School: Grade Level: V

GRADES 1 to 12 Teacher: File Created by Ma'am Rosa Hilda P. Santos Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 11 - 15, 2019 (WEEK 5) Quarter: 4th Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards

B. Performance Standards

C. Learning a.Restate sentences heard in one’s own Use verbal and non-verbal Identify different meanings Use complex sentences to a. revise writing for clarity-
Competencies/Objectives words cues in TV broadcast of content specific words show cause and effect. correct spelling
Write the LC code for each b.Use appropriate graphic organizers in text b. Analyze how visual and (denotation and b. Show tactfulness when b. observe politeness at all
read multimedia elements connotation) (TLE) communicating with others. times
c.Read grade level text with 128 words contribute to the meaning b. List primary and EN5G-IVe-1.9.1; EN5A-IVe- EN5WC-IVe-1.8; EN5A-IVe-16
correct per minute of a text secondary sources of 17
EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ; EN5F-IVe EN5LC-IVe-4 ; EN5SS-IVe- information
1.13 1.7.1 ;/Page 77 of 164 EN5V-IVe-20.1 ; EN5V-IVe-
Page 77 of 164 20.2, EN5SS-IVe-5/Page 77
of 164
II. CONTENT Restating sentences heard in one’s own Using verbal and non-verbal Identifying different Using complex sentences to Revise writing for clarity-
words cues meanings of content show cause and effect. correct spelling
Using appropriate graphic organizers in text Analyzing how visual and specific words (denotation Showing tactfulness when Observe politeness at all
read multimedia elements and connotation) communicating with others. times
Reading grade level text with 128 words contribute to the meaning Listing primary and
of a text secondary sources of
information
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Developing Reading Power 5 p. 214 Developing Reading Power Developing Reading Power
5 p. 214 5 p.
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Metacards activity cards, manila paper Video clips, graphic Reading articles, visual aids, Perception charts, visual Rating sheet, Learner’s
Stories to be flashed in television/ written in illustrations, chart library holdings, charts aids, pictures Material, pencils
manila paper News Broadcast to be
flashed in television
 IV. PROCEDURES
A. Reviewing previous Review Review 1.Review the kinds of Review your previous
lesson or presenting the How visual and multimedia elements Examples of graphic sentences according to composition. Check for
new lesson contribute to the meaning of a text. organizers structure: simple, clarity and spelling
compound and complex by corrections.
placing pictures with
sentences (illustrating
cause and effect) on the
board.
B. Establishing a purpose for the 1.Present the story entitled “The Bug 1.Watch a short 1.Present to the class a 2.Ask the students to find
lesson Collection” to the students. broadcasting scene without reading article entitled the pair of the pictures
2.Ask the student to read it. sounds. “Saved by a Hero”- English (cause to its effect).
3.Call another student to read the story. 2.Ask the students to retell Basics and Beyond 5 pp. 3.Ask the students to read
4.Call the students to read the story in group the broadcasting scene 394-396 each sentences of the
in two’s three’s etc. based on what they had 2.Ask the students to read pictures.
watched. the article with the 4.Ask students to match the
3.Call another student to emphasized words, list the sentences to form a
retell the scene. words and give their own complex sentence
4.Watch the broadcasting meaning.
scene again with sounds. 3.Present to the class the
5.Ask the students to correct meanings and ask
compare their retelling of them how did they came up
the broadcasting scene to with their own meaning.
the original
a.Is your retelling of the
scene correct?
b.What are the things that
made you think that the
scene is as you retold?
C. Presenting At the end of the lesson you will be able to You will dramatize a 4.Present to the class a Present complex sentences Exchange your work with
examples/instances of the restate the sentences heard in your own Television broadcasting dictionary. Ask them if they your seatmate and check
new lesson words you can also use appropriate graphic using verbal and non-verbal know what the book is for each other’s work…
organizers and can read text correctly with cues. and explain how it is used. Underline words you find
128 words per minute. out spelled wrong
Put question marks on
sentences/ paragraphs you
do not understand or is not
clear
Use only a pencil
D. Discussing new concepts and B.Explaining the students what to do. 2.Ask the students to list B.Explaining the students B.Explaining the students B.Explaining the students
practicing new skills #1 1.Say: I will read again the story, while I am the verbal and non-verbal what to do. what to do. what to do.
reading the story, I want you to list all the cues they previously had on 1.Say: you enlisted the 1.Say: Match the cause to 1.Say: Check your work by
key sentences and supporting sentences the retelling of the emphasized words lately. its effect to complete the exchanging it with your

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
from the story. broadcasting scene. Those words have their complex sentences by seatmate.
2.Comprehension check up 3.Ask them to group own standard meaning and coloring the boxes with the 2.Do the checking three
3.Ask the student to tell the key sentence in themselves into 4 and make can be found in the same color. times in a round-robin
the first paragraph, then give the supporting a script dictionary. We call those 2.Check the outcomes and technique.
sentences. Continue to ask questions until words denotation. the complex sentences if 3.The teacher will silently
the students were able to organize ideas 2.Say: however, the words correct. observe the process of
using the graphic organizer that imparts the attitudes 3.Read the complex correcting each other if the
and feelings, whether sentences (effects) and students are practicing
pleasant or unpleasant, are differentiate it again from politeness at all times.
called connotations the simple and compound. 4.At the end of the activity,
4.Give other examples ask the students to rate their
commenters using a rating
sheet if he/she is polite or
not.
C.Modelling for students C.Modelling for students C.Modelling for students C.Modeling for students C.Modelling for students
1.Direct the student to read the sample of 1.Watch again another 1.Show the students how to 1.Give the students a 1.Show the students what to
what they presented using the graphic broadcasting scene. use the dictionary to find complex sentence. do by providing an example.
organizer. 2.Ask the students to list all the denotation of the 2.Direct the students to 2.Correct the example with
2.Ask the student to give all the key sentence the verbal and non-verbal example words. give the cause and effect. explanation of the basis of
in the story then the supporting sentences. cues by analyzing the 2.Using a fish bowl 3.Stress to the student the correction.
3.Stress to the student the difference of key multimedia elements technique, ask the students different parts of the 3.Stress to the student the
sentence and supporting sentences. namely as: text, graphic, to try it themselves. complex sentences using clarity of a composition and
4.From the given graphic organizer, give sound, video and animation. 3.Let the students read another example. rules of spelling
opportunity for the student to restate the 3.Stress to the students the their denotations.
sentences/ story in their own words difference between verbal 4.Present another example
and non-verbal cues. for connotations.
D.Guided Practice D.Guided Practice D.Guided Practice D.Guided Practice D.Independent Practice
a.The teacher will post another story for the 1.The teacher will check the 1.The teacher posts a chart 1.Ask the students to read Give students enough time
student to read and to organize. (ANDRES scripts of each group before of positive and negative the story “The Lion and the to revise their work after the
BONIFACIO Developing Reading Power p. proceeding to the group connotations. Mouse” correction process
226) activity 2.Group Activity 2.Let the students answer
b.The teacher will call student to restate the 2.Group Presentation 3.Group the pupils into four the following questions of
story in their own word. 3.After each presentation, groups. Ask them to list cause and effect
c.Group Activity the groups will show the list down the positive and
1.Group the pupils into three group of the verbal and non-verbal negative connotations using
The first group will do the graphic organizer. cues they derived from the different library resources.
The second group will read the story multimedia elements. 4.Visit the library and ask
correctly with proper phrasing, intonation, them to do the task and list
pronunciation. The third group will restate their primary and
the story the story in their own word. secondary sources of
information. Primary
sources (ex. Encyclopedia,
textbooks, dictionary,
reference materials, etc.)

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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
5.Ask the students to report
on class their work.
E.Independent Practice: E.Independent Practice: E.Independent Practice E.Independent Practice: Give students enough time
1.Flash story to the class. (PAGODAS – 1.The teacher will present Let the students make Ask the students to write to revise their work after the
Developing Reading Power p. 228) short movie clips and the sentences using words with another possible ending for correction process
2.Based on the story you have read, choose students will match them to positive or negative the story using complex
one activity you want to do. You can make a the appropriate text related connotations. sentences.
graphic organizer, you can also restate it in to clips based on cues.
your own word or you can read it correctly
with proper intonation, pronunciation
phrasing.
Closure/Assessment: What have you learned What have you learned What have you learned What have you learned from
What have you learned from today’s lesson? from today’s lesson? from today’s lesson? from today’s lesson today’s lesson?
G.Evaluation: G.Evaluation: G.Evaluation: Provide pupils with Rewrite your own
Read the story carefully and correctly. Make Watch another Classify each word exercices about complex composition after the
a graphic organizer. broadcasting scene. Fill in as denotation or sentence showing cause correction checking.
the chart with the connotation by writing D or and effect. Make sure to
appropriate cues provided. C correct all possible words
Eleme Verba Non- you need to correct.
nts Of l Cues Verbal Write legibly.
Multi Cues
media
Text
Graphi
cs
Audio
Video
Anima
tion
Give examples of graphic organizer Write 5 complex sentences
and identify the cause and
effect.
 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?