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Daily Lesson Plan

Teacher: Ms. Carmela M. Peralta Subject: Grade 5 English Department: Elementary

Topic, Learning & Assignment and other

K-12 Learning
Day/Date Instructional Teaching- Learning Procedures Activities / Strategies Evaluation Tool Enrichment Exercises/
Competencies Materials Extension Lesson
 EN5LC-Ia-2.1 Lesson 1: Staying I. Preliminaries: (5 mins) Comprehension Check (10
Note significant focused 1. Checking of Attendance mins)
details 2. Checking of Classroom Environment To check if the student
 EN5V-Ia-12 and 13 Springboard: 3. Review of Previous Lesson understood the story that
 EN5F-Ia-2.9 What happens II. Lesson Proper they’ve read, the students
when you abstain A. Motivation (10 mins) will answer the
from social media Activity/Strategy: Group Debate comprehension question
By Julie Ruth Description: A debate is a regulated discussion of based on the book.
Gagarin two matched sides
Procedure: With the topic “Social media; Good or Excerpt:
Bad?”, the teacher will divide the class into two 1. Why did the author
groups. One will talk about the positive effects of abstain from social
social media while the other rebuts the arguments media?
June 17 with the negative effects of social media. 2. What did she realize
(5-Obedience) after avoiding social
After the debate, the teacher will ask the students media for several
June 18 to list down the positive and negative effects of days?
(5-Discipline) social media based on what they’ve listened to. 3. What message is she
B. Pre-Reading (5 mis) trying to tell people in
Before reading the text, the teacher will ask the this article?
students to identify the meaning of the underlined
words with the use of context clues (synonyms)
Excerpt:
1. Johnny was reading some information about
dinosaurs to gain more knowledge about them.
a. Item
b. Idea
c. Facts
2. During the storm, the water level of Marikina
river was gradually rising. It was slow but
soon enough the area became flooded.
 a. Sudden rise
b. Quick phase
c. Little by little
C. During Reading (20 mins)
Strategy: Read-aloud and Direct Reading-
Thinking Activity (DRTA)
Procedure:
Step 1: The teacher will ask the following
questions to stimulate the reader’s thinking prior to
reading.
1. Do you often use social media like Facebook,
Twitter, Instagram and Tiktok?
2. How long do you spend time in social media?
Step 2: Encourage the readers to predict about
the possible events that could happen in the story
based on the title.
Step 3: The teacher will ask some students to
read the text by paragraph. In between reading
paragraphs, the teacher will ask questions to the
students to relate the experiences of the students
with the text.
Step 3: Recall the predictions that the students
made about the text and check whether their
predictions happened or not.
 EN5OL-Ia-2.6.1 Lesson 2: I. Preliminaries: (5 mins) III. Assessment (10 mins)
Appropriate facial 1. Checking of Attendance To assess if the
expressions 2. Checking of Classroom Environment students can identify the
3. Review of Previous Lesson appropriate facial
II. Lesson Proper expression, the teacher will
A. Activity (5 mins) give a short quiz with the
The teacher will play a video showing an audition use of emojis.
June 18
of a man for a role wherein he was given different
(5-Obedience)
scenarios but the only word that he should use is Instruction: Match the
yes. Then, the following questions will be asked: scenarios in column A with
June 19
1. What did you notice about the video? the appropriate facial
(5-Discipline)
2. How was the man able to show his emotions expressions based on the
despite only saying yes? emojis in column B
3. Do you think the emotions that he shown were
correct? Excerpt:
B. Abstraction (10 mis) 1. You got the highest
Facial expressions are considered as non-verbal score in your English
cues as they give us an idea on how a person test
 feels and how it affects the meaning of the 2. You just had the best
statement conveyed. meal that you’ve ever
C. Application (20 mins) ate.
Activity: Role-Play
Procedure: The teacher will divide the class into 5
groups. A representative of each group will then
draw a task card that tells a scenario that they
must act out with the appropriate facial
expressions.
Lesson 3: Aspects I. Preliminaries: (5 mins) III. Evaluation
of Verbs 1. Checking of Attendance
2. Checking of Classroom Environment Instruction: Use the following
3. Review of Previous Lesson verbs in sentences by using the
progressive aspect of verbs.
II. Lesson Proper
A. Elicitation (5 mins) Excerpt:
Activity: Charades 1. Create (Present
Procedure: The teacher will divide the class into 3 Progressive)
groups. Each group will have a representative to act 2. Reply (Pass
out the word that he/she has picked out. After each Progressive)
word, the teacher will post the words on the board. 3. Spend (Future
The group with the most points wins a plus point for Progressive)
their next activity.
B. Exploration (5 mins)
With the use of the words posted in the board, the
teacher will ask the students the following
June 20  EN5G-Ia-3.3 questions:
1. What do you notice about the group of words
posted in the board?
2. What do they all have in common?
3. How do we describe verbs?
4. What are the tenses of verbs?
C. Explanation (15 mins)
The teacher will then explain the aspects of verbs,
specifically the progressive aspect. To help the
students understand the lesson, the teacher will use
a timeline to show how the events happened and
how the progressive aspects is used.
D. Elaboration
Activity: Pic to Word
Procedure: Divide the class into five groups. The
goal of each group is to create as many sentences
as possible based on the given set of pictures. Then
 present the sentences that they have come up with
to the class.
 EN5WC-Ia-1.1.6.1 Lesson 4:
Outlining
June 21

Reviewed by: Mrs. Hilda Dosal Approved by: Dr. Angelita Sta. Ana
Program Chair DHLA Principal