GRADES 1 to 12 School Igang Elementary School Grade Level V

DAILY LESSON LOG Teacher Cheryl T. Pueblo Learning Areas ENGLISH

Teaching Dates and Time June 27-30,2017 Quarter First/Week 4

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards HOLIDAY demonstrates understanding of the various forms and conventions of
print, non-print, and digital materials
B. Performance Standards evaluates effectively the message constructed and conveyed in various
viewing texts
C. Learning . 1.Identify the elements of literary . Compose clear and coherent 1. Use formal and informal English 1. Infer the meaning of unfamiliar words
Competencies/Objectives texts sentences using appropriate when appropriate to task and (affixed) based on given context clues
Write the LC code for each 2. Summarize narrative texts based grammatical structures: Modals situation (synonyms,
on elements 2. Write two to three- paragraph . 2. Show tactfulness when antonyms, word parts) and other strategies
EN5LC-Id-2.17.3 EN5OL-Id- composition based on the prepared communicating with others. . 2. Read with automaticity grade level
2.23/Page 64 of 164 outline EN5OL-Id-3.9/EN5WC-Id-2.2.4/ frequently occurring content area words
EN5G-Id-3.6/EN5WC-Id- Page 64 of 164 (Art)
2.2.4/2.23/Page 64 of 164 EN5V-Id-12 and 13 EN5F-Id-1.8.1.1
II. CONTENT Identifying the Elements of Literary Clear and Coherent Sentences using 1. Using Formal and Informal Inferring Meaning of Unfamiliar Words
Texts Appropriate Grammatical Structures English (Affixed)
Modals: Can and May 2. Showing Tactfulness when Prefix re-, un- Suffix able, -ment
2. Writing two to three-paragraph Communicating with Others
composition
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages TG/Week 4 TG/Week 4 TG/Week 4 TG/Week 4
2. Learners Material pages LM/Week4 LM/Week4 LM/Week4 LM/Week4
3. Textbook pages Joy in Learning English pp.7-9 Joy in Learning English pp.54-56 Joy in Learning English pp. Joy in Learning English pp.48-52
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Power point presentation, lap top, pictures, power point presentation, : power point presentation, lap power point presentation, lap top, activity
projector, pictures, activity cards, lap top, activity cards, metacards top, activity cards, puzzle, strip of cards, strip of papers
improvised papers
ball
IV. PROCEDURES
A. Reviewing previous Review Review Review Review
lesson or presenting MODALS( used to, will, would) Elements of literary texts/Checking of Checking of Using Formal and Informal English
the new lesson assignment assignment/MODALS(Can ,May)
B. Establishing a purpose for Setting the Stage Setting the Stage Setting the Stage Setting the Stage
the lesson (Picture talk-Dyad) (Refer Picture clue and dialog Introduce to the class the Loop-the-
to LM Think and Tell) (Refer to LM Think and Tell) Word Game. (Refer to LM Think Show picture of children giving gifts.
Ask: Who among you here Answer the questions orally. and Tell) Ask:Do you like giving gift?
know how to draw? What picture do 1. What can Mark and Reiner make? Say: Do you know the game What occasions do you give gift?
you love to 2. Who helped Mark build the sand Loop- the- Word? Do you give gift to your friend on his/her
draw? castle? birthday?
 3. What may Jasmine be able to do?
Say: This morning, we are going 4. What reminder did Reiner give
to have an activity. her?
We are going to do this activity in 5. Do you go to the beach? When do
pairs. we usually spend time at the beach?
What can we make along the
seashore? If your brother or sister
made a sandcastle, are you going to
break/destroy it? Why or why not?
Values: What characteristics do the
children in the dialog possess?
How can you show your love to your
brother and sister?
When do you usually play this Why do you give gift to your friends on
game? his/her birthday?
Ask pupils to find four words from
the puzzle that are written
vertically, horizontally, diagonally
or even backwards.
Tell pupils to loop the words found
in the puzzle.
Use the guide phrases in looking
for the words and tell the pupils
the connection of these words in the
lesson for that day.

C. Presenting . Explaining to students what to do
examples/instances of the Say: Listen to the story that I am
new lesson going to read. From the story you are
going to
identify the elements of the story.
Explaining to students what to do
Say: Our lesson for today is
about modals can and may.
Explaining to Students What to Do 2. Explaining to Students What to Do
Say: Whenever you meet
friends, you are obliged to Let the pupils read the story orally.
exchange greetings with them. (Refer to Find Out and Learn)
This morning we are going to learn
how to use formal and informal
form of
English in such kind of instances.

D. Discussing new concepts The teacher will read the story to
and practicing new skills the pupils. (Teacher may use power
#1 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.
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?
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
Use of May
1. It is used for permissions.
2. It is used to express probability or
prediction.
Read each pair of sentences. Take
note of the differences between
long/formal expressions and
short/informal expressions. Get a
partner in reading the sentences.
Formal: May I introduce to you my
teacher, Mrs. Dela Cruz?
Informal: Please meet my teacher,
Mrs. Dela Cruz.
Formal: It was nice meeting you.
Informal: Nice meeting you!
Formal: Hi! I would like to join you
this Saturday.
Informal: Hi! Id like to join you this
Saturday.
Formal: Was that not exciting?
Informal: Wasnt that exciting?
Ask:What did you notice in using
formal and informal English in
writing sentences?
When should we use formal and
informal English?
How are you going to use formal
and informal English?
Values: If you are about to meet
friends in a party, what will you
I have here a story about a girl who is
going to give gift for her friends birthday.
Read the story and answer the
comprehension question.
Answer the questions:
1. Who was the girl in the selection?
2. What was Sarah doing?
3. Did she wrap the gift neatly?
4. What did Sarah and her mother do to
make the gift looked good?
5. What did Sarah realize after her mother
helped her?
Values: Are you like Sarah? Do you also
give gift to your friends?
Aside from giving gift to your friends,
what other things you can do to show
that you value friendship?
You have to pick out the words having
prefixes and suffixes used in the selection.
 use, formal or informal English?
Why?
Why is it important to be
tactful/careful in saying words
whenever we communicate with
other people?
E. Discussing new concepts 3. Modelling . Modelling Modelling 3. Modelling
and practicing new skills The organizer explains the Read the sentences below. Read the sentences in the chart. Read the sentences and notice the
#2 content of the elements of literary Explain how the modals can and may Formal English underlined word.
text based on the selection used in sentences. (Refer to May I introduce to you my teacher? a. In her disappointment she wanted to
that you have read. LM Find out and Learn) It was nice meeting you. throw everything and forget what she was
I would like to join you this doing.
Ask: Saturday. b. She swallowed her pride, but still
a. What Mother can do? Was that not exciting? undecided, called for her mother.
b. What Mark can do? Informal English c. Look like its time for a redo!
c. What Jasmine may build? Please meet my teacher. d. Sarah slowly rewrapped each present
d. What she may use for drinking? Nice meeting you! and retied each bow listening carefully to
e. What are the modal verbs used in Id like to join you this Saturday. each direction.
sentences? Wasnt that exciting? e. Her mother even helped her remake the
f. When do we use can? card.
g. When do we use may? Formal English f. Sarah rewrote the message and added
h. What do these two modals -it is signalled by complex and sparkly stickers to the paper.
express? complete sentence. It avoids slang g. You are such an adorable friend.
vocabulary and written in
a long form. Read the underlined words in the
-it is used during business meetings, sentences.
while giving public announcements, What do you call the underlined
or while presenting a report or words?
delivering a speech. What prefix or suffix is added to
each word?
Informal English Pr
-it is characterized by a Wor Meanin Suffi
efi Words
simpler grammatical structures, ds g x
x
personal expression and
slang vocabulary. unde not
un -
-in using informal, cide decide disappointment
- ment
combining words will require d d
knowledge of contractions.
redo -to do
-is used when you are
, again
around people you know, ones that
rewr -to
you are close to, such as friends
app wrap
or persons you regularly speak
ed, again
with. re -
retie -to tie adorable
- again able
d,
rema -to
ke, make
rewr again
ote
 These elements of the literary texts -to
are helpful in summarizing a story or write
narrative text. again
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.
Setting- tells where and
when the story happens and how the
story begins. Prefix- is an affix placed before a root
Characters (Heroes and word or base word to form a new word.
Villains) - are the people or animated When you add prefix to the root
objects that word, you change the words meaning.
interact in the story. The prefix -un means not (unhappy),
Plot- tells the order of opposite (unwholesome); to reverse or
events undo the result of a specified
Plot has three important parts: action (unbind); to release, free, or
1. Beginning- is where the remove from (untie).
characters and setting are
established The prefix -re means to do again
2. Middle- introduction of (retell)
the problem or conflict, the high point
and the Suffix- is an affix placed after a root word
winding point to form a new word.
3. End- it is the conclusion of
the story, the conflicts are resolved The suffix ment means state of being
Give important discussion on (treatment); result of n action
the sequence of these elements. (development)
Values: Do you also make The suffix able means capable
promise to your mother or father? Do or worthy of (lovable)
you fulfil what you have When you add prefix or suffix to the root
promised to them? Is it word, you change the words meaning
important that we should fulfil our
promise? Why do you
say so?

F. Developing mastery Guided Practice Guided Practice . Guided Practice . Guided Practice
(Leads to Formative The teacher will present another Teacher will provide pictures and Group Activity (Refer to LM Find Group Activity (Refer to LM Try and Learn)
Assessment 3) story. (Refer to LM Try and Learn) activity cards for group activity. Out and Learn) 1. Group the class into 4.
(Refer to LM, Try and Learn) 1. Group the class into 4. 2. Give each group activity card with
Read the story. Identify the elements Group 1 2. Each group has the same copy directions on what to do with the activity.
of the story. 1. Look at the pictures below. The of paragraph. 3. Activity proper.
Group Activity pictures are activities that a grade 3. Read the paragraph then 4. Present the group output before the class.
1. Group the pupils into 4. Distribute five can do in school. identify the formal and informal
to each group the photocopy of the 2. Name other things that you can do English used.
story. in school. 4. Write your answer in the
organizer.
 2. Summarize the story by writing
the elements of the story in the
semantic web
3. Report the group output to the
class.
G. Finding practical Independent practice
applications of concepts Read each sentence. Write
and skills in daily living Th on the blank for setting of the
story, Se for setting, Ch for
characters and Pl for plot. Do this on
a piece of paper.
______1. As Jimmy waved goodbye
he knew that he wouldnt want to
miss this swamp adventure for
anything.
______2. The night was
pitching dark, and Jimmy was sure
that he was lost in t swamp.
______3. Jimmy had been so
pleased with his catch that he had
lost track of time.
______4. Jimmy was the lost boy in
the swamp and the kind man helped
him find his way home.
______5. Chills chased each other
up and down Jimmys spine when he
remembered about the strange
events happened in the swamp.
3. Write your sentences on strips of Formal and Informal English
paper.
4. Read the sentences in front of the Formal Informal
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 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.
5. Independent Practice . Independent Practice . Independent Practice
Write sentences about the Study each expression Choose from the letter of the correct word
pictures using modals can or may. below and tell whether it is formal to complete the sentences.
(Refer to Do and Learn) and informal. Write your answer 1. At my house, we play Scrabble, and I
on the line. always win because I can __________
_______1. Do you understand words quickly.
what to do?
_______2. Anybody in here? A. unlock B. unusual
_______3. I would like to have a C. unfamiliar D. unpleasant
hamburger and a soda.
_______4. I am afraid I will not be 2. Mom said I had to wait until my birthday
able to attend. to _________ my presents.
_______5. Sorry, I cant make it.
A. unable B. untied
C. unwrap D. unhappy
3. Jon forgot his backpack and had to
________ home to get it.
A. replace B. return
C. resend D. retell
4. Babies need ________ to grow up smart
and strong.
A. development B. instalment
C. management D. nourishment
5. Marios new cell phone is
_____________ in two months.
 A. breakable B. payable
C. lovable D. doable

H. Making generalizations Closure/Assessment Closure/Assessment Closure/Assessment Closure/Assessment

and abstractions about the The teacher will provide a ball, Ask: Use a Venn diagram to
lesson wrapped in it are strips of paper What did you learn today? illustrate important details in using Place stars with questions under the pupils
with questions. The pupils When do we use the modal can? formal and informal English. table/chairs. (This should be done before
will play Pass the Ball. They may When do we use the modal may? In the overlapping circle at the the class starts).
sing, or recite a poem while passing When do we sue the modals can and middle their similarities and in the Instruct the pupils to check if their tables
the ball to each classmate. may? outer are their differences. have stars. If it has, he/she will answer the
When the teacher tells the pupils to question.
stop, whoever holding the ball
he/she will answer the question.
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?

I. Evaluating learning Evaluation Evaluation Evaluation Evaluation

The teacher reads the short Study each expression. Put a check
story and instructs the pupils to fill in Look at each picture. (/) in the column whether the Choose from the tree the correct word to
the blanks to complete the Complete each sentence by writing expression is formal or informal. complete the sentences.
statement. (Refer in LM Do and Learn) may or can on each blank. Forma
Sentences Informal
l
The theme of the story is 1. I would
______________________ be
The story happened in grateful
_____________________________ 1. Carlo ________ write a letter to his if you
. friend. could
The characters reply
were________________________. early.
2. Nice to
The problem started when meet you.
_____________________________ 2. You ________ go home now. See ya.
. 3. Please
It was solved when let me 1. Jacob almost fell down because his
_____________________________ know shoelaces were _____________.
__. when you 2. My dad was not able to fit the entire
will be luggage into the truck of our car so he had
3. Susie ________ help her teacher. to
________ it.
 3. Monica was a _____________ child,
available always helpful and kind.
. 4. A sudden __________ in the far corner
4. Ill see of the room made her turn in that direction.
4. The schoolchildren ___________ you soon. 5. The burnt pot roast had a very
sing our national anthem. 5. Dont ___________ odor.
forget to
call me.

5. A dog ________ barks if it sees a

stranger.

J. Additional activities for Assignment Assignment Assignment Assignment

application or remediation Present the details of your Cut a picture or draw your answers in Pretend that a friend and you are
favorite fairy tale using the elements each circle. Then use it in your own attending to a birthday party. Pref Root
of the literary texts. Write sentence. Write a dialog between the two of New Word Meaning
ix Word
your work in your notebook. 1. Something you can do on a you about the event in the party. un-
weekday Use formal and informal English in
your dialog. re-
Complete the table below.
Root New
Prefix Meaning
2. Something you may do on Word Word
weekends. un-
re-

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?