School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: WEEK 10 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Grade Level Standards The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet various needs.
A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives
Write the LC code for each
Summarize information from Observe politeness at all times Show tactfulness when communica- Observe politeness at all times Conduct short research projects
various text types ting with others on a self-selected topic
Observe accuracy, appropriate rate, proper Make connections between
Make connections between expressions and correct pronunciation in Make connections between information viewed and personal
information viewed and personal dramatic readings and presentation information viewed and personal experience EN5SS-IVj2.3
experiences experiences
Make connections between information
viewed and personal experiences EN5A-IVj-16
EN5LC-IVj3.13 EN5A-IVj-17
EN5VC- IVj 2.4 EN5VC- IVj 2.4
EN5A-IVj-16 EN5VC- IVj 2.4
EN5F-IVi-1.6 EN5F-IVi-1.3 EN5F-IVi-1.7
EN5F-IVi1.14

EN5VC- IVj 2.4

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages K to 12Curriculum Guide in English 5 K to 12Curriculum Guide in English 5 K to 12Curriculum Guide in English 5 K to 12Curriculum Guide in English 5 K to 12Curriculum Guide in English
5
3. Textbook pages Improving Proficiency I p10 English Matter 6 pp. 235-238 English Matters 5 p. 296-297
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Setting the stage Setting the stage Setting the stage Setting the stage Setting the stage
presenting the new lesson Pretend that you are in a less-traveled road Have you heard of the Dalton
Find the word that best fits each and you find a rose flourishing by the Tell the meaning of the underlined Identify the compound the Pass, the cliff-hanging highway,
meaning below. wayside. vocabularies sentences in the paragraph. the sky way?
How do you feel upon hearing

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
1. A place where vines grow
2. To loosen the soil
3. A buried wealth
4. A plant product
Treasure
Vineyard
Cultivated
Crop
Ask: What for you is the most
important thing that your parents
could give you? What do you
consider treasure in your life?
Exlaining the pupils what to do:
Today, you are going to know the
best treasure in the life of a farmer.
Find out what is the best treasure
that the selection considers.
Modeling the pupils
Teacher reads the story
“The Best Treasure”
Say the words: lush, tender, swaying,
brimming, blushing, inspiring, temptation,
blossom
Read the poem
Sweet Rose
Lush, red, tender,
Swaying, brimming, blushing
Inspiring, temptation in me
Blossom
Ask the pupils to read by group
Later, by individual pupil
Think and Tell
Read the statements:
That rose stands-out among the short
grasses because of its tall stem
Ask:
What is the meaning of stand-out
What are the clues that help you ge the
meaning of the given word?
1. People get rid of inconsistencies them? Have you seen them? If
or the irregular reasons of the not then let’s use our
government. imaginations to experience
2. Hold your temper. You should them.
know when to control your anger
3. The victim doesn’t want to hear Read these words:
the unfairness or prejudice of the
court. gh
4. After all these years, should have height
shown his contentment about life. might
Her satisfaction will make us happy. fright
5. Listen to the authorities’ warning. bright
Their admonition will help you a lot.
ough
though
dough
thought
brought
can you see them in your
imagination?
Think and Tell Think and tell Think and Tell
Are you aware of everyday situations Show a picture of Filipinos. What What images can you create out
that seem to contradict? traits of Filipinos are being shown of these things?
in the picture? 1. Curves
Ask: How do Filipinos show their 2. lines
hospitality? 3. varied Scents
What are inconsistencies? 4. Wrinkles
Find out why inconsistencies 5. clouds
happen?
Find out and learn Find out and learn Find and learn
Study how ideas in the two
Grou the class into 3. Ask each sentences below can be combined Express the created
group to read ceratin part. Pause imaginations in sentences.
once in a while to answer the A Filipino family is united. What is your purpose in forming
questions. The members support each other. them?
“Life’s Inconsistencies” Can you explain the meaning of
each combination? Identify
What are the inconsistent in the dependent and independent
paragraph? clauses. What conjunction support
Taller buildings - ______________ them?
Wider freeways - _______________
Buy more - _______________
More acquaintances - ___________

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Comprehension Questions:
1. What did the farmer want his
sons to become?
2. How did he keep his wealth?
3. Why did the father give the sons
a hard work in looking for th hidden
wealth?
4. Were they able to find the hidden
treasure?
5. When they dug in the vineyard,
did they find the treasure?
6. Whatis the best treasure?
Guided practice:
Comlete the sentences with the
accurate word or words heard from
the selection.
1. The sotry told the farmer had
_______ sons.
2. He wanted them to vecome good
________
3. When he was dying, he told that
he would leave them his ________
4. When he died, the son looked for
the _________
5. They didn’t find any money but
they found-out that the legacy of the
father was the __________
What do we gain ut loss?
More conveniencies - _________
More degrees - _________
More exprets- __________
More medicine - ___________
Find out and learn Try and learn Try and learn Try and learn
Give the meaning of the underlined words. Evaluate the conclusion given below. How many ideas or thoughs are Every author has a purpose in
Write the clues to get their meanings. If you think the conclusion is expressed in a sentence? writing his/her story.
justifiable give additional proof to What words connect these ideas
1. Blooming flowers are a spectacular sight strengthen the claim. If not give in sentence 1? Or other What could be the purpose of
to see. The rekindle admiration and reasons to reject them. sentences? the author in writing the
aesthetic need for beauty. Which sentence speaks for a following?
1. We spend too recklessly reason?
Meaning: Evidences: ________________ Which tells of a condition? What 1. I agreed his argument. I slept
Clues: 2. We drive too fast words introduce these for several days. I felt very dizzy.
2. Wantonly Evidences: ________________ expressions?
3. Cyclic 3. We read too seldom 2. Christ is absolutely original
4. vegetation Evidences: ________________ and absolutely unique.
5. extinct 4. We have more efforts but less
success 3. When judging a person
Evidences: ________________ before, you’re wrong even when
5. We have less communication you’re right.
Evidences: ________________
4. The decision to give what we
didn’t receive is always an
available option.
Explaining the pupils what to do Do and Learn Do and Learn Do and learn
Read these correct clusters words correctly
/br/ Out of many inconsistencies what Combine ideas in the paragraph to Cooperative Activity:
Brag will be your generalization? form complex sentence. Explain the purpose of the
Brief author in writing each of the
Brand What is conclusion? What is Mang Tino moves his house. He given statements:
generalization? will tend a new farm. Now, he
/gr/ needs a helping hand from the Group I: A political destroys the
Regrets fellow villagers. His wife invites the image of the politician
Degree men in the barangay. Willingly, Group II: An internet disturbs the
Agree they heed a request. Together, learning pupils
they carry the house on their Group III: A resolution protects
/cr/ shoulders using poles. They reach the rights of the unborn
Cried Mang Tino’s new farm. They
Cruise partake of some food such as Ask the pupils to present their
Credible coffee, pancit and suman. outputs
/dr/ How are complex sentences

F. 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
Drive formed? What words/conjunctions
Dropper join two or more ideas that are
Drama related?
/pr/
Pray
Pride
Prince
Ask: How is each consonant clusters
pronounced?
Independent practice Modeling the pupils Learn some more Guided Practice Learn some more
Draw smiley Face before a
1. From the selection, a certain These are the statements taken from the Read the sentences, State a Identify the complex sentence in wholesome advertisement and
farmer told about the _____ selection, “Make an impression” Take note generalization for each group of the sentence that predict an angery face before an
of the pronunciation, emotions and sentences outcomes unwholesome one.
2. While not directly stated, it can necessary gestures.
be reasoned from the selection that a. The Philippines is a proper noun. (provide sentences) ________1. A hotdog
the; ______ Ask: The country is the Philippines commercial featuring someone
3. When the father died, the sons What emotions are involved? who bullies little boys.
____ b. The first flower is white ________2. Father and son
4. The selection is about _____ The two flowers are red. game in a commercial on
5. The selection made us realized cookies.
that _________ c. The mouse eats cheese ________3. Two women bitterly
The mice eat cheese arguing over saucy and crispy
fried chicken
Ask:How do you make a ________4. A commercial on
generalization? diapers, featuring the children
________5. A cigarrete
commercial showing jolly
sportsmen.
The best treasure is what we get Guided practice Do you agree that we have reduced Independent practice Cite wholesome advertisements.
from hard work. Once you have learned the expressions, our values for material things? Give examples of unwholesome
you will put gestures in your utterances. Use the appropriate conjunction to advertisements. Which between
You will be given 5 minuted to prepare your What should be done as a member connect ideas. the wholesome and
part. of the family to avoid problems at unwholesome one gives
home? (provide sentences) influence to deifferent kinds of
people?
Summarize the selction listened to Independent Practice Remember: A complex sentence is composed Remember:
in 5 sentences. of a dependent clause and an
Pick-out and write the parts that express; Conclusion is a statement independent clause supported by In writing, we should always
1. security expressing the end result of a a conjunction. have a purpose
2. relaxation judgment
3. fear
4. curiousity Generalization is a statement
5. confusion expressing the principle or law

I. Evaluating learning Identify and write in your notebook
the things in your house that you
consider treasures.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the
in the evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B. No. of learners who require additional ___Pupils did not find difficulties in
activities for remediation who scored answering their lesson.
below 80% ___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
Direction:
Write secured, relaxed, afraid, curious, or
confused, before each statement/speech.
___________1. The next morning I was
enthusiastic to rush to the place of our
appointment
___________2. “Dear friends”, I began,” I
may misheard our meeting place or did you
come. And I was not around.
__________3. “You didn’t come to see us
for wuite a long time already.It’s good I saw
you tonight.”
__________4. “My sonhas a problem in his
research class in college and feared he
might fall his defense.”
__________5. “I pray that God will solve
your problem.”
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
governing situation.
Direction:
Write conclusion or Generalization
for each of the given sentences.
____1. The Santos family is a very
sensitive but approachable member
of society
____2. Light travels in a straight line
____3. Water exerts force of an
object
_____4. Plants dies in the _____ of
water
_____5. When clouds get heavy, rain
forms.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
Direction:
Make a complex sentence by
adding another idea using the
given conjunctions.
Provide sentences.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
Paste 2 pictures in your
notebook. 1 wholesome and 1
unwholesome. Write an
advertisement in two pictures.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils finished
 work on time due to unnecessary work on time due to unnecessary their work on time. their work on time.
behavior. behavior. ___Some pupils did not finish their ___Some pupils did not finish
work on time due to unnecessary their work on time due to
behavior. unnecessary behavior.

C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___ of Learners who earned 80% ___ of Learners who earned
above 80% above
___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for
remediation

E. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson lesson the lesson the lesson
F. What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
my principal or supervisor can help require remediation remediation require remediation require remediation require remediation
me solve?
G. What innovation or localized materials Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
did I use/discover which I wish to ___Metacognitive ___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive
share with other teachers? Development: Examples: Self Examples: Self assessments, note taking Development: Examples: Self Development: Examples: Self Development: Examples: Self
assessments, note taking and and studying techniques, and vocabulary assessments, note taking and assessments, note taking and assessments, note taking and
studying techniques, and assignments. studying techniques, and vocabulary studying techniques, and studying techniques, and
vocabulary assignments. ___Bridging: Examples: Think- assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: pair-share, quick-writes, and anticipatory ___Bridging: Examples: ___Bridging: Examples: ___Bridging:
Think-pair-share, quick-writes, and charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Examples: Think-pair-share,
anticipatory charts. anticipatory charts. anticipatory charts. quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
___Schema-Building: Compare and contrast, jigsaw learning, peer ___Schema-Building: ___Schema-Building:
Examples: Compare and contrast, teaching, and projects. Examples: Compare and contrast, Examples: Compare and contrast, ___Schema-Building:
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, Examples: Compare and
projects. projects. and projects. contrast, jigsaw learning, peer
___Contextualization: 
teaching, and projects.
Examples: Demonstrations,
___Contextualization:  media, manipulatives, repetition, and local ___Contextualization:  ___Contextualization: 
Examples: opportunities. Examples: Examples: ___Contextualization: 
Demonstrations, media, Demonstrations, media, Demonstrations, media, Examples:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Demonstrations, media,
___Text Representation: 
opportunities. opportunities. opportunities. manipulatives, repetition, and
Examples: Student created local opportunities.
drawings, videos, and games. ___Text Representation: 
___Text Representation:  ___Text Representation:  ___Text
___Modeling: Examples: Examples: Student
Examples: Student Examples: Student Representation: 
Speaking slowly and clearly, modeling the created drawings, videos, and
created drawings, videos, and created drawings, videos, and Examples: Student
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
created drawings, videos, and
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
games.
___Modeling: Example
s: Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson