daskol
lived up to his name being
natural lazy and impatient,
he did not like the work of
pounding.
One day, Daskol
had to pound a greater
quantity of palay than usual.
He was irritated because
every time he raise the
pestle, it would hit the sky.
His anger added to his
strength so he raised the
pestle higher. Every time it
hit the sky, the sky would be
raised. In his hurry, Daskol
did nit notice that the sky
was rising. When he finished
pounding rise, he looed up
and discovered that the sky
had risen, and it is where it is
today.
Connect the correct
independent clause using
the correct coordinating
conjunctions
(and, so, for, nor, but, yet )
A
B
I did something wrong. A.
They did something for us.
My parents are busy.
B. I
apologized.
Henry stayed home.
C. Im
also a singer.
I am an athlete.
D.
Did they study for the exam
They didnt do their project
E. He is sick
What is a compound
sentence? What conjunction
is used in compound
sentence?
What does the word FANBOYS
stand for?
What is a compound
sentence? What conjunction
is used in compound
sentence?
What does the word FANBOYS
stand for?
I.
Evaluating learning
Listen to the teacher as she

reads the following
sentences. Restate the
sentences in your own word
by writing it in your paper.
1.
2.
3.
4.
5.
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
G.
The grasshopper is
hopping and
dancing all day.
The ant is working
and saving food.
It rained all day.
The grasshopper
has no food to eat.
The grasshopper
realizes that it is
important to save
food -for the rainy
day.
Refer to LM ___________.
Listen to the teacher as she

reads the following
sentences. Restate the
sentences in your own word
by writing it in your paper.
6.
The grasshopper is
hopping and
dancing all day.
7. The ant is working
and saving food.
8. It rained all day.
9. The grasshopper
has no food to eat.
10. The grasshopper
realizes that it is
important to save
food -for the rainy
day.
Refer to LM ___________.
Complete the sentence by

using the appropriate
conjunctions to form a
compound sentence
1. The computer
crashed ___I lost
all my works
2. My husband was
working, ___I went
shopping.
3. I like chocolate ice
cream ___ don't
have it very often.
4. I am on a diet
____still want a
cookie.
5. He did not take
the money, ___ it
was not the right
thing to do.
Complete the sentence by

using the appropriate
conjunctions to form a
compound sentence
1. The computer
crashed ___I lost
all my works
2. My husband was
working, ___I went
shopping.
3. I like chocolate ice
cream ___ don't
have it very often.
4. I am on a diet
____still want a
cookie.
5. He did not take
the money, ___ it
was not the right
thing to do.
Refer to LM ___________.
Refer to LM ___________.

other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Use appropriate graphic organizers in text read
The learner
The learner
The learner
The learner




Wednesday
Thursday
Friday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
forms;
forms;
forms;
forms;
The learner
The learner
The learner
The learner
needs.
EN5RC-IVe-2.15.2
Use appropriate graphic
organizer
needs.
EN5RC-IVe-2.15.2
Use appropriate graphic
organizer
needs.
EN5OL-IVf-4
Use verbal and non-verbal
cues in a TV
needs.
EN5OL-IVf-4
cues in a TV
Using appropriate graphic

organizers in text read
Using appropriate graphic

organizers in text read
Using verbal and non-verbal

cues
Using verbal and non-verbal

cues
EN5LC-IVe 3.11 ; EN5RCIVe 2.15.2 ; EN5F-IVe 1.13

EN5LC-IVe 3.11Curriculum
Guide p. 81
p. 214
EN5LC-IVe 3.11 ; EN5RCIVe 2.15.2 ; EN5F-IVe 1.13

EN5LC-IVe 3.11Curriculum
Guide p. 81
p. 214
EN5LC-IVe-4 ; EN5SS-IVe1.7.1 ;
Curriculum Guide p. 81
p. 214
EN5LC-IVe-4 ; EN5SS-IVe1.7.1 ;
Curriculum Guide p. 81
p. 214
Metacards activity cards,

manila paper
Stories to be flashed in
television/ written in manila
paper
Metacards activity cards,

manila paper
Stories to be flashed in
television/ written in manila
paper
Video clips, graphic

illustrations, chart
News Broadcast to be flashed
in television
Video clips, graphic

illustrations, chart
News Broadcast to be flashed
in television
Present the story entitled

The Bug Collection to the
students.
Ask the student to read it.
Call another student to read
the story.
Call the students to read the
story in group in twos threes
etc.
Present the story entitled

The Bug Collection to the
students.
Ask the student to read it.
Call another student to read
the story.
Call the students to read the
story in group in twos threes
etc.
Watch a short
broadcasting scene
without sounds.
Ask the students to retell
the broadcasting scene
based on what they had
watched.
Call another student to
retell the scene.
Watch the broadcasting
III.
(LR) portal
IV.
PROCEDURES
the new lesson
Watch a short broadcasting

scene without sounds.
Ask the students to retell the
broadcasting scene based on
what they had watched.
Call another student to retell
the scene.
Watch the broadcasting scene
again with sounds.
Ask the students to compare
scene again with sounds.

Ask the students to
compare their retelling of
the broadcasting scene to
the original
Is your retelling of the
scene correct?
What are the things that
made you think that the
scene is as you retold?
their retelling of the

broadcasting scene to the
original
Is your retelling of the scene
correct?
What are the things that made
you think that the scene is as
you retold?

the lesson
also use appropriate graphic

organizers and can read text
correctly with 128 words per
minute.
also use appropriate graphic

organizers and can read text
correctly with 128 words per
minute.

cues in TV broadcast
Use verbal and non-verbal cues

in TV broadcast
C. Presenting
new lesson
Say: I will read again the

story, while I am reading the
story, I want you to list all the
key sentences and
supporting sentences from
the story.
Comprehension check up
Ask the student to tell the
key sentence in the first
paragraph, then give the
supporting sentences.
Continue to ask questions
until the students were able
to organize ideas using the
graphic organizer.
Direct the student to read the
sample of what they
presented using the graphic
organizer.
Ask the student to give all
the key sentence in the story
then the supporting
sentences.
Stress to the student the
difference of key sentence
and supporting sentences.
From the given graphic
organizer, give opportunity
for the student to restate the
sentences/ story in their own
words.
Say: I will read again the

story, while I am reading the
story, I want you to list all the
key sentences and
supporting sentences from
the story.
Comprehension check up
Ask the student to tell the
key sentence in the first
paragraph, then give the
supporting sentences.
Continue to ask questions
until the students were able
to organize ideas using the
graphic organizer.
Direct the student to read the
sample of what they
presented using the graphic
organizer.
Ask the student to give all
the key sentence in the story
then the supporting
sentences.
Stress to the student the
difference of key sentence
and supporting sentences.
From the given graphic
organizer, give opportunity
for the student to restate the
sentences/ story in their own
words.
Watch again another

broadcasting scene.
Ask the students to list all
the verbal and non-verbal
cues by analyzing the
multimedia elements
namely as: text, graphic,
sound, video and
animation.
Stress to the students the
difference between verbal
and non-verbal cues.
Watch again another

broadcasting scene.
Ask the students to list all the
verbal and non-verbal cues by
analyzing the multimedia
elements namely as: text,
graphic, sound, video and
animation.
Stress to the students the
difference between verbal and
non-verbal cues.
The teacher will check the

scripts of each group
before proceeding to the
group activity
Group Presentation
After each presentation,
the groups will show the
list of the verbal and nonverbal cues they derived
from the multimedia
elements.
The teacher will check the

scripts of each group before
proceeding to the group activity
Group Presentation
After each presentation, the
groups will show the list of the
verbal and non-verbal cues they
derived from the multimedia
elements.

#1

#2
F.
Developing mastery

3)
the lesson
The teacher will post another

story for the student to read
and to organize. (ANDRES
BONIFACIO Developing
Reading Power p. 226)
The teacher will call student
to restate the story in their
own word.
Group Activity
Group the pupils into three
group
The first group will do the
graphic organizer. The
second group will read the
story correctly with proper
phrasing, intonation,
pronunciation. The third
group will restate the story
the story in their own word.
Flash story to the class.
(PAGODAS Developing
Based on the story you have
read, choose one activity you
want to do. You can make a
graphic organizer, you can
also restate it in your own
word or you can read it
correctly with proper
intonation, pronunciation
phrasing.
The teacher will post another

story for the student to read
and to organize. (ANDRES
BONIFACIO Developing
The teacher will call student
to restate the story in their
own word.
Group Activity
Group the pupils into three
group
The first group will do the
graphic organizer. The
second group will read the
story correctly with proper
phrasing, intonation,
pronunciation. The third
group will restate the story
the story in their own word.
Flash story to the class.
(PAGODAS Developing
Based on the story you have
read, choose one activity you
want to do. You can make a
graphic organizer, you can
also restate it in your own
word or you can read it
correctly with proper
intonation, pronunciation
phrasing.
Actual Presentatio
Actual Presentation

short movie clips and the
students will match them
to the appropriate text
related to clips based on
cues.
The teacher will present short

movie clips and the students
will match them to the
appropriate text related to clips
based on cues.
Group Activity
Group Activity
Group Activity
Group Activity

todays lesson?

todays lesson?
What have you learned

from todays lesson?

todays lesson?
Read the story carefully and

correctly. Make a graphic
organizer.
Read the story carefully and

correctly. Make a graphic
organizer.
Evaluating the actual

performance
Evaluating the actual

performance
The Structure of the
The Structure of the
J.

application or
remediation
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
Flower
The
lower
and
outermost part of a flower
are the sepals. They are
usually green. They look like
leaves.
They
form
the
protective covering of the
flower when it is still a bud.
Above the sepals are
the petals. Petals often have
bright colors because they
attract insects. Growing just
above and within the circle of
petals are the stamens. Each
stamen has a long stem like
part called filament. At the
top of the filament is another
which is filled with yellow or
reddish dust-like grains called
pollen.
The innermost part of
the flower is the pistil which
has three parts the stigma,
the style and the large base
called ovary. Within the ovary
are small structures called
ovules. Seeds develop from
the ovules. ( Grade 5 Lesson
Guide p. 204 )
Flower
The
lower
and
outermost part of a flower
are the sepals. They are
usually green. They look like
leaves.
They
form
the
protective covering of the
flower when it is still a bud.
Above the sepals are
the petals. Petals often have
bright colors because they
attract insects. Growing just
above and within the circle of
petals are the stamens. Each
stamen has a long stem like
part called filament. At the
top of the filament is another
which is filled with yellow or
reddish dust-like grains called
pollen.
The innermost part of
the flower is the pistil which
has three parts the stigma,
the style and the large base
called ovary. Within the ovary
are small structures called
ovules. Seeds develop from
the ovules. ( Grade 5 Lesson
Guide p. 204 )
D.

lesson
E.
did these work?
F.

solve?
other teachers?
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Time
Monday
The learner
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner
The learner
The learner
listens critically to different text types;

expresses ideas logically in oral and
written forms;
different text types;
expresses ideas logically
in oral and written forms;
The learner
The learner
The learner
The learner
demonstrates interest in reading to

meet various needs.
needs.
needs.
needs.
Friday
Weekly Test
C. Learning
s
each
II.
CONTENT
EN5RC-IVg-2.12
EN5RC-IVg-2.12
EN5G-IVg-1.9.2
Use complex sentences
to show
problem- solution
relationship of ideas
Making generalization
Making generalization
Complex Sentences
K to 12 Curriculum Guide
EN5RC IVg-.2.12
K to 12 Curriculum Guide
EN5RC IVg-.2.12
K 12 Curriculum Guide in
English 5
Language Learning Made
Easy
Worksheet from Internet
English 5
Language Learning Made
Easy
activity sheets, pictures
activity sheets, pictures
metacards, pictures,
manila paper, activity
sheets
metacards, pictures,
manila paper, activity
sheets
Look at the pictures. What can you say

about them? We are going to read
something related to the pictures.
Look at the pictures.

What can you say about
them? We are going to
read something related
to the pictures.
Look at the group of

words. What are they?
(clauses)
What do we call them?
(Independent
clause/dependent
clause)
Look at the group of

words. What are they?
(clauses)
(Independent
clause/dependent
clause)
for the lesson
learn how to make generalizations
learn how to make

generalizations

to show problem-solution

to show problem-solution
C. Presenting
the new lesson
Vocabulary Development
polio- a serious disease that affects the
nerves of the spine and makes a person
permanently unable to move particular
muscles
handicapped having a physical
disability
exemplifyto be a very good example of
Vocabulary Development
polio- a serious disease
that affects the nerves of
the spine and makes a
person permanently
unable to move
particular muscles
handicapped having a
physical disability
exemplifyto be a very
Show a picture of a
mother hugging her
child.
Show a picture of a
mother hugging her
child.
Ask:
What does the
mother do to her child?
Why do you think she is
hugging the child?
Ask:
What does the
mother do to her child?
Why do you think she is
hugging the child?
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
pages
3. Textbook pages
EN5G-IVg-1.9.2
to show
problem- solution
III.
from Learning
B. Other Learning
Resources
IV.
PROCEDURES
the new lesson
good example of

#1
Present the story regarding Apolinario

Mabini.
Many people succeed in life even
if they are physically handicapped. Our
country took pride of ApolinarioMabini, a
polio victim and yet he became the
Brain of Katipunan.
In this modern times we have a
good example from Bicol Region. He is
Eduardo Camela, a fifteen-year old
student of Daet Parochial School in
Camarines Norte.
In spite of his physical defect
caused by polio, he has invented four
useful things. His latest invention, the
Camela Coco-Cell won for him a gold
medal from the president and P1,500 in
cash at the National Science Fair held by
the
Department
of
Science
and
Technology. He was affected by polio at
the age of 3. He is also a very talented
painter. He truly exemplifies the proud
and talented Filipino
Present the story

regarding Apolinario
Mabini.
Many people
succeed in life even if
they
are
physically
handicapped.
Our
country took pride of
ApolinarioMabini, a polio
victim
and
yet
he
became the Brain of
Katipunan.
In this modern
times we have a good
example
from
Bicol
Region. He is Eduardo
Camela, a fifteen-year
old student of Daet
Parochial
School
in
Camarines Norte.
In spite of his
physical defect caused
by polio, he has invented
four useful things. His
latest
invention,
the
Camela Coco-Cell won
for him a gold medal
from the president and
P1,500 in cash at the
National
Science
Fair
held by the Department
of
Science
and
Technology.
He was
affected by polio at the
age of 3. He is also a
very talented painter. He
truly
exemplifies
the
proud
and
talented
Filipino
Paste other pictures that

show how a parent
expresses his/her love to
the
child.
Say
something about the
pictures.
sentences.
Have
the
pupils read this.
a.
b.
c.
I shall not go
home
unless
mother is back.
I
like
you
because you are
so friendly.
Susie will return
her books after
her class.
Ask some questions:

show how a parent
expresses his/her love to
the
child.
Say
something about the
pictures.
sentences.
Have
the
pupils read this.
a.
b.
c.
I shall not go
home
unless
mother is back.
I
like
you
because you are
so friendly.
Susie will return
her books after
her class.
Ask some questions:

#2
F.
Developing mastery
(Leads to Formative
Assessment 3)
Based from the selection, Apolinario had

an important role in the Katipunan and
Eduardo Camela had made inventions
and showed talent in painting, what can
you say about them being physically
handicapped? (They have strong
determination.) What generalization
can you make? (Physical defect is not a
hindrance to success.)
Generalization is a general statement
based on facts.
Group Activity
Make a Generalization from the given
paragraphs.
Based from the selection,

Apolinario had an
important role in the
Katipunan and Eduardo
Camela had made
inventions and showed
talent in painting, what
can you say about them
being physically
handicapped? (They
have strong
determination.) What
generalization can you
make? (Physical defect
is not a hindrance to
success.)
Generalization is a
general statement based
on facts.
Group Activity
Make a Generalization
from the given
paragraphs.

following examples
Study hard so that you
will pass the exam
She succeeded although
she encountered many
problems
sentence is composed
of
one
independent
clause and one or two
dependent clauses.
Independent clause is a
simple
sentence
by
itself.
It
gives
a
complete meaning.
It
can stand alone.
A dependent clause does
not give a complete
thought. It cannot stand
alone. It depends on an
independent clause to
complete its meaning.
Example:
I love you
because you love me,
too.
I love you is an
independent clause. It
gives
a
complete
thought.
because
you love me, too is the
dependent clause.
It
doesnt
make
sense.
Because you love me,
too - what?
The
teacher
shows
examples of complex
sentences
From the examples of
complex sentences, the
teacher asks the pupils
to
identify
the
independent
clause/dependent clause
Group Activity (Carousel
method)
Group activity. Each
group will be given an

following examples
Study hard so that you
will pass the exam
She succeeded although
she encountered many
problems
sentence is composed
of
one
independent
clause and one or two
dependent clauses.
Independent clause is a
simple
sentence
by
itself.
It
gives
a
complete meaning.
It
can stand alone.
A dependent clause does
not give a complete
thought. It cannot stand
alone. It depends on an
independent clause to
complete its meaning.
Example:
I love you
because you love me,
too.
I love you is an
independent clause. It
gives
a
complete
thought.
because
you love me, too is the
dependent clause.
It
doesnt
make
sense.
Because you love me,
too - what?
The
teacher
shows
examples of complex
sentences
From the examples of
complex sentences, the
teacher asks the pupils
to
identify
the
independent
Group Activity (Carousel
method)
Group activity. Each
group will be given an
Write the generalization for the

following:
Fructose makes food taste sweet.It can
be found in different kinds of fruit.
It gives your body energy to keep
moving and working.Fruit naturally has
fructose in it.Fructose gives us energy.
Generalization:
_________________________________________
__________
Your tongue has 10,000 taste buds on
it.The taste buds allow you to taste
different flavors.The tongue is actually a
strong muscle that pushes food up and
down. The tongue has taste buds and
muscles.The tongue muscles help us
eat.The tongue has taste buds and
eat.
Generalization:
_________________________________________
__________
Write the generalization for the
following:
Fructose makes food taste sweet.It can
be found in different kinds of fruit.
It gives your body energy to keep
moving and working.Fruit naturally has
fructose in it.Fructose gives us energy.
Generalization:
_________________________________________
__________
Your tongue has 10,000 taste buds on
it.The taste buds allow you to taste
different flavors.The tongue is actually a
strong muscle that pushes food up and
down. The tongue has taste buds and
eat.The tongue has taste buds and
eat.
Generalization:
_________________________________________
__________
Write the generalization

for the following:
Fructose makes food
taste sweet.It can be
found in different kinds
of fruit.
It gives your body energy
to keep moving and
working.Fruit naturally
has fructose in
it.Fructose gives us
energy.
Generalization:
_________________________
_________________________
_
Your tongue has 10,000
taste buds on it.The
taste buds allow you to
taste different
flavors.The tongue is
actually a strong muscle
that pushes food up and
down. The tongue has
taste buds and
muscles.The tongue
muscles help us eat.The
tongue has taste buds
and muscles.The tongue
muscles help us eat.
Generalization:
_________________________
_________________________
_
Write the generalization
for the following:
Fructose makes food
taste sweet.It can be
found in different kinds
of fruit.
It gives your body energy
to keep moving and
working.Fruit naturally
has fructose in
it.Fructose gives us
energy.
activity sheet. Read the

direction carefully before
doing the activity.
activity sheet. Read the

direction carefully before
doing the activity.
Combine the
independent clause with
the dependent clause to
make a complex
sentence. (Refer to LM_)
Combine the
independent clause with
the dependent clause to
make a complex
Generalization:
_________________________
_________________________
_
Your tongue has 10,000
taste buds on it.The
taste buds allow you to
taste different
flavors.The tongue is
actually a strong muscle
that pushes food up and
down. The tongue has
taste buds and
muscles.The tongue
muscles help us eat.The
tongue has taste buds
and muscles.The tongue
muscles help us eat.
Generalization:
_________________________
_________________________
_
the lesson
What is a generalization?
Generalization is a general statement.
What is the basis for making
generalization?
Generalization is based on facts
What is a
generalization?
Generalization is a
general statement.
What is the basis for
making generalization?
Generalization is based
on facts
What are independent

and dependent clause?
What makes up complex
sentence?
What are independent

and dependent clause?
sentence?
I.
Choose the sentences that will support

the given generalization. Write them in
a paragraph form.
Choose the sentences

that will support the
given generalization.
Write them in a
paragraph form.
Write an independent
clause to complete each
complex sentence.
1. Since
Im
hungry,
________________
______.
2. Although
Im
late,
________________
______.
3. Because she is
rich,
________________
___.
Write an independent
clause to complete each
complex sentence.
1. Since
Im
hungry,
________________
______.
2. Although
Im
late,
________________
______.
3. Because she is
rich,
________________
___.
Evaluating learning
Generalization: Electronic devices

are useful tools.
Most young and old have cellular
phones.
Gadgets are very expensive. Only the
rich people can afford them.
We use calculators to make computing
our expenses easier.
We use palm top organizers instead
of diaries to schedule our meetings. We
communicate to people around the
world through cellular phones.
Generalization:
Electronic devices are
useful tools.
Most young and old
have cellular phones.
Gadgets are very
expensive. Only the rich
people can afford them.
We use calculators to
make computing our
expenses easier.
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
No. of learners who
continue to require
remediation
E.
Why did these work?
F.

encounter which my
help me solve?
What innovation or
to share with other
teachers?
G.
Nowadays electronic devices like CCTV

are used to solve crime problems.
Inventions of new electronic devices
make life a little bit easier for people.
Old people do not know how to use
electronic devices.
We use palm top

organizers instead of
diaries to schedule our
meetings. We
communicate to people
around the world through
cellular phones.
Nowadays electronic
devices like CCTV are
used to solve crime
problems.
Inventions of new
electronic devices make
life a little bit easier for
people.
Old people do not know
how to use electronic
devices.
Refer to LM_______.
Refer to LM_______.
Refer to LM____.
Refer to LM____.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and Febrary 27-March 3,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Use complex sentences to show problem-solution relationship of ideas
The learner
The learner
The learner
Thursday
The learner

forms;

forms;

forms;

forms;
The learner
The learner
The learner
The learner
Friday
Weekly Test

needs.
N5G-IVg-1.9.2
Use complex sentences to
show
of

needs.
N5G-IVg-1.9.2
show
of

needs.
N5G-IVg-1.9.2
show
of

needs.
N5G-IVg-1.9.2
show
of
English 5
Language
Learning
Made
Easy
English 5
Language
Learning
Made
Easy
English 5
Language
Learning
Made
Easy
English 5
Language
Learning
Made
Easy
metacards, pictures, manila

paper, activity sheets



Look at the group of words.

What are they? (clauses)
(Independent
clause/dependent clause)

(Independent

(Independent

(Independent

the lesson

show
problem-solution

show
problem-solution

show
problem-solution

show
problem-solution
C. Presenting
new lesson
#1
Show a picture of a mother

hugging her child.

hugging her child.

hugging her child.

hugging her child.
Ask: What does the mother

do to her child? Why do you
think she is hugging the
child?
show how a parent expresses
his/her love to the child. Say
something
about
the

child?
something
about
the

child?
something
about
the

child?
something
about
the
C. Learning
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson

#2
pictures.
pictures.
pictures.
pictures.
Present
the
following
read this.
Present
the
following
read this.
Present
the
following
read this.
Present
the
following
read this.
a.
b.
c.
I shall not go home

unless
mother
is
back.
I like you because
you are so friendly.
Susie will return her
books after her class.
a.
b.
c.
I shall not go home

unless
mother
is
back.
I like you because
a.
b.
c.
I shall not go home

unless
mother
is
back.
I like you because
a.
b.
c.
I shall not go home

unless
mother
is
back.
I like you because
Ask some questions:
Ask some questions:
Ask some questions:
Ask some questions:
The teacher shows examples

of complex sentences
From
the
examples
of
complex
sentences,
the
teacher asks the pupils to
identify
the
independent
Group
Activity
(Carousel
method)
will be given an activity
sheet. Read the direction
carefully before doing the
activity.

From
the
examples
of
complex
sentences,
the
identify
the
independent
Group
Activity
(Carousel
method)
activity.

From
the
examples
of
complex
sentences,
the
identify
the
independent
Group
Activity
(Carousel
method)
activity.

From
the
examples
of
complex
sentences,
the
identify
the
independent
Group
Activity
(Carousel
method)
activity.
Combine the independent

clause with the dependent
clause to make a complex



the lesson
What are independent and

dependent clause?
sentence?
Write an independent clause
to complete each complex
sentence.
1. Since Im hungry,
_____________________

dependent clause?
sentence?
sentence.
1. Since Im hungry,
_____________________

dependent clause?
sentence?
sentence.
1. Since Im hungry,
_____________________

dependent clause?
sentence?
sentence.
1. Since Im hungry,
_____________________
F.
I.
Developing mastery

3)
Evaluating learning
2.
3.
J.

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.
_.
Although Im late,
_____________________
_.
Because she is rich,
___________________.
Refer to LM____.
2.
3.
_.
Although Im late,
_____________________
_.
___________________.
Refer to LM____.
2.
3.
_.
Although Im late,
_____________________
_.
___________________.
Refer to LM____.
2.
3.
_.
Although Im late,
_____________________
_.
___________________.
Refer to LM____.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
School
Teacher
Teaching Dates and March 6-10 ,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Utter each letter, word, phrase and sentence articulately.
The learner
The learner
Wednesday
Thursday
The learner
The learner

forms;

forms;

forms;

forms;
The learner
The learner
The learner
The learner
needs.
EN5LC-IVi-3.13
Summarize information from
various text types
needs.
EN5LC-IVi-3.13
various text types
needs.
EN5LC-IVi-3.13
various text types
needs.
EN5LC-IVi-3.13
various text types
Summarizing the Selection

listened to.

listened to.

listened to.

listened to.
Improving Proficiency in
Reading I,p.44
K-12 Curriculum Guide in
English 5 EN5LC-Iv3.13,
Reading I,p.44
Reading I,p.44
Reading I,p.44
chart, meta cards ,activity

sheets, film

sheets, film

sheets, film

sheets, film
III.
(LR) portal
IV.
PROCEDURES
Friday
Weekly Test
the new lesson

the lesson
C. Presenting
new lesson

#1
Using hands, the teacher

acts-out each of the given
things and asks the pupils to
identify.
1. rain drop
3. lightning
5. earthquake
2. thunder
4. flash flood

identify.
1. rain drop
3. lightning
5. earthquake
2. thunder
4. flash flood

identify.
1. rain drop
3. lightning
5. earthquake
2. thunder
4. flash flood

identify.
1. rain drop
3. lightning
5. earthquake
2. thunder
4. flash flood
Utter each letter, word,

phrase and sentence
articulately.
Form compound words by
matching Column A and
Column B.
A.
B
1. brown- _______
a. load
2. construction-____
b. outs
3. over- _____
c.
material
4. motor- __
d. spread
5. wide- ____
e. vehicle

phrase and sentence
articulately.
Column B.
A.
B
1. brown- _______
a. load
b. outs
3. over- _____
c.
material
4. motor- __
d. spread
5. wide- ____
e. vehicle

phrase and sentence
articulately.
Column B.
A.
B
1. brown- _______
a. load
b. outs
3. over- _____
c.
material
4. motor- __
d. spread
5. wide- ____
e. vehicle

phrase and sentence
articulately.
Column B.
A.
B
1. brown- _______
a. load
b. outs
3. over- _____
c.
material
4. motor- __
d. spread
5. wide- ____
e. vehicle
Teacher reads the situation

aloud.

aloud.

aloud.

aloud.
Situation:
While watching
Probinsyano,suddenly there
was an electric interruption
that
shot off the lights,
television, electric fan,
refrigerator and other
household appliances
in your neighbors home.
Situation:
While watching
that
Situation:
While watching
that
Situation:
While watching
that
Ask: What is that event

called?

called?

called?

called?

#2
When a brown-out in your

own house occurs what will
you do?

you do?

you do?

you do?
F.
Ask: When electrical

interruptions/failures occur in
the entire province, will you
consider it
brown-out? If no, then what
is it?
Why does black out or
brown-out occur?

consider it
is it?
brown-out occur?

consider it
is it?
brown-out occur?

consider it
is it?
brown-out occur?
the lesson
Group Activity
Group Activity
Group Activity
Group Activity
What did you learn about the

lesson?

lesson?

lesson?

lesson?
Refer to LM______.
Refer to LM______.
Refer to LM______.
Refer to LM______.
J.
Refer to LM______.
Refer to LM______.
Refer to LM______.
Refer to LM______.
Developing mastery

3)

application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
G.

other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and March 13-17,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Use verbal and non-verbal cues.
The learner
The learner
The learner
The learner




Wednesday
Thursday
Friday
Weekly Test
C. Learning
each
II.
CONTENT
LEARNING
RESOURCES
A. References
pages
forms;
forms;
forms;
forms;
The learner
The learner
The learner
The learner
needs.
EN5OL-IVj-4
cues in a TV broadcast
needs.
EN5OL-IVj-4
needs.
EN5OL-IVj-4
needs.
EN5OL-IVj-4
verbal and non-verbal cues
EN5OL- IV;
20.1, 20.2
EN5OL- IV;
20.1, 20.2
EN5OL- IV;
20.1, 20.2
EN5OL- IV;
20.1, 20.2
III.
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson
-4
EN5V-IVh
-4
EN5V-IVh
-4
EN5V-IVh
-4
EN5V-IVh
charts, metacards.
charts, metacards.
charts, metacards.
charts, metacards.
Tell the compound word

that fits each sentence.
Select the answers below the
sentences.
1. The policeman tries
to stop the heavy car with an
___________.
2. The people in the
neighborhood did not sleep
well owing to the warmth and
darkness brought by
_____________.
3. Empty small or big
containers in the backyard to
avoid the ____________dengue
viruses.
4. A lot of ___________
riders had met on
____________.
5. The carpenter needs

sentences.
___________.
darkness brought by
_____________.
viruses.
4. A lot of ___________
riders had met on
____________.

sentences.
___________.
darkness brought by
_____________.
viruses.
4. A lot of ___________
riders had met on
____________.

sentences.
___________.
darkness brought by
_____________.
viruses.
4. A lot of ___________
riders had met on
____________.
a ____________ for building a
house.
house.
house.
house.

the lesson

cues.

cues.

cues.

cues.
C. Presenting
new lesson
Read the sentences aloud.

a. The farmer is
very fond of Ram, the black
sheep.
b. Father is angry
with Roy, the familys black
sheep.

a. The farmer is
sheep.
b. Father is angry
sheep.

a. The farmer is
sheep.
b. Father is angry
sheep.

a. The farmer is
sheep.
b. Father is angry
sheep.
Ask: Do the two

sentences convey similar
ideas?
If not, what is
the difference?
What kind of
word is black sheep in the
first sentence?
What kind of
second sentence?
Ask: Do the two

ideas?
If not, what is
the difference?
What kind of
first sentence?
What kind of
second sentence?
Ask: Do the two

ideas?
If not, what is
the difference?
What kind of
first sentence?
What kind of
second sentence?
Ask: Do the two

ideas?
If not, what is
the difference?
What kind of
first sentence?
What kind of
second sentence?
Identify the denotative

and the connotative words.
a. Impossible!
It rained cats and dogs.
b. It rained
cats and dogs during typhoon
Yolanda.

a. Impossible!
b. It rained
Yolanda.

a. Impossible!
b. It rained
Yolanda.

a. Impossible!
b. It rained
Yolanda.
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
a. This is a
b. Here is Mr.
gold.
Differentiate
denotations and
connotations.
What does each of
a. This is a
b. Here is Mr.
gold.
Differentiate
denotations and
connotations.
What does each of
a. This is a
b. Here is Mr.
gold.
Differentiate
denotations and
connotations.
What does each of

#1

#2
F.
Developing mastery

3)
them mean?
them mean?
them mean?
them mean?

a. Impossible!
b. It rained
Yolanda.

a. Impossible!
b. It rained
Yolanda.

a. Impossible!
b. It rained
Yolanda.

a. Impossible!
b. It rained
Yolanda.
a. This is a
b. Here is Mr.
gold.
Differentiate
denotations and
connotations.
What does each of
them mean?
a. This is a
b. Here is Mr.
gold.
Differentiate
denotations and
connotations.
What does each of
them mean?
a. This is a
b. Here is Mr.
gold.
Differentiate
denotations and
connotations.
What does each of
them mean?
a. This is a
b. Here is Mr.
gold.
Differentiate
denotations and
connotations.
What does each of
them mean?
Complete the sentences with

the given connotative words.
Select the answers below.
1. You cant go
through this street. Its a
____________.
2. The cruel leader
dictates the people with an
____________.
3. When the
speaker forgot his line, he
created __________. The
audience didnt notice it.
4. The love story
was ___________. It characters
acted unrealistic at all.
5. When caught, the
thief showed-out his
____________that the
policeman didnt believe,
thinking that he was only

1. You cant go
____________.
2. The cruel leader
____________.
3. When the
4. The love story
5. When caught, the
____________that the

1. You cant go
____________.
2. The cruel leader
____________.
3. When the
4. The love story
5. When caught, the
____________that the

1. You cant go
____________.
2. The cruel leader
____________.
3. When the
4. The love story
5. When caught, the
____________that the
bluffing them.
bluffing them.
bluffing them.
bluffing them.
Discuss the meaning of the

given connotations and
denotations. Ask the pupils to
use them in
sentences. Teacher may use
non-verbal expressions for
further understanding of the
lesson.

use them in
lesson.

use them in
lesson.

use them in
lesson.
the lesson
* Denotation
expresses literal or real
meaning.
* Connotation
expresses concealed
meaning.
Evaluation: Write
Denotation or Cooontation on
each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
while shaping up a bolo.
______3. Your jokes are
too corny, it didnt make me
laugh at all.
______4. The river had
finally reached its dead end;
the water dried up,fish and
plants all died.
______5. When
necessary, create an ad lib to
make your part very realistic.
* Denotation
meaning.
* Connotation
expresses concealed
meaning.
Evaluation: Write
each blank.
______1. When the
tears.
______2. The mason
laugh at all.
plants all died.
______5. When
* Denotation
meaning.
* Connotation
expresses concealed
meaning.
Evaluation: Write
each blank.
______1. When the
tears.
______2. The mason
laugh at all.
plants all died.
______5. When
* Denotation
meaning.
* Connotation
expresses concealed
meaning.
Evaluation: Write
each blank.
______1. When the
tears.
______2. The mason
laugh at all.
plants all died.
______5. When
I.
Write Denotation or
Cooontation on each blank.
______1. When the
tears.
______2. The mason
Write Denotation or
______1. When the
tears.
______2. The mason
Write Denotation or
______1. When the
tears.
______2. The mason
Write Denotation or
______1. When the
tears.
______2. The mason
Evaluating learning
J.

application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

below 80%
lesson
E.
did these work?
F.

solve?
other teachers?
G.

laugh at all.
plants all died.
______5. When

laugh at all.
plants all died.
______5. When

laugh at all.
plants all died.
______5. When

laugh at all.
plants all died.
______5. When
List down 5 connotative

words with their meanings.
Use them in sentences.



GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and March 20-24,2016
Time
Monday
Tuesday
Define vocabulary words through context clues.
The learner
The learner
forms;

forms;
Grade Level
Learning Areas
Quarter
Wednesday
REVIEW
Thursday
PERIODICAL TEST
Friday
PERIODICAL TEST
The learner
The learner
needs.
EN5LC-IVj-3.13
various text types
needs.
EN5LC-IVj-3.13
various text types
Developing Vocabularies
(Contextual Clues)
Developing Vocabularies
(Contextual Clues)
New Dynamics Series in

English 5pp. 49-50.
K-12 Curriculum Guide,
EN5RC-IVg- 2.12
EN5F-IVg- 2.9
New Dynamics Series in

English 5pp. 49-50.
K-12 Curriculum Guide,
EN5RC-IVg- 2.12
EN5F-IVg- 2.9
chart, metacards, pictures

activity sheets
chart, metacards, pictures

activity sheets
Ask the pupils to read

repeatedly.
Then instruct then do recite
without reading it.
Ask the pupils to read

repeatedly.
Then instruct then do recite
without reading it.
Tongue Twister
Videographers
videotape the
videography
of videos.
Tongue Twister
Videographers
videotape the
videography
of videos.

the lesson

various text types

various text types
C. Presenting
new lesson
Analyze the sentences.

Underline twice the word or
words that mean (s) the
Analyze the sentences.

Underline twice the word or
words that mean (s) the
C. Learning
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
pages
3. Textbook pages
(LR) portal
IV.
PROCEDURES
the new lesson

#1
underlined
vocabulary in each
sentence.
1. There was
rejoicing in the palace
yesterday.
The king got
married a beautiful woman.
2. Trials are test of
patience. They are the spices
of life.
3. The kings wife
requested for a monkeys
liver.
4. Timothy is a
mischievous boy. He always
makes his teachers angry.
5. Juan is a silly
boy. He does things that
shows lack of good sense.
underlined
vocabulary in each
sentence.
1. There was
rejoicing in the palace
yesterday.
The king got
married a beautiful woman.
2. Trials are test of
patience. They are the spices
of life.
3. The kings wife
requested for a monkeys
liver.
4. Timothy is a
mischievous boy. He always
makes his teachers angry.
5. Juan is a silly
boy. He does things that
shows lack of good sense.
Our reading selection for

today is The Jellyfish
Journey
Can you think of words,
compound words, or remarks
that we may associate to
animals?
Example: yellow
chicken
Anticipated answers:
black sheep
lion-hearted
crocodile
tears dog tags
monkey
business
Show pictures of a jelly
fish,dragon and monkey
Find out the different
blended traits of the
characters in the selection.
Which among the two of
you is going to be defended
and be cast out?
Our reading selection for

today is The Jellyfish
Journey
Can you think of words,
compound words, or remarks
that we may associate to
animals?
Example: yellow
chicken
Anticipated answers:
black sheep
lion-hearted
crocodile
tears dog tags
monkey
business
Show pictures of a jelly
fish,dragon and monkey
Find out the different
blended traits of the
characters in the selection.
Which among the two of
you is going to be defended
and be cast out?
THE JELLYFISH JOURNEY

Once upon a time,
THE JELLYFISH JOURNEY

Once upon a time,
the king of the dragons who

was an old bachelor took it
into his head to get
married. His bride was a
young dragonette just
sixteen years old- lovely
enough to become the wife
of any king. The wedding
caused much rejoicing. The
fishes both great and small
came to offer gifts to the
newly wedded pair. For many
days there was feasting and
merriment.
But
alas,
even
dragons have their trials.
Before a month has passed,
the young dragon queen fell
ill. The doctors gave her
every medicine that was
known to dragons, but none
helped her. At last, they said
that there was nothing more
to be done. She would
probably die. But the sick
queen said to her husband, I
know of something that will
cure me. Get me a live
monkeys liver and I shall get
well at once.
A
live
monkeys
liver! exclaimed the king.
What are you thinking of,
my dear? You forgot that we
dragons live in the sea, while
monkeys live on land far
away among the forest trees.
A monkeys liver! My darling,
you must be mad.
The young queen
burst into tears, I have
asked you for only one small
thing, she whispered, and
you wont get it for me. I wish
I had stayed at home with my
own m-m-m-mama and my
own papa-a-a-a.
the king of the dragons who

was an old bachelor took it
into his head to get
married. His bride was a
young dragonette just
sixteen years old- lovely
enough to become the wife
of any king. The wedding
caused much rejoicing. The
fishes both great and small
came to offer gifts to the
newly wedded pair. For many
days there was feasting and
merriment.
But
alas,
even
dragons have their trials.
Before a month has passed,
the young dragon queen fell
ill. The doctors gave her
every medicine that was
known to dragons, but none
helped her. At last, they said
that there was nothing more
to be done. She would
probably die. But the sick
queen said to her husband, I
know of something that will
cure me. Get me a live
monkeys liver and I shall get
well at once.
A
live
monkeys
liver! exclaimed the king.
What are you thinking of,
my dear? You forgot that we
dragons live in the sea, while
monkeys live on land far
away among the forest trees.
A monkeys liver! My darling,
you must be mad.
The young queen
burst into tears, I have
asked you for only one small
thing, she whispered, and
you wont get it for me. I wish
I had stayed at home with my
own m-m-m-mama and my
own papa-a-a-a.
The dragon king did

not like to have it thought
that he was unkind to his
beautiful young wife. So he
sent for his trusty servant,
the jellyfish, and said: I have
a rather difficult task for you.
I want you to swim across the
land and persuade a live
monkey to come here with
you. Tell the monkey how
much nicer everything is here
in Dragon Land than where
he lives, so that he will be
willing to come. What I really
want him for is to cut out his
liver to use as a medicine for
the queen.
So
the
jellyfish
started off on his strange
errand. In those days, he was
just like any other fish, with
eyes and fins and a tail. But
he had little feet also, so that
he could walk on land. It did
not take him many hours to
swim across the country
where the monkeys live.
Fortunately there happened
to be a monkey jumping
about among the branches of
the trees near the place
where the jellyfish landed.
Good morning, Mr.
Monkey, said the jellyfish. I
have come to tell you a
beautiful country where the
weather is always pleasant.
There are plenty of ripe fruits
on the trees, and there are
none of those mischievous
creatures called men. Will
you not get on my back and
let me take you there?
The monkey thought
it would be fun to see a new
country. So he jumped on the
The dragon king did

not like to have it thought
that he was unkind to his
beautiful young wife. So he
sent for his trusty servant,
the jellyfish, and said: I have
a rather difficult task for you.
I want you to swim across the
land and persuade a live
monkey to come here with
you. Tell the monkey how
much nicer everything is here
in Dragon Land than where
he lives, so that he will be
willing to come. What I really
want him for is to cut out his
liver to use as a medicine for
the queen.
So
the
jellyfish
started off on his strange
errand. In those days, he was
just like any other fish, with
eyes and fins and a tail. But
he had little feet also, so that
he could walk on land. It did
not take him many hours to
swim across the country
where the monkeys live.
Fortunately there happened
to be a monkey jumping
about among the branches of
the trees near the place
where the jellyfish landed.
Good morning, Mr.
Monkey, said the jellyfish. I
have come to tell you a
beautiful country where the
weather is always pleasant.
There are plenty of ripe fruits
on the trees, and there are
none of those mischievous
creatures called men. Will
you not get on my back and
let me take you there?
The monkey thought
it would be fun to see a new
country. So he jumped on the
jellyfishs back, and off they

started across the water.
When they had gone about
halfway, he began to fear
that there might be some
hidden danger. It seemed
rather odd for jellyfish to
come so far to carry a
stranger home simply to see
the country.
My Jellyfish, why did
you think of coming for me?
My master, the king
of the dragons, sent me to
get you, answered the
jellyfish.
He wants to give
your liver as medicine to the
queen.
Oh, thats your little
game, is it? thought the
monkey, but he kept his
thoughts to himself, and only
said, Nothing could please
me better than to be of
service to the king and
queen. But I left my liver
hanging on a branch of that
big tree where you first saw
me. A liver is heavy to carry
about so I generally take
mine out and play about
without it. We shall have to
go back for it.
The jellyfish agreed
that there was nothing else
to do. The silly creature did
not see that the monkey was
only fooling him in order to
save his life and his liver.
When they reached
the shore again, the monkey
bounded off the jellyfishs
back and was up the tree in
less than a minute. Then he
said: I do not see my liver
here. Perhaps somebody has
jellyfishs back, and off they

started across the water.
When they had gone about
halfway, he began to fear
that there might be some
hidden danger. It seemed
rather odd for jellyfish to
come so far to carry a
stranger home simply to see
the country.
My Jellyfish, why did
you think of coming for me?
My master, the king
of the dragons, sent me to
get you, answered the
jellyfish.
He wants to give
your liver as medicine to the
queen.
Oh, thats your little
game, is it? thought the
monkey, but he kept his
thoughts to himself, and only
said, Nothing could please
me better than to be of
service to the king and
queen. But I left my liver
hanging on a branch of that
big tree where you first saw
me. A liver is heavy to carry
about so I generally take
mine out and play about
without it. We shall have to
go back for it.
The jellyfish agreed
that there was nothing else
to do. The silly creature did
not see that the monkey was
only fooling him in order to
save his life and his liver.
When they reached
the shore again, the monkey
bounded off the jellyfishs
back and was up the tree in
less than a minute. Then he
said: I do not see my liver
here. Perhaps somebody has

#2
taken it away. I will look for it.

Go back and tell your master
what has happened. He may
become very anxious if you
did not get home before
dark.
So
the
jellyfish
started home. When he told
the king of the dragons what
happened, the king was so
angry and said: Away with
this fellow. Take him and beat
him to a pulp. Do not let a
single bone remain unbroken
in his body.
The officers seized
the unfortunate jellyfish and
beat him as the king had
commanded. That is the
reason why, to this very day,
jellyfish have no bones.
When
the
young
queen found she could not
have the monkeys liver, she
made up her mind to get well
without it.
taken it away. I will look for it.

Go back and tell your master
what has happened. He may
become very anxious if you
did not get home before
dark.
So
the
jellyfish
started home. When he told
the king of the dragons what
happened, the king was so
angry and said: Away with
this fellow. Take him and beat
him to a pulp. Do not let a
single bone remain unbroken
in his body.
The officers seized
the unfortunate jellyfish and
beat him as the king had
commanded. That is the
reason why, to this very day,
jellyfish have no bones.
When
the
young
queen found she could not
have the monkeys liver, she
made up her mind to get well
without it.
Teacher reads the selection

by part.
Teacher asks the
pupils to read after her.
Teacher pauses once
in a while and asks
questions.
Teacher reads the selection

by part.
Teacher asks the
pupils to read after her.
Teacher pauses once
in a while and asks
questions.
Comprehension Questions:
1. Tell the most remarkable
traits of each character.
2. Why was the jelly fish
sent by the king for an
errand?
3. How did the jelly fish
persuade the monkey to go
with him? Did the jelly fish
succeed?
4. If you were the monkey,
what would you do to serve
Comprehension Questions:
1. Tell the most remarkable
traits of each character.
2. Why was the jelly fish
sent by the king for an
errand?
3. How did the jelly fish
persuade the monkey to go
with him? Did the jelly fish
succeed?
4. If you were the monkey,
what would you do to serve
yourself?
5. What became of the jelly
fish after being punished?
6. What does this story
want to covey?
yourself?
5. What became of the jelly
fish after being punished?
6. What does this story
want to covey?
Developing mastery
Cooperative Group Activity

Group I- Draw the
dragonette and write her
characteristics.
Group II- Draw the
jelly fish and write its
characteristics.
Group III- Draw the
monkey and write his
attempts to escape his death.
Cooperative Group Activity

Group I- Draw the
dragonette and write her
characteristics.
Group II- Draw the
jelly fish and write its
characteristics.
Group III- Draw the
monkey and write his
attempts to escape his death.
Pick out the best answer in

each sentence. Write the
letter of the answer.
___1. The king dragons
wife was:
a. active, bright
but stupid
b. lovely, young
but spoiled
c. tall, slender but
healthy
d. ugly, obese but
nice
___2. When the dragonette
fell ill, she requested a
a. beefs liver
b. cows liver
c. monkeys liver
d. porks liver
___3. The jelly fish had
persuaded the monkey in
exchange to an offer to
have
a. bananas, trees
and house
b. food,
mountains and park
c. country, fruits,
men
Pick out the best answer in

each sentence. Write the
letter of the answer.
___1. The king dragons
wife was:
a. active, bright
but stupid
b. lovely, young
but spoiled
c. tall, slender but
healthy
d. ugly, obese but
nice
___2. When the dragonette
fell ill, she requested a
a. beefs liver
b. cows liver
c. monkeys liver
d. porks liver
___3. The jelly fish had
persuaded the monkey in
exchange to an offer to
have
a. bananas, trees
and house
b. food,
mountains and park
c. country, fruits,
men
F.

3)
d. zoo, swamp,
d. zoo, swamp,
pen
pen
___4. The monkey was

able to escape his death by;
a. drowning the
jelly fish in water
b. fooling-out the
jelly fish by dishonesty
c. giving the jelly
fish, bananas
d. running to the
mountain to hide
___5. When the jelly fish
failed to bring a monkeys
liver, he was
a. beaten to pulp
b. cooked into food
c. driven from the
sea
d. smash to death
___4. The monkey was

able to escape his death by;
a. drowning the
jelly fish in water
b. fooling-out the
jelly fish by dishonesty
c. giving the jelly
fish, bananas
d. running to the
mountain to hide
___5. When the jelly fish
failed to bring a monkeys
liver, he was
a. beaten to pulp
b. cooked into food
c. driven from the
sea
d. smash to death
the lesson
The main idea is the point of

view or general perception of
the reader about the reading
material.
The main idea is the point of

view or general perception of
the reader about the reading
material.
I.
J.
Evaluating learning
application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
E.
No. of learners who

earned 80% in the
evaluation

below 80%
lesson
did these work?
F.
G.

solve?
other teachers?

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GRADES 1 to 12

DAILY LESSON LOG

Evaluates effectively the

Evaluates effectively the

Evaluates effectively the

Evaluates effectively the

Identify the elements of

Identify the elements of

Identify the elements of

Identify the elements of

Compose clear and coherent

Compose clear and coherent

Compose clear and coherent

Compose clear and coherent

sentences using appropriate

sentences using appropriate

sentences using appropriate

sentences using appropriate

Fact and opinion

Fact and opinion

Style of speaking or writing

Style of speaking or writing

B. Establishing a purpose for

Game: Pick out a strip (rolled

Game: Pick out a strip (rolled

Shows different pictures in

Shows different pictures in

Ask: When you are watching

Ask: When you are watching

Today class we are going to

Today class we are going to

do if someone is giving his

do if someone is giving his

difference of the two. So for

difference of the two. So for

Divide the group into four.

Divide the group into four.

E. Discussing new concepts

Let the pupils the activity in

Let the pupils the activity in

Let the pupils do the activity

Let the pupils do the activity

Refer to LM Try and Learn

Refer to LM Try and Learn

Cite examples of facts and

Cite examples of facts and

Cite examples of facts and

Cite examples of facts and

What are facts?

What are facts?

Denotation. The dictionary

Denotation. The dictionary

D. Discussing new concepts

(Leads to Formative Assessment

Read the short selection and

Read the short selection and

He was a Teodoro F. Valencia

He was a Teodoro F. Valencia

_______1. Teodoro Valencia

_______1. Teodoro Valencia

writing as dependent upon

writing as dependent upon

Refer to LM Do and Learn