Grade 5 School San Pioquinto Elementary School Grade level Grade V

DAILY Teacher Melanie P. Manalo Learning Area English

LESSON LOG Week 4 Quarter 2nd

I. OBJECTIVES
1. Demonstrates understanding that English language is
A. Content Standards stress timed to support comprehension
2. Demonstrates command of the conventions of standard
English grammar and usage when writing or speaking
1. Read with sufficient accuracy and fluency to support
B. Performance Objective comprehension.
2. Uses the correct pronunciation (oral and written)
1. Perform and record ECLP exercises (Comparative Words,
Listening Discrimination A and B, S.T.A.I.R, Level 1 and 2
Sentences).
C. Learning Competencies/ 2. Distinguish sound differences between two words.
Objectives 3. Discriminate a particular sound from two different words.
( Write the LC code for each) 4. Apply proper stress, timing, articulation, intonation and
rhythm in reading.
5. Develop speaking and listening skills through S.T.A.I.R
exercises.
II. CONTENT /s/ Sound
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages ECLP P.36-37

2. Learners Material Pages ECLP

B. Other Learning Resources Chart, DLP Laptop, Television

IV. PROCEDURES
Practice Reading: Sentences with /S/ sound.
A. Reviewing previous lesson or 1. The musician showed us his composition.
Presenting the new lesson 2. The chef shared his special dish.
PEDAGOGICAL 3. What fish is reddish in color?
APPROACH 4. Mother bought additional fresh shrimp for dinner.
Constructivism 5. Be sure to fill in the application carefully.

STRATEGY: Thinking Skill

B. Establishing a purpose of the
new lesson
“Prrr and Pukutu” The teacher will divide the class into five groups
and will ask everyone to imagine two birds, one named “Prrr” and the
other one named “Pukutu”. The teacher will enumerate some words.
If the word has /s/ sound, students will stand on their toes and will
move their elbows out sideways while saying “prrr”. If the word has
/S/ sound, students have to say “Pukutu” while staying still and not
making any movements. If a member of the group moves, the group
will be eliminated in the game.

SKILL: Literacy

SUBJECT INTEGRATION:
Health

C. Presenting examples/ instances Comparative Word

of the new lesson The students will listen and repeat words with similar sounds and
 will practice identifying sound differences. The teacher will remind
Integration of Positive and the students to pay attention to word endings and make sure they
non-violent Discipline, are pronouncing them clearly. Recording is optional.
Gender-fair
Localization and
Contextualization of the day’s
plan

PEDAGOGICAL APPROACH
Integrative Approach

STRATEGY: Content Based

Instruction

Listening Discrimination A
D. Discussing new concepts and
practicing new skills no.1. The students will listen to the recorded voice and will identify
PEDAGOGICAL APPROACH whether both words have /S/ sound or not by clicking on the
Constructivism Yes or No button. If students answered correctly, a green check
mark will appear and a red cross mark if not.
STRATEGY: Thinking
Skill/HOTS

E. Discussing new concepts and

practicing new skills no.2
PEDAGOGICAL APPROACH
Constructivism
STRATEGY: Thinking
Skill/HOTS

F. Developing mastery Listening Discrimination B

(Leads to Formative Assessment 3)
The students will listen to the recorded voice and will choose which
PEDAGOGICAL APPROACH
word was said by the instructor by clicking on it. If the answer is
Constructivism
correct, a green check mark will appear. If not, a red cross will
appear.
STRATEGY: Thinking Skill

G. Finding practical application of S.T.A.I.R. (Oral Reading)

concepts and skills in daily living
PEDAGOGICAL APPROACH
Collaborative
Differentiated Activiities
according to leaners’ needs,
gender, strengths, interests and
experiences
STRATEGY: Jigsaw Method
SUBJECT INTEGRATION: Arts,
Health, ICT
This exercise was developed for the student to practice several
speaking skills.
S - Stress in words. Large dot shows strong stress. Small
dot shows weak or no stress.
T – Timing. Watch the highlights on the words move with
the instructor's voice. Record your voice along with the
moving highlights.
A – Articulation. Words are often shortened when they
are linked to other words. This is shown with a curved
line above the words.
I - Intonation and pitch. These voice changes are shown
with arrows.
R - Rhythm. Watch the highlights as with timing.
 H. Making generalization and
abstraction about the lesson
How do you pronounce /s/?
VALUES INTEGRATION:
Think first before you act

Level 1 and 2 Sentences These exercises improve not only the ability
to recognize particular sounds but also the ability to speak naturally.
The sentences are short and simple at the outset but slowly increase
I. Evaluating learning
in difficulty.

The teacher will follow the same instructions as with S.T.A.I.R.

J. Additional activities for
application and remediation
SKILL: Literacy
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

MELANIE P. MANALO
Grade V- English Teacher

Checked by:

GIOVANNI C. PETALIO
Master Teacher I
Noted:
NANCY C. NAPILI
Principal II

_______________________________
ECLP Observer
____________________________
ECLP Observer