Philippine Education Dept Daily English Lesson

Republic of the Philippines
Department of Education
Region XII
Kidapawan City Division
Daily Lesson Log In English

Grade: V
Quarter: I
Week 1 Day 1
I.OBJECTIVES
A.Content Standards 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.Note significant details
Competencies/Objectives 2.Use appropriate facial expressions
(Write The LC Code For Each) EN5LC-Ia-2.1, EN5OL-Ia-2.6.1
II. CONTENT 1.Listening to a dialogue
2.Speaking with appropriate facial expression
III.LEARNING RESOURCES
A. LEARNING RESOURCES
1.Teachers Guide Pages Joy in Learning English pages 2-3
2.Learners Materials Pages Joy in Learning English pages 3-4
3.Textbook Pages Joy in Learning English pages 3-4
4.Additional Materials From
Learning Resource (LR) Portal
B.OTHER LEARNING Pictures, charts, metacards, laptop
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Ask: What does being a steward of creation mean?
Or Presenting The New Lesson Ask the pupil to read the big idea and another to
read the verse.
Ask: Does the verse say what being a steward of creation
means?
B. Establishing A Purpose For Show a picture of people with their pets/ people with
The Lesson animals
Ask: How do you think these people feel being around
their pets? being around animals?
Why should we take care of our pets and other
animals?
C.Presenting Reading of the dialogue. ( The teacher will read)
Examples/Instances Of The
New Lesson
D. Discussing new concepts Answer and discuss the questions in “Talk About These”.
and practicing new skills #1
E. Discussing new concepts Read the dialogue about pets again with neutral facial
and practicing new skills #2 expression.
Ask: Did it change the meaning of the dialogue?
F. Developing new mastery Model: Refer back to the dialogue about pets. Go through
(leads to Formative each line and ask the pupils to identify the emotions
Assessment 3) expressed in each line. Read each line aloud with proper
facial expression
G. Finding practical applications Activity: Oral Language Practice
of concepts and skills in daily Tell the pupils to pick a partner, as instructed. Tell them
living to read the dialogue silently and identify the emotions
expressed in each line. Afterwards, they may proceed
with assigning and exchanging roles and reading the
dialogue aloud.
H.Making generalizations and Noting details of a story means pointing out the
abstractions about the lesson characters around which the story revolves, the place
and when it happened and the series of actions that
make the story itself.
Use of appropriate facial expressions in delivering
the lines of the characters in the story helps in making the
story more realistic, creative and emotional. The listeners
feel more excited to know what will happen next and they
become more imaginative.
Why is using appropriate facial expression important in
reading?
I.Evaluating learning Listen to the story to be read by the teacher. Then,
answer the questions that follows.
Aurea is in a hurry preparing to go to school.
She didn’t wake up early because she watched her
favorite late night show. She opened her purse and said,
“My allowance is not enough for the remaining three days
before my next allowance” she felt so worried. It is
because she is fond of buying bracelets and necklaces.
Questions:
1. Who is the main character of the story?
2. Draw the appropriate facial expression related to this
line of Aurea “My allowance is not enough for the
remaining three days before my next allowance”.
J. Additional activities for Read in advance the story entitled, Two Were Left by
application or remediation Hugh B. Cave on LM pages 5-6
V. REMARKS
VI. REFLECTION
A.No. Of Learners Who Earned
80% In The Evaluation
B.No. Of Learners Who Require

Additional Activities For
Remediation
C.Did The Remediation Lesson
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 Work Well? Why Did
These Work?
F.What Difficulties Did I
Encounter
Which My Principal Or
Supervisor Can Help Me Solve?
H.What Innovation Or Localized
Materials Did I Use/Discover
Which I Wish To Share With
Other Teacher?
Region XII

Grade: V
Quarter: I
Week 1 Day 2
I.OBJECTIVES
C. Learning Self-correct when reading
Competencies/Objectives EN5F-Ia-2.9
(Write The LC Code For
Each)
II. CONTENT Self-correcting when reading
B.LEARNING RESOURCES
B.OTHER LEARNING Word cards, pocket chart, story chart
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Ask: What is a dialogue?
Or Presenting The New How noting details of a story is done?
Lesson Why is using appropriate facial expression important
in reading?
B. Establishing A Purpose For Ask: Why are dogs called “man’s best friend”? Do you
The Lesson have an experience with a dog that will support or
contradict the statement?
C. Presenting Unlocking of difficulties:
Examples/Instances Of The marooned, slab, gnawing, wedged
New Lesson
Present the words using word cards and displayed on
a pocket chart. Have the pupils read the words aloud.
Draw out the meaning of the words using context
clues and/or pictures. Then, have the pupils practice
reading the phrases taken from the selection.
marooned on the ice, the slab of iron, wedged one of
the iron strip,the gnawing pain of his injured leg
D. Discussing new concepts Read: The Two Were Left
and practicing new skills #1 The teacher will read the story then, assign a pupil to
be Noni and instruct him to read Noni’s dialogue aloud
with expression. Call on volunteers to take turn
reading the story paragraph by paragraph.
Answer and discuss in the class ‘’Think It Over’’ on
page 6 # 1-5.For question 7-9, have the pupils do
Think-Pair-Share. Tell pupils to work with a partner,
discuss questions with their partner, and report their
partner’s answers to the class.
E. Discussing new concepts Focus Skill/Competency check
and practicing new skills #2 Ask: What do you usually do when you misread some
words while you are reading a text aloud?
Explain that it is okay to self-correct while reading to
convey the message of the text correctly
F. Developing new mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H.Making generalizations and Why is self-correction while reading a text aloud
abstractions about the lesson necessary?
I.Evaluating learning Facilitate the Oral Reading Fluency Practice on page

6 of the text book. Instruct the pupils to read aloud the
passage with their partners. Take note of the words
that their partner finds difficulty to read. Remind
him/her to self –correct while reading.
J. Additional activities for Practice reading at home.
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
C.Did The Remediation

Lesson Work? No. Of
Learners Who Have Caught
Up With The Lesson
Continue To Require
Remediation
Strategies Work Well?Why
Did These Work?

Encounter
Supervisor Can Help Me
Solve?
H.What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 1 Day 3
I.OBJECTIVES
C. Learning Infer the meaning of unfamiliar words (compound)
Competencies/Objectives based on given context clues (synonyms, antonyms,
(Write The LC Code For word parts and other strategies
Each) EN5V-Ia-12 and 13
II. CONTENT Compuond Words
B. LEARNING RESOURCES
1.Teachers Guide Pages Joy in Learning English page 5
B.OTHER LEARNING Picture, chart, word card
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Why is self-correction while reading a text aloud
Or Presenting The New necessary?
Lesson
B. Establishing A Purpose For Show the word iceberg using a flashcard. Tell the
The Lesson pupils that it is a compound word.
C. Presenting Go back with the example above.

Examples/Instances Of The Ask: How many words you can form from these word?
New Lesson What are these words?
Show the pupils how iceberg is divided into two words
by separating the parts of the flashcard into ice and
berg. Determine the meaning of each word.
Give more examples as possible.
D. Discussing new concepts Direct the pupils to the types of compound words.
and practicing new skills #1 Three types of compound wordS; closed, open, or
hyphenated.
Have the pupil’s think of a compound words and write
them on the board on the proper column.
From the example given by the pupils have them
identify the definition of each compound words.
Ask: How are the three types of compound words
different from one another? Who can you explain the
meaning of each compound word?
E. Discussing new concepts
F. Developing new mastery Let the pupils answer the’’ Independent Practice’’ on
(leads to Formative page 7 on their evaluation folder.
Assessment 3)
G. Finding practical Write the compound words that mean the following.
applications of concepts and _____1.bell by the door
skills in daily living ______2.ache or pain at the back of the
______3.cake fried on a pan
______4.room where classes are held
______5.cloth to cover
H.Making generalizations and What is compound word?
abstractions about the lesson What are the three types of compound word??
Who can give the difference of each type?
I.Evaluating learning Informative Assessment:
Identify the words that make up the following
compound word. Provide the meaning for each
individual word and for each compound word. Then,
use the compound word in a sentence.
1. basketball
2. fireplace
3. land bridge
4. best friend
5. brother-in-law
J. Additional activities for Give 2 examples for each type of compound words.
application or remediation Then, give the meaning. To be passed tomorrow. (½
crosswise piece of paper).
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?

Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 1 Day 4
I.OBJECTIVES
B.Performance Standards Evaluates effectively the message constructed and conveyed in
various viewing texts.
C. Learning Compose clear and coherent sentences using appropriate
Competencies/Objectives grammatical structures: aspects of verbs.
(Write The LC Code For EN5G-Ia-3.3
Each)
II. CONTENT Using the simple aspects of verb
Using the present tense for of the verbs
Using the simple regular past form of verbs
Using forms that show future time
III.LEARNING
RESOURCES
A.LEARNINGRESOURCE
S
2.Learners Materials Joy in Learning English pages 10-12
Pages
Learning Resource (LR)
Portal
B.OTHER LEARNING Pictures, chart, metacards
RESOURCES https://www.thoughtco.com, http://englishlinx.com
IV. PROCEDURES
A.Reviewing Revious Ask: What are the elements of the narrative?
Lesson Or Presenting The
New Lesson
B. Establishing A Purpose
For The Lesson
Do you take care of our environment? What activity do you

usually do to take care our environment?
C. Presenting Say: You have learned that verbs are action words. Today, you
Examples/Instances Of The will be learning the different aspects of verbs.
New Lesson Have the pupils read the following sentences:
1. Noni loves Nimuk very much.
2. Noni and Nimuk struggled to survive on the floating ice island.
3. Noni and Nimuk will live as true friends.
D. Discussing new Lead the pupils to the different aspects of verb using the
concepts and practicing sentences above. Discuss the different aspect of verbs shown
new skills #1 on LM pages 10-12.
E. Discussing new Answer Guided Practice on LM page 11.
concepts and practicing
new skills #2
F. Developing new mastery Answer Independent Practice on LM page 11
(leads to Formative
Assessment 3)
applications of concepts
and skills in daily living
H.Making generalizations What are the different aspects of verb? Differentiate each
and abstractions about the
lesson
I.Evaluating learning Compose sentences using the given sets of words. Refer to the
word enclosed in the parentheses to know the tense of the verb
to be used in each item.
Ex: Carlito, swim, beach, (present)
Carlito swims at the beach.
a. Angel, read, pocketbook, (future)
___________________________________________________
_____
b. Pila, celebrate, Pailah Festival, last year (past)
___________________________________________________
_____
c. Farmers, plant, rice, May ( present)
___________________________________________________
____
d. Joana , enyoy, sewing, (present)

___________________________________________________
_____
J. Additional activities for Answer Independent practice on LM page 12.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Require Additional
Activities For Remediation
Lesson Work? No. Of
Learners Who Have
Caught Up With The
Lesson
Continue To Require
Remediation
Strategies Work Well? Why
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 1 Day 5
I.OBJECTIVES
C. Learning 1.Plan a two to three- paragraph composition using an
Competencies/Objectives outline/other graphic organizers
(Write The LC Code For 2.Observe politeness at all times.
Each)
II. CONTENT Planning a Two to Three Paragraph Composition Using an
Outline/Other Graphic Organizers
EN5WC- Ia- 1.1.6.1
EN5A-Ia-16
III.LEARNING
RESOURCES
A.LEARNING
RESOURCES
1.Teachers Guide Pages
2.Learners Materials
Pages
3.Textbook Pages Lesson Guides in Elementary English 6 p.2
Learning Resource (LR)
Portal
B.OTHER LEARNING Pictures, laptop, graphic organizers, outline
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Review on the different aspect of verbs.
Lesson Or Presenting The
New Lesson
B. Establishing A Purpose Who is in the picture?
For The Lesson What makes him so popular around the
world?
What characteristic of a Filipino does he
signify?
As a Filipino, how do you show respect to others? To God?
C. Presenting
Examples/Instances Of
The New Lesson
Fiilipino
as
respectful
person
calls older
brother using "po"
"Kuya",and kisses the and "opo"
sister "Ate" hands of
parents/gra shows due
ndparents respect to
parents,
elders and
people in
authority
Fiilipino
as God-
loving
Person
patterns
prays not
life the
only for
way God
himself
wants it
believes
loves his in one
neighbors God
Based on the Semantic web, who is a respectful person and

a God-loving person?
How do Filipinos show respect to others?
How do Filipinos show love to God?
D. Discussing new Say: Now, let us plan a two-paragraph composition using the
concepts and practicing details of the semantic web.
new skills #1 A Filipino is a respectful person. He calls older
brother “kuya” and older sister “ate”. He kisses the hands of
his parents and grandparents. He is always using “po” and
“opo”. He shows de respect to parents, elders and people in
authority.
A Filipino is also a God-loving person. He
believes in one God. He patterns his life the way God
wants it. He loves his neighbors. And most of all, he prays
not only for himself.
E. Discussing new
concepts and practicing
new skills #2
F. Developing new mastery Guided Practice
(leads to Formative Using the details of the semantic web, plan a two-paragraph
Assessment 3) composition.
Scenic
Perfect Mayon
Cone Wondrous
Shape Volcano
Majestic
applications of concepts
H.Making generalizations The clustering graphic organizer shows and separates the
and abstractions about the developed ideas from other ideas.
lesson The use of graphic organizers and outlines provides the
organization of ideas easy to understand, making learning
more enjoyable.
I.Evaluating learning Independent Practice
The outline contains a personality of a Filipino. Write a two-
paragraph composition using the following details.
The Filipinos are humane and concern to his fellowmen.
A.Cares for himself and to his fellowmen
B.Thoughtful, loving, understanding, helpful, friendly and
charitable
C.Ready to give a helping hand when needed
D.Ready to share laughter to cheer up those who are lonely
J. Additional activities for
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Require Additional
Lesson Work? No. Of
Learners Who Have
Caught Up With The
Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 2 Day 1
I.OBJECTIVES
C. Learning 1. Identify the elements of a literary text.
Competencies/Objectives 2. Infer the theme of the literary text.
(Write The LC Code For 3. Observe politeness at all times.
Each) EN5LC – Ib – 2.17.1, EN5RC – Ib – 2.9.1, EN5A-Ib-16
II. CONTENT ELEMENTS AND THEME OF A LITERARY TEXT

D.LEARNING RESOURCES
B.OTHER LEARNING Pictures, metacards, flashcards
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Review
Or Presenting The New Aspects of Verbs
Lesson
B. Establishing A Purpose For Do you have a brother or sister? How do you show your
The Lesson love to your brother or sister?
C. Presenting Today we are going to learn about the elements of a
Examples/Instances Of The literary text.
New Lesson Present the story in the LM on page 18.
Call a pupil volunteer to read the story orally.
D. Discussing new concepts Unlocking of Difficult Words
and practicing new skills #1 Directions: Match the pictures from column A with its
corresponding words in column B.
A B
___1 a.steep
___2. b.flood
___3. c.valley
d.ocean
__4. e.rain
E. Discussing new concepts Let the pupils answer the questions on LM page 19
and practicing new skills #2 ‘’Think It Over’’
(leads to Formative
Assessment 3)
G. Finding practical Group Activity
applications of concepts and Directions: Read the story “The Fox in the Well” and
skills in daily living complete the data needed in the story map.
Title of the Story
Who
Where/When
Character Setting
Theme
THE FOX IN THE WELL

Aesop’s Fable
One day a fox fell into a well. He jumped and
jumped but he could not get out. The well was too deep.
Soon he began to feel cold and hungry. Suddenly there
was a noise from above. A goat had come to drink from
the well. It looked in and saw the fox. “Why, what are
you doing down there, Mr. Fox?” asked the goat. The
fox was very cunning. Quickly, he thought of a way to
trick the goat. “Oh, I’m drinking,” he said. “Down there?
But there’s water in the bucket up here.” Yes, I know,”
said the fox. “But the water down here is much sweeter.
Why don’t you come down and taste it for yourself? “I
think I will do that.” And the silly animal jumped into the
well. At once the fox leapt on to the goat’s back. And
from there he soon jumped out of the well.“ Hey! Where
are you going?” cried the goat. “What about me? How
am I going to get out of here?
H.Making generalizations and When listening to story being read, we should listen
abstractions about the lesson carefully and pay attention to the details of the story. In
this way we can identify the elements of a literary text.
We could also take down notes while listening and
reading.
The elements of a literary text are the character, setting,
and plot, conflict, and theme.
1.Character a person or animal or really anything
personified. There can be one main character or many,
and often there are secondary characters, but not
always.
2.Setting is the time and place in which the events
happen.
3.Conflict is the central problem to be solved.
4.Theme is the subject of the story and what the author
wants to convey to the readers.
5.Plot is the sequence of events that happened in the
story. It consists of the beginning, the middle, and the
ending.
I.Evaluating learning Directions: Read the story “Inside the Canteen” and
identify the elements of the literary text. Identify the
element of the literary text from the story you just read.
Choose your answer from the boxes below.
The Queue
by Jean Paul V. Banay
(https://www.slideshare.net/changot/elements-and-
theme(
It was 9:30 in the morning at Labuin Elementary School.
It was already break time for Grade V-Coral. Children
line up in a queue to go the canteen to have their
recess.
At the canteen, the children lined up in a queue
waiting for their turn to buy their food. Luke, a Grade 3
pupil rushed in front of the queue and shouted at the
canteen manager for food.
Calmly, the canteen manager said to Luke “Luke,
it is not nice to shout at people, especially when you’re
at the canteen. And we should observe the rules inside
the canteen. Look at these children, they line up in a
queue and wait for their turn. You should do the same.”
said the canteen manager.
After that day, Luke lined up in the queue and
asked politely for food.
character setting conflict
Plot theme
1. It was 9:30 in the morning at Labuin Elementary School.

2. Luke, a Grade 3 pupil
3. Luke rushed in front of the queue
4. The canteen manager told Luke about the rules inside
the canteen.
5. Following rules inside the canteen is the right thing to
do.

V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson
D.No.Of Learners Who Continue
To Require Remediation
Strategies Work Well? Why
Did These Work?
Encounter
Solve?
Other Teacher?
Region XII

Grade: V
Quarter: I
Week 2 Day 2
I.OBJECTIVES
C. Learning Use appropriate body movements/gestures.
Competencies/Objectives EN5OL – Ib – 2.6.2, EN5F-Ib-1.6
(Write The LC Code For Each)
II. CONTENT Usng appropriate body movements/gestures.
A.LEARNING RESOURCES
1.Teachers Guide Pages Joy in Learning English page 10-18
B.OTHER LEARNING
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Or What makes one say that time is gold? What is gold?
Presenting The New Lesson What makes gold unique and special?
B. Establishing A Purpose For Class did your parents set a bed time for you? Why do
The Lesson you think that it is necessary? Do you always go to bed
on time? Who usually tucks you into bed?
How do you share information with others effectively?
C. Presenting Tell the pupils to listen to the poem ‘’Time for Bed’’ by
Examples/Instances Of The New Amanda Miller.Let the pupils answer the question in
Lesson Talk About These
D. Discussing new concepts and How do you share information with others effectively?
practicing new skills #1
E. Discussing new concepts and The teacher will read the poem the “Travel” by Edna St.
practicing new skills #2 Vincent Millay and the pupils will observe how the
teacher properly delivered the poem
F. Developing new mastery The pupil will read again the poem with proper
(leads to Formative Assessment gestures.
3)
G. Finding practical applications What body movements were used with word like loud
of concepts and skills in daily with voices speaking? Hear its whistle shrieking? For
living sleep and dreaming? On the sky? My heart is warm
with friends? Yet there isn’t a train I wouldn’t take?
H.Making generalizations and Gestures are movements of the parts of the body
abstractions about the lesson hands, arms, or head done by a speaker to express
ideas or feelings.
I.Evaluating learning Independent Practice
Directions: Recite the poem with proper gesture.
Our Brothers We Shall Defend
Justin Montana William
To those whom I've fought with
and to those I don't know your name
We fought by one another.
You did not die in vain.
We fought, you died,
We bled, and I cried,
Even until our untimely end,
our country, our families, our brothers,
we shall defend
(Source: https://www.familyfriendpoems.com/poem/our-
brothers-we-shall-defend)
J. Additional activities for Directions: Identify the body movement/gesture used
application or remediation in the sentence.
1. Terence Romeo shoots the ball at the last second.
2. The athletes stretched their body before doing the
routine.
3. Mother rubs fathers back when he is tired.
4. Squeeze it to get the toothpaste.
5. My sister likes pinching me when she is mad.
V. REMARKS
VI. REFLECTION
Remediation
Lesson
Strategies Work Well?Why Did
These Work?
Encounter
Which My Principal Or Supervisor
Can Help Me Solve?
Other Teacher?
Region XII

Grade: V
Quarter: I
Week 2 Day 3
I.OBJECTIVES
C. Learning Infer the meaning of unfamiliar words (compound) based
Competencies/Objectives on given context clues (synonyms, antonyms, word parts)
(Write The LC Code For and other strategies
Each) EN5LC – Ib – 12 and 13, EN5RC – Ib – 1.6
II. CONTENT COMPOUND WORDS
B.OTHER LEARNING Word cards, pocket chart, story chart
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson How to recite a poem?
Or Presenting The New
Lesson
B. Establishing A Purpose For Motivation:
The Lesson Divide the class into 4-5 groups. Give them the picture
puzzle of compound words.
Ask them to solve the puzzle and write the name
of the picture on a strip of paper.
Have a representative from each group to present the
picture and the word they have formed.
C. Presenting Today we are going to study about compound words.

New Lesson
D. Discussing new concepts Read the following sentences
and practicing new skills #1 1.Yumi and Mei were halfway up the tree when the water
hit.
2.They made their way to the hillcrest.
E. Discussing new concepts What do you think are the underlined words?
and practicing new skills #2 What have you observed about these words?
What two words can we find in these words?
F. Developing new mastery GROUP 1 GROUP 2 GROUP 3

(leads to Formative cupcake electric fan son-in-law
Assessment 3) bookworm fairy tale one-fourth
rainbow love letter merry-go-round
mailman report card over-the-counter
G. Finding practical Match the words in Column A to the words in Column B

applications of concepts and in order to create a compound word. Note that the words
skills in daily living in Column B can only be used once.
Rain
A. B
1. rain a.pot
2.flower b.drop
3.window c.pane
4.butter d.fly
5.police e.man
f.shell
H.Making generalizations and Compound words are two words put together to create a
abstractions about the lesson new word. They can be open, closed, or hyphenated.
Examples:
1. Open Compound Words
dog house, ice cream, six-pack, runner-up
2. Closed Compound Words
ladybug, toothpaste, bedroom
3. Hyphenated Compound Words
editor-in-chief, officer-in-charge, life-saver
I.Evaluating learning Answer Guided Practice on LM page 20
J. Additional activities for Write 5 examples of each type of compounds words
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 2 Day 4
I.OBJECTIVES
C. Learning Read aloud grade level appropriate text with an accuracy
Competencies/Objectives rate of 95 – 100%.
(Write The LC Code For EN5F-Ib-1.6
Each)
II. CONTENT Reading aloud grade level appropriate text with an
accuracy rate of 95 – 100%.
1.Teachers Guide Pages Joy in Learning English page 10-18
B.OTHER LEARNING Picture, chart, word card
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson What is compound words?
Or Presenting The New What are the three types of compound words?
Lesson
B. Establishing A Purpose For Read the following words
The Lesson cabin, valley, trail, water flood
C. Presenting Present the words using word cards displayed on a
Examples/Instances Of The pocket chart. Have the pupils read the words aloud.
New Lesson
D. Discussing new concepts Class do you know the word dam?
and practicing new skills #1 Do you know some water dams in the Philippines? Do
you know the location? What happens when the water
dams over flow?
E. Discussing new concepts Oral Reading
and practicing new skills #2 Direct the pupils to the reading selection ‘’Thundering
Water’’ on LM page 18-19.Have them turns reading the
story paragraph by paragraph.
F. Developing new mastery (After Reading)
(leads to Formative Answer and discuss the questions on Think It Over on
Assessment 3) page 19.Enrich the discussion by dividing pupils into
groups and having them make report on some water
dams here in the Philippines.
H.Making generalizations and
abstractions about the lesson Why is it important to practice reading different words
aloud?
I.Evaluating learning Conduct the Oral Reading Fluency Practice on LM page
19. ( Rate the pupils based on the Narrative Speech
Rubric(see Appendix)
J. Additional activities for Practice reading at home.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 2 Day 5
I.OBJECTIVES
1. Compose clear and coherent sentences using
appropriate grammatical structures: aspects of verbs.
2. Plan a two or three paragraph composition using an
outline or other graphic organizers.
II. CONTENT Writing Compositions Using Aspects of Verbs
RESOURCES https://www.thoughtco.com, http://englishlinx.com
IV. PROCEDURES
A.Reviewing Revious Lesson Why is it important to practice reading different words
Or Presenting The New aloud?
Lesson
B. Establishing A Purpose For Read the following sentences
The Lesson 1.Winston Chua has created scale models since he was
seven years old.
2.Winston Chua had created a lot of scale models before
he met Eddie Ong.
3.Winston Chua will have created a lot of scale models
before he becomes famous.
What can you say about the three sentences presented?
Can state their differences?
C. Presenting Present the chart on LM page 22. Discuss the chart
Examples/Instances Of The presented
New Lesson
D. Discussing new concepts The progressive aspect of verb tells about events or
and practicing new skills #1 actions that are incomplete or somehow limited. The
helping verb be agrees with the noun or pronoun subject.
The helping verb be has present and past tense forms.
Simple past tense is used to talk about something that
happened in the past, whether a short time ago or long
time ago.
The past progressive aspect tells that something was
going on a certain time in the past.
E. Discussing new concepts An outline is a formal system used to think and organize
and practicing new skills #2 your ideas. You can use it to see if your ideas are
connected to each other and what order works best.
Outlines can be useful to help you see the overall picture.
There are two kinds of outlines: the topic outline and the
There are two kinds of outlines: the topic outline and the
sentence outline.
1. The topic outline consists of words or short phrases.
2. The sentence outline is done in full sentences. It is
normally used when you want to focus on complex
details.
3. Steps in making an outline:
4. 1. Identify the topic or the main idea.
5. 2. Identify the main categories.
6. 3. Create the first category.
7. 4. Create subcategories.
8. Normally, use Roman numerals to write the main idea.
Then under the main idea, we indent and write the first
subcategory with a capital letter.
(leads to Formative
Assessment 3)
G. Finding practical Answer Independent Practice on LM page 24
H.Making generalizations and What is progressive aspect of verbs?
abstractions about the lesson What is outline? What are the two kinds of outline?
I.Evaluating learning Guided Practice

Write a three paragraph composition about your daily
routine before you go to school, while in the school, and
during at night using the aspect of verbs.
J. Additional activities for Answer Guided Practice on LM page 24
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Remediation
Lesson
These Work?
Encounter
Other Teacher?
Region XII

Grade: V
Quarter: I
Week 3 Day 1
I.OBJECTIVES
C. Learning 1. Identify the elements of a literary text.

Competencies/Objectives EN5LC – Ib – 2.17.1
Each)
II. CONTENT ELEMENTS OF A LITERARY TEXT
B.OTHER LEARNING Pictures, charts,laptop
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Review
Or Presenting The New Aspects of Verbs
Lesson
B. Establishing A Purpose For Read the following words
The Lesson fox fable
paddle drowning
C. Presenting When you talk to others, what words do you use? How do
Examples/Instances Of The you feel if someone uses a loud voice in talking with you?
New Lesson
D. Discussing new concepts Unlocking of Difficulties
and practicing new skills #1 fable is a story with animals character
fox is a carnivorous mammal of the dog family with a
pointed muzzle and
E. Discussing new concepts The teacher will read the fable ‘’The Fox Who Gave
and practicing new skills #2 Advice’’
F. Developing new mastery Answer and discuss ‘’Talk About These’’ on LM, page 30
(leads to Formative
Assessment 3)
G. Finding practical The pupils will read again the story through silent
applications of concepts and reading.
skills in daily living Let them list all the elements of the literary text like the
character, setting,plot ,theme and conflict. Call a pupil-
volunteer to read and retell the story using the
information he/she have gathered.
H.Making generalizations and Let the pupils read Remember on LM page 31
abstractions about the lesson
I.Evaluating learning Directions:Identify the elements of a literary text in the

given story using the semantic web.
The Ant And The Dove

One hot day, an ant was searching for
some water. After walking around for
some time, she came to a spring. To
reach the spring, she had to climb up a
blade of grass. While making her way up,
she slipped and fell into the water.She
could have drowned if a dove up a
nearby tree had not seen her. Seeing that the ant was in
trouble, the dove quickly plucked off a leaf and dropped it
into the water near the struggling ant. The ant moved
towards the leaf and climbed up there. Soon it carried her
safely to dry ground. Just at that time, a hunter nearby was
throwing out his net towards the dove, hoping to trap
it.Guessing what he was about to do, the ant quickly bit
him on the heel. Feeling the pain, the hunter dropped his
net. The dove was quick to fly away to safety

V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation

Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 3 Day 2
I.OBJECTIVES
C. Learning Infer the meaning of unfamiliar words (affixed) based on

Competencies/Objectives the given context clues (synonyms, antonyms, word
(Write The LC Code For parts) and others strategies.
Each) EN5V – Ic – 12 and 13
II. CONTENT Infer the meaning of unfamiliar words based on the given
context clues (synonyms, antonyms, word parts) and
others strategies.
2.Learners Materials Pages Lesson Guide in Elem.English 5,pages 222-227
3.Textbook Pages
B.OTHER LEARNING chart, pictures ,activity sheet ,meta cards
RESOURCES http://www.k12reader.com/worksheet/context-clues
IV. PROCEDURES
A.Reviewing Revious Lesson Checking of assignments
Lesson
B. Establishing A Purpose For Ask: Who are in the pictures? How many of you are
The Lesson members of the GSP or the BSP? What are the common
activities of a girl scout and a boy scout?
C. Presenting Today we will infer the meaning of the unfamiliar words

Examples/Instances Of The that we will encounter in the story you are about to
New Lesson read.The story we are going to read is about the trip and
the activities of the girl scouts. Make a guess of their
activities. Read the story using Directed Reading
Teaching Activity (DRTA) How to do it.
The learner formulates his own hypothesis about
the story based on the title, pictures and others before
reading.
The learner reads the text by parts.
After every part, the learner answers the questions about
what might happennext based on the context of the story
or as revealed by the author.
Confirmation of the hypothesis as the learners
read the text, allowing for correction if hypothesis is
incorrect.
D. Discussing new concepts Story
Last year, the Girl Scouts in
our district celebrated their
anniversary with a journey. What
do you think is the meaning of
journey? The purpose of this trip
was to explore the virgin forests of
Palawan. (What do you mean by virgin?) since the
forests of Palawan have not yet been touched by loggers.
Many of the Girl Scouts who went were independent girls
and did not need help in doing basic or essential things
like cooking and hiking. What do you think is the meaning
of independent? essential?
Learning the meaning of cooperation helped to
make their trip a success. (guess the meaning of
cooperation) By working together well, most of them
learned much and enjoy the trip. They learned the value
of preserving or taking good care of our forests to avoid
floods and soil erosion. (what is the meaning of
preserving?)
E. Discussing new concepts Answer and discuss the following questions.
and practicing new skills #2 Who celebrated their anniversary?
How did they celebrate their anniversary?
What was the purpose of their trip?
How can you descrice a virgin forest?
Where do you think can we find a virgin forest?
What value did the Girl Scout learn about the forest
F. Developing new mastery Guided Practice:
(leads to Formative Look for the meaning of the underlined word from the
Assessment 3) sentence.Write it on the blank.
_____1.Winnie aggravates and annoys everyone.
______2.Fredo is so absentminded that he forgets where
things are.
_______3.The twins work steadily without stopping until
they finish.
______4.If you swpa or exchange your stamps, you’ll
earn more.
G. Finding practical Use Context clues to help you decide which word to use.
applications of concepts and Choose from the words in parentheses.
skills in daily living 1. In the Sinai Desert, there is a mountain with very
fine grains of sand.
They say that when the sand slides, it produces a
__________ sound that is very nice to hear.
(musical, mechanical, comical)
2. The lady announced that Jose won the grand
prize. He became __________ for a while, and wouldn’t
say a word.
(noisy, speechless, disturbed)
3. Don’t throw old tires. Some people try to
_________ them and earn a lot from them.
(reduce, recycle, return)
H.Making generalizations and Say: To get the meaning of a word, it must be used in a
abstractions about the lesson context and there is a clue.When we say context clue, it
means get the meaning of the word as it is used with
other words. “Therefore, the words that precede and
follow an unfamiliar word will help you get its specific
meaning. The word or is a signal that a meaning for a
new word will follow.
I.Evaluating learning Read the given sentences, then choose one of the words
from below that will best fit the sentence. After this,
underline the word in the sentence that gave you clue to
the
word Vase knocking
you mailing Morning
chose. light write
1. Every ________ I have breakfast.

2. Turn on the _____________. It is dark in this room.
3. Bring this letter to the post office for _____________.
4. I can hear someone _______________ at the door.
5. Father brought some flowers which mother put in a
_____________.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation

Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 3 Day 3
I.OBJECTIVES
C. Learning Summarize narrative text based on elements

Competencies/Objectives EN5RC – Ic-2.23
Each)
II. CONTENT Summarizing narrative text based on elements
A.LEARNING RESOURCES Joy in Learning English pages 18-25
B.OTHER LEARNING chart, pictures ,activity sheet ,meta cards
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Checking of assignments
Lesson
B. Establishing A Purpose For Show pupils a summary of ‘’The Best Night Out with
The Lesson Dad’’
C. Presenting Does this give you a complete picture of the story without
Examples/Instances Of The being too long? Does it answer the five Wh’s and How
New Lesson questions about the story?
D. Discussing new concepts Discuss the story grammar on LM page 37
F. Developing new mastery Answer Guided Practice on LM page 38
(leads to Formative
Assessment 3)
G. Finding practical Group Activity:
applications of concepts and Make your owns summary of the story text on page 37.
H.Making generalizations and A summary restates only the main points of a text without
abstractions about the lesson giving examples or details such as dates, numbers, or
statistics.
Steps:
1.Refer to the central and main ideas of the original text.
2.Read the 5Wh’s questions in mind.
3.Do not include your opinion on the story or topic.
4.Keep your summary brief.
5.Use your own words.
I.Evaluating learning Answer Independent Practice on LM page 38
J. Additional activities for Read any stories and make a summary.Present your
application or remediation output tomorrow.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation

Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?

Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 3 Day 4
I.OBJECTIVES
C. Learning 1.Compose clear and coherent sentences using

Competencies/Objectives appropriate grammatical structures: aspects of verbs.
(Write The LC Code For 2. Write two to three paragraph composition based on the
Each) prepared outline.
EN5G-Ic-3.6 and EN5WC-IC-2.2.4
II. CONTENT Writing two to three paragraph composition based on the
prepared outline using aspect of verb.
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Review on the past lesson.
Lesson
B. Establishing A Purpose For Read the following sentences
The Lesson 1.Winston Chua has created scale models since he was
seven years old.
2.Mrs. Fe has taught for ten years.
3.The boys have played baseball for an hour.
C. Presenting Present the chart on LM page 39. Discuss the chart
Examples/Instances Of The presented
New Lesson
D. Discussing new concepts Recall the steps on how to write an outline.
E. Discussing new concepts Directions: Write two to three paragraph composition
and practicing new skills #2 about the activites you’ve done before you go to school
using the present perfect aspect of vebs.
F. Developing new mastery Answer Guided Practice on LM page 39
(leads to Formative
Assessment 3)
H.Making generalizations and The present perfect is formed with the verb have (has for
abstractions about the lesson third person singular) and the past participle ( -ed form for
regular verbs and other forms for irregular verbs)
I.Evaluating learning Directions:Fill in the blanks with has or have.

1. Vincent ____has been to the circus since he was a
little boy.
2. At the circus, the acrobats_____tumled out for a
few minutes.
3. The woman and man acrobats____never fallen off
the wire since they ____joined the team.
4. Vincent___enhoyed what he has seen.
5. Danny_____invited both the father and the son.
J. Additional activities for Have the pupils answer Guided Practices on LM,pages
application or remediation 24.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?

Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 3 Day 5
I.OBJECTIVES
C. Learning 1.Describe different forms and conventions of film and

Competencies/Objectives moving pictures.
(Write The LC Code For 2.Use formal and informal English based on audience
Each) and purpose
ENVC-Ic-5.1,EN5OL-Ic-3.9
II. CONTENT Different forms and conventions of film and moving
pictures
Using Formal and Informal English
B.OTHER LEARNING Projector,Laptop,speaker,video,pictures, strips of paper
RESOURCES https://www.google.com.ph/search?q=film&rlz
https://www.youtube.com/watch?v=JNoxwUsNDX8
http://www.slideshare.net/u1024811/film-conventions-
powerpoint
https://www.youtube.com/watch?v=_bZPoOMfsVg
IV. PROCEDURES
A.Reviewing Revious Lesson
Lesson
B. Establishing A Purpose For Are you fond of watching films or movies?
The Lesson What movies have you watched?
Which from those movies you have watched, do you like
best. Look at the pictures below and guess the title of the
movie.
C. Presenting Film Viewing ‘’Imagination’’

New Lesson
D. Discussing new concepts 1.What is the film all about?
and practicing new skills #1 2.Who are the characters in the film?
3.What is the setting/ set up of the film?
4.What can you say about the dialog being used in it?
Lighting? Blocking?
5.Describe the lesson that you have learned from the film
using simple formal and informal English.
E. Discussing new concepts A film, also called a movie, motion picture or photoplay, is
and practicing new skills #2 a series of still images which, when shown on a screen,
creates the illusion of moving images due to the phi
phenomenon.
The different forms and conventions of films are:
Characterization - describe the depiction of a character in
a movie
Acting is the work of an actor or actress, which is a
person in theatre, television, film, or any other storytelling
medium who tells the story by portraying a character and,
usually, speaking or singing the written text or play.
Dialog – the things that are said by the characters in a
movie; a discussion/ conversation between two or more
people
Setting or set up – the time, place, circumstances in
which a film takes place
Direction – the instructions given to the actors and other
people working on a film
Blocking is the positioning and movement of the
characters to tell the story in visual term
Lighting - the use of various light sources, both artificial
and natural, to achieve some aesthetic or practical effect
while illuminating a scene.
Formal language is using standard English (not slang)
and appropriate grammar when speaking or writing.
Informal language is the language we use when we feel
very comfortable and casual around people. For
example, talking with or writing to our peers, close
friends, and family may be appropriate times to use
informal speech. You may choose to use slang or some
inappropriate grammar. Informal language does not
require standard English.
F. Developing new mastery Guided Practice

(leads to Formative Pupils will play the game “Laglag Panyo” whoever pupils
Assessment 3) get the handkerchief will be the one to answer the
questions inside the box.
1. What is the difference between Formal and
Informal English?
2. What is a film or a movie?
3. Why is blockings important in a film?
4. What is the use of lighting in a scene?
5. Who plays an important role in a film?
applications of concepts and Using the pictures below, write a simple dialogue with
skills in daily living Formal and Informal English.
H.Making generalizations and What are the different conventions of a film?

abstractions about the lesson. Differentiate the difference between formal and informal
English.
I.Evaluating learning Match Column A with the descriptions in Column B.
A B
1.Things that are said by the characters in a movie A.
Dialog
2.The time, place, circumstances in
which a film takes place B.
Directions
3.The use of various light sources C. Film
4.Instructions given to the actors
D.Lighting
and other people E.Setting
5.Motion picture or photoplay
F.Characters
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation

Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?

Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 4 Day 1
I.OBJECTIVES

C. Learning 1. Identify the elements of literary texts

Competencies/Objectives 2. Read with automaticity grade level frequently occurring
(Write The LC Code For content area (art)
Each) EN5LC-Id-2.17.3 and EN50F-Id-1.8.1.1
II. CONTENT Elements of literary texts
Reading with automaticity grade level frequently
occurring content area (art)
B.OTHER LEARNING ICT,flashcards
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Read the following words.
Or Presenting The New universe ,perhaps, enough, decision
Lesson support, realization, truth
B. Establishing A Purpose For How do you know that your mother loves you? Do you
The Lesson show her the same love in return? Do you say thank you
often?
C. Presenting Unlocking of Difficulty
Examples/Instances Of The Match the words in column A to its corresponding
New Lesson meaning in column B.
A B
1.chatted a .talk in a friendly and informal way.
2.fussing b.show unnecessary or excessive
concern about something
3.suspicion c.a feeling or thought that something is
possible, likely, or true
d.pride
D. Discussing new concepts Oral Reading Strategy
and practicing new skills #1 Reading of the selection entitled ‘’Say thank you Often’’.
Have pupils take turns reading the story paragraph by
paragraph.
E. Discussing new concepts Have pupils break into groups and discuss questions 1-7,
and practicing new skills #2 then share the groups answer with the class. For
question no.8, have the pupils individually write letters to
their mother. Let some pupils share their letters with the
class.
F. Developing new mastery What are the elements of the literary text? Define each
(leads to Formative elements.
Assessment 3)
H.Making generalizations and The elements of a literary text are the character, setting,
abstractions about the lesson and plot, conflict, and theme.
1. Character a person or animal or really anything
personified. There can be one main character or many,
and often there are secondary characters, but not always.
2. Setting is the time and place in which the events happen.
3. Conflict is the central problem to be solved.
4. Theme is the subject of the story and what the author
wants to convey to the readers.
5. Plot is the sequence of events that happened in the story.
It consists of the beginning, the middle, and the ending.
I.Evaluating learning Directions: Identify the elements of the literary text on the
selection Say Thank You Often using story map.

V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 4 Day 2
I.OBJECTIVES

C. Learning Use formal and informal English when appropriate to task

Competencies/Objectives and situation
(Write The LC Code For EN50L-Id-3.9
Each)
II. CONTENT Using formal and informal English when appropriate to
task and situation
B.OTHER LEARNING ICT,pictures,flash cards
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson What are the elements of the literary text?
Lesson
B. Establishing A Purpose For Show the pupils pictures of scenic spots in our country.
The Lesson Ask: Can you say that our country is beautiful? What
makes you say so?
C. Presenting Present the poem entitled ‘’ A Beautiful World’’ by Vincent
Examples/Instances Of The Godfery Burns
New Lesson
D. Discussing new concepts Class imagine that you are telling about the beautiful
and practicing new skills #1 world to your grandmother or grandfather.
How will you tell it? Will it be the same as telling to your
younger sibling or cousin? Why? or why not?
F. Developing new mastery Let the pupils share an inspirational story about a
(leads to Formative beautiful place they have gone. Then check if they are
Assessment 3) using informal and formal language in sharing.
H.Making generalizations and Formal language is using standard English (not slang)
abstractions about the lesson and appropriate grammar when speaking or writing.
Informal language is the language we use when we feel
very comfortable and casual around people. For
example, talking with or writing to our peers, close
friends, and family may be appropriate times to use
informal speech. You may choose to use slang or some
inappropriate grammar. Informal language does not
require standard English.
I.Evaluating learning Form a group of five. Do the following steps.

1. A group member reads the poem aloud; and you
listen.
2. As you listen, make sketches of the things you
imagine in a beautiful world. Do this on a piece of
drawing paper.
3. Show and Tell. Take turns in sharing as you show
your drawing.

V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 4 Day 3
I.OBJECTIVES
C. Learning Infer the meaning of unfamiliar words affixed based on

Competencies/Objectives given context clues synonyms, antonyms, word parts and
(Write The LC Code For other strategies.
Each) EN5V-Id-12 and 13
II. CONTENT Inferring the meaning of unfamiliar words affixed based
on given context clues synonyms, antonyms, word parts
and other strategies.
a.LEARNING RESOURCES
B.OTHER LEARNING Power point presentation, lap top, projector, pictures,
RESOURCES activity cards, improvised
IV. PROCEDURES
A.Reviewing Revious Lesson Review on the past lesson
Lesson
B. Establishing A Purpose For Read the following words written in the flashcards.
The Lesson act cover fair
Ask: What do these words mean? Show the words again
but add the prefixes re-,dis,-,un respectively.Do these
words still mean the same? Why? Why not? What
change their meaning?
C. Presenting Present the chart on LM,page 50-51.

New Lesson
D. Discussing new concepts Discuss the prefixes and their meaning and have the
and practicing new skills #1 pupils give examples for each. Emphasize how a prefix
can change the meaning of a word.
E. Discussing new concepts Give the prefixes of the following words
and practicing new skills #2 disagree forecast import, admit,
adjoin, inside homosexual, misinterpret, t transmit,
superstar
F. Developing new mastery Group Activity
(leads to Formative Directions: Add a prefix to each base and use it in a
Assessment 3) sentence.
1. international
2. defrost
3. ex-principal
4. misuse
5. unusual
G. Finding practical Answer Guided Practice on LM, page 51
H.Making generalizations and What is prefix?
I.Evaluating learning Answer Independent Practice on LM,page 51

V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 4 Day 4
I.OBJECTIVES

C. Learning Summarize narrative texts based on elements theme,

Competencies/Objectives setting, characters and plot
Each)
II. CONTENT Summarizing Narrative Text
B.OTHER LEARNING ICT,flash cards
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson What is prefix?
Lesson
B. Establishing A Purpose For Read the words written in a flashcards.
The Lesson character, setting, plot, theme, conflict
C. Presenting Show the pupils a summary of ‘’ The Best Night Out with
Examples/Instances Of The Dad.’’
New Lesson Ask: Does this give you a complete picture of the story
without it being too long?
D. Discussing new concepts Present the summary of the story ‘’Two Were Left’’
and practicing new skills #1 Ask: How it was summarized? How is the summary on
presented story ‘’ Two Were Left’’ compared to the
original?
F. Developing new mastery Group Activity
(leads to Formative Make a summary of at least ten sentences on the story
Assessment 3) entitled Say Thank You Often.
H.Making generalizations and A summary is brief statement or condensed version of a
abstractions about the lesson text, narrative. When summarizing a narrative text or a
story, its elements must be considered-who refers to
characters, were to the setting, why and how to the plot
or series of events from the beginning to the end as
conflict arises and then solved.
I.Evaluating learning Answer Independent Practice on LM, page 53
J. Additional activities for Make a summary of the story entitled ‘’The Boy Who
application or remediation Became a Stone’’ by a Tinguian Folk Tale,refer to LM
page 59.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?

Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 4 Day 5
I.OBJECTIVES
C. Learning Compose clear and coherent sentences using
Competencies/Objectives appropriate grammatical structures: modals.
(Write The LC Code For EN5V-Ia-12 and 13
Each)
II. CONTENT Clear and Coherent Sentences using Appropriate
Grammatical Structures Modals
LEARNING RESOURCES
2.Learners Materials Pages Lesson Guide in Elem.English 5 page 69
3.Textbook Pages
B.OTHER LEARNING ICT, pictures, power point presentation, laptop, activity
RESOURCES cards, metacards
IV. PROCEDURES
A.Reviewing Revious Lesson
Lesson
B. Establishing A Purpose For A.Setting the Stage
The Lesson Do you still remember what you used to do when you
were small? What are these activities that you used to
do?
How do you feel when you recall these activities that you
used to do?
C. Presenting Say: You are going to read a poem about what a child
Examples/Instances Of The used to do and what he always does now.
New Lesson THEN AND NOW
When I was a child
I used to go from place to place
Crawling with my hands and feet.
I used to play with all my toys
Tearing and pulling them apart.
Now that I have grown
I would go wherever I want
Going out with all my friends.
I would join all kinds of games
D. Discussing new concepts Ask: What does the author used to do when he was a
and practicing new skills #1 child? (Write the answers on the board)
What helping verbs were used to describe what he
always did when he was small?
- Let the pupils read the answers on the board. Tell
them that these are the activities that the author always
did when he was small.
E. Discussing new concepts Let the pupils read the paragraph.
and practicing new skills #2 We usually visit my grandparents every Sunday. Early in
the morning on Sundays, mother will prepare some food
to take with us. She will cook fish as well as chicken
because grandpa like fish but grandma eats only chicken.
F. Developing new mastery Answer the following questions based on the paragraph.
(leads to Formative 1. What does mother usually do on Sunday?
Assessment 3) 2. What helping verb was used to express what mother
usually does on Sunday?
3. What do we call these activities that we always do or
always did in the past?
4. What are the main verbs?
applications of concepts and Let the pupils form 4four groups. Let each group form a
skills in daily living small circle. Let each member of every group share with
the rest of the group members his habit when he was
using the modal used to, would and his habit now using
the modal will.
H.Making generalizations and Modals are verbs used with other verbs. They can
abstractions about the lesson express a habit. Modals used to and would are used to
express a past habit while modals will are used to
express a present habit.
I.Evaluating learning Directions: Write the appropriate modal in the following
sentences.
1. I______ sleep on my parents bed when I was
small
2. She ____buy her mother a gift on her birthday.
3. We______ join the spelling contest every time
there is one
4. They______ live in Manila in the 1990’s.
5. You_____ give me flowers when we were
neighbors.
J. Additional activities for Give 2 examples for each type of compound words.
application or remediation Then, give the meaning. To be passed tomorrow. (½
crosswise piece of paper).
V. REMARKS
VI. REFLECTION
Remediation
Lesson
These Work?
Encounter
Other Teacher?
Region XII

Grade: V
Quarter: I
Week 5 Day 1
I.OBJECTIVES
C. Learning Analyze sounds devices ( onomatopoeia, alliteration,
Competencies/Objectives assonance )
(Write The LC Code For EN5LC-Ie – 2.11.1 / 2.11.2/ 2.11.3
Each)
II. CONTENT Analyzing sound devices (onomatopoeia, alliteration,
assonances)
http://www.literarydevices.com/
4.Additional Materials From 1.Analyze sound devices (onomatopoeia, alliteration,
Learning Resource (LR) Portal assonances)
EN5LC-Ie-2.11.1/2.11.2/2.11.3
B.OTHER LEARNING ICT, pictures,flash cards
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Checking of assignment.
Lesson
B. Establishing A Purpose For
The Lesson
What can you say in this pictures?

Can you imitate the sounds of it?
C. Presenting The horse’s hooves clip-clopped on the cobblestones.
Examples/Instances Of The Those clucking chickens are driving me crazy!
New Lesson We roasted marshmallows over the crackling fire.
They would have been on time, if they didn’t dilly-dally.
He dunked the delicious donut in dairy creamer.
There is nothing but death in the desert during the day.
D. Discussing new concepts Answer the following;
and practicing new skills #1 1. Which example /sentence imitates its sound?
2. Which sentence start with the same sound are used
close together in a phrase or sentence?
3. From the examples which sentence takes place when
two or more words close to one another repeat the same
vowel sound but start with different consonant sounds?
E. Discussing new concepts Group Activity: Complete the following verses with
and practicing new skills #2 appropriate rhyming words.
a. Alliteration
The fair breeze blew
The white foam _______. (blow, flew, flee)
b. Assonance
I never heard before of a ship
Furbished with battle _____ (beetle, tackle, pixel)
c. Onomatopoeia
The _______ bee flew away. (busy, buzzing, barking)
F. Developing new mastery bug – bit (same initial sound-alliteration)

(leads to Formative confess – restless (same vowel sound-assonance)
Assessment 3) wood – would (imitation of sound- onomatopoeia)
G. Finding practical Ask volunteers to complete the following short poems
applications of concepts and using the words inside the parenthesis.
skills in daily living a. Alliteration
Sheep should _______ in a shed. (sleep, away, sway)
b. Assonance
I lie down by my side for my _____. (lady, bride, baby)
Fleet feet sweep by sleeping _____.(goose, geese,
guest)
c. Onomatopoeia
Whoosh, passing breeze
Whoosh, whoosh _______. (splash, sparks, sprinkle)
H.Making generalizations and Alliteration is identified by the repeated sound of the first
abstractions about the lesson consonant in a series of multiple words. Assonance is the
repetition of vowel sound to create rhyming.
Onomatopoeia refers to imitation of sound or formation of
words resembling in sound.
I.Evaluating learning Analyze the sound devices used in the poem ‘’ Thank
You, For All These’’ and list down the sound devices
onomatopoeia, alliteration and assonance. Refer to LM
on page 65.
application or remediation Write at least one example of each sound devices.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
Which I Wish
To Share With Other Teacher?
Region XII

Grade: V
Quarter: I
Week 5 Day 2
I.OBJECTIVES
C. Learning Use formal and informal English appropriate to a given
Competencies/Objectives situation
(Write The LC Code For Each) EN5OL-Ie-.9
II. CONTENT
2.Learners Materials Pages
3.Textbook Pages internet
B.OTHER LEARNING ICT,pictures
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson What are the different sound devices?
Or Presenting The New Checking of assignment
Lesson
B. Establishing A Purpose For
The Lesson
C. Presenting Ask: “What have you observed in the first picture? In the
Examples/Instances Of The second picture? Based on their actions. Which do you
New Lesson think shows the formal and informal conversation?
D. Discussing new concepts Here is the dialogue between the two friends. Let us find
and practicing new skills #1 out what they have talked about.
Ana was applying for a certain job position in LIMA
Park Malvar. She passed the written examination and
she will undergo the final interview. She asked the help of
her friend Maria so that she will be ready for the
interview.
Ana: Hi Maria! What’s up?
Maria: Hello Ana! I am good
Ask: What is the dialogue about?
1. Why did Ana ask the help of her friend Maria?
2. What were the kinds of communication mentioned
by Maria?
3. What did Maria tell about the kinds of
communication?
4. Do you think Maria had helped Ana for her final
interview? Why?
5. Can you tell me the informal and formal sentences
used in the dialogue?
E. Discussing new concepts Present phrases of formal and informal language
and practicing new skills #2 Ask: “What have you observed with the informal and
formal sentences?”
F. Developing new mastery Say: “I will divide you into three groups. Each group will
(leads to Formative be given a task to perform. Cooperate well with your
Assessment 3) group mates for you to have a good presentation.”
Group I: We Can Write! Write an essay about election.
Group II: The Telephone Call
Have a telephone conversation with your classmate
asking him about the project to be submitted.
Group III: The Interview! Have a short presentation about
a job interview
G. Finding practical How will you talk to your teacher with formality?
H.Making generalizations and We use formal English communication in such serious
abstractions about the lesson situations or when talking with people we don’t know well.
It is also used in essays, cover letter for job application,
letters at work and other business related
communication.
We use informal English communication in our everyday
conversation and in personal writings with friends, family
and other people.”
I.Evaluating learning Rewrite the sentences to make it formal or informal.
1. What’s up, Sally? ___________________
2. Jim, can you please go out to get the children?
_________
3. The performance was
wonderful.____________________
4. Yours truly, ________________
5. I’m okay.__________________
J. Additional activities for Write five examples of formal and informal English
V. REMARKS
VI. REFLECTION
Remediation
Lesson
These Work?
Encounter
Which My Principal Or Supervisor
Can Help Me Solve?
Other Teacher?
Region XII

Grade: V
Quarter: I
Week 5 Day 3
I.OBJECTIVES
C. Learning 1. Compose clear and coherent sentences using

Competencies/Objectives appropriate grammatical structures: conjunctions
(Write The LC Code For 2. Read with automaticity grade level frequently occurring
Each) content area words.
3. Revise writing for clarity – correct spelling
EN5G Ie-8.3/8.4
II. CONTENT Clear and coherent sentences using appropriate
grammatical structures: conjunctions.
3.Textbook Pages Joy in Learning English pages 60-71, English
Expressways pages 25-27
B.OTHER LEARNING ICT,metacards
RESOURCES
IV. PROCEDURES
A.Reviewing Revious Lesson Who among you here has a friend?
Or Presenting The New How do you spend your time with your friend?
Lesson
B. Establishing A Purpose For Call a pupil volunteer to read the selection. Refer to
The Lesson English Expressways pages 25-27
C. Presenting 1.What do Sajid and Zarina enjoy doing by the beach and
Examples/Instances Of The at the sea?
New Lesson 2.How do Sajid,Zarina, and their friends usually spend
the weekends?
3.How do they spend an afternoon at the beach?
(Write the pupils’ answers in column)
D. Discussing new concepts Read the following sentences.

and practicing new skills #1 1. Sajid and Zarina are good friends.
2. We sail or swim in the sea.
3. Fishing is enjoyable but sometimes boring.
E. Discussing new concepts What is the conjunction used in sentence # 1, 2 and 3?
and practicing new skills #2 and expresses addition
or expresses choice
but shows contrast
Conjunctions connect two or more words or group of
words. Two sentences or independent clauses that are
closely related in meaning can be combined into a
compound sentence using and, but and or. A comma (,)
is usually used before the conjunction in long sentences
F. Developing new mastery Prepare the following materials: (strips of cartolina with
(leads to Formative sentences written on them, metacards with conjunction
Assessment 3) and, or & but)
Say: “Combine the set of related sentences using the
conjunction and, or and but..
1. Our backyard is wide. It has good soil.
2. I would like to plant more. There isn’t enough
space.
3. I tried again. I succeeded.
4. They go home before dark, or they wait for the
beautiful sunset.
G. Finding practical Group Activity.
applications of concepts and Directions: Rewrite the paragraph. Combine related ideas
skills in daily living using the conjunctions and, or and but.
My friends and I love dancing. We can do modern
dances. We can do folk dances, too. For our level
program we planned a modern dance number. Mrs.
Sison, our P.E .teacher, wanted a folk dance. She
suggested the national dance, Cariñosa. We preferred a
Muslim folk dance. Finally, Mrs. Sison decided that we
would do creative dance.
H.Making generalizations and When do we use conjunction or, and & but?
I.Evaluating learning Answer Independent Practice, refer to Joy in Learning
English pages 67-68
J. Additional activities for Write 2 sentences each using conjunction and, but and
application or remediation or.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 5 Day 4
I.OBJECTIVES
B.Performance Standards Evaluates effectively the message constructed and conveyed in
various viewing texts.
C. Learning 1. Infer the meaning of unfamiliar words (blended) based on the

Competencies/Objectives given context clues (synonyms, antonyms, word parts) and other
(Write The LC Code For strategies
Each) 2. Read with automatically grade level frequently occurring
content area words (Math)
EN5LC-Ie-12 and 13,EN5F-Ie-1.8.1.2
II. CONTENT Inferring the meaning of unfamiliar words based on the given
context clues (synonyms, antonyms, word parts) and other
strategies
Reading with automatically grade level frequently occurring
content area words (Math)
III.LEARNING
RESOURCES
A.LEARNINGRESOURCE
S
2.LearnersMaterialsPages Joy in Learning English pages 60-71
4.Additional Materials
From Learning Resource
(LR) Portal
B.OTHER LEARNING ICT,chart, 203https://answers.yahoo.com/question/index?
RESOURCES https://en.wikipedia.org/wiki/Blend_word
IV. PROCEDURES
A.Reviewing Revious A. Review
Lesson Or Presenting The Directions: Complete the given puzzle.
New Lesson Vertical Horizontal
1.It expresses choice. 1. It connects two or more
words or group of words.
2. It shows contrast
3.It expresses addition.
2. 3.
1. 1.
B. Drill (Oral Reading Fluency Practice)

Let the pupils read aloud the oral reading fluency practice on LM
page 62.
B. Establishing A Purpose Read the sentences orally. Context Clues
For The Lesson 1.I ate my brunch at the canteen since I haven’t eaten my
breakfast and lunch.
2.Elsa sends mail through her electronic computer last night but
Anna read her email the next morning.
What do you think is the meaning of brunch? Email?
Say Class these are example of blended words. We can find the
meaning of these unfamiliar words using context clues or we can
find the meaning of words in the sentence. Such as:
1. breakfast + lunch = brunch
2. electronic + mail = email
C. Presenting Original Words Portmantea Meaning

Examples/Instances Of u
The New Lesson chunk+lump chump fool,dupe
glamour+ritz glitz extravagant showiness
electric+execute electrocute to kill by electricity
simultaneous+tele simulcast a broadcast simultaneously
cast transmitted
D. Discussing new Say: These are example of blended words. We can find the
concepts and practicing meaning of these unfamiliar words through their word parts. Such
new skills #1 as Simulcast = simultaneous telecast, electocute = electric and
executive.
E. Discussing new Guided Practice.
concepts and practicing Directions: Use the portmanteau words to complete the
new skills #2 sentences. Choose your answer from the box.
smog pixel
paratroops twiddle
hassle
1.The polluted skyline of most industrial cities is covered
with_______.
2. The higher the number of______ a camera has, the better
quality of a pictures taken is.
3. A good number of______ participated in the recent air show at
Clark Field.
4. To_____ your thumbs is to show that you are not interested in
doing anything.
5. A________ between the umpire and the players caused the
suspension of the championship game.
F. Developing new Supply the blend word for each set of entry
mastery (leads to Blended Words Meaning Portmanteau
Formative Assessment 3) Words
1.smoke +fog A fog made heavier and
darker by smoke and
chemical fumes
2.twist+fiddle to turn lightly; to be idle
3.picture+element an optical sensor
4.parachute+troop troops trained and
s equipped to parachute
from an airplane
5.haggle+tussle argument or
disagreement
applications of concepts Answer Exercises A ,refer to LM pages 63-64
H.Making generalizations Portmanteau words (French word for suitcase), blended words
and abstractions about consist of two words whose parts are folded into one forming a
the lesson. new word with another meaning.
I.Evaluating learning Directions: Choose the correct blended word of each given
expression using the given meaning as a clue.
1. flame and glare (to blaze up with a bright flame)
flag,fare,flare,flame
2. chunk and lump( fool or dupe)
Chump,lunk,chum,lumn
3. emotion and icon (a graphic representation of an emotion)
Icomotion,emocon,emotion,emotic
4. clap and crash( to strike together with a loud,harsh noise)
cash,clash,crop,lapash
5. cellulose and diaphane( transparent sheet for packaging
cellophane,cellulohane,luphane,celphane
J. Additional activities for Directions: Look for the meaning of the underlined words through
application or remediation context clues. Report the answer through singing.
1. Due to the smoke of kaingin and the fog in the mountain the
farmers cannot see clearly because of the smog.
a .Kaingin and forest
b. Fog and Mountain
c. Smoke and fog
2. Mang Juan used the hybrid seedlings of squash that gave him
an enormous and giant harvest; he was able to sell his ginormous
products at high price.
a. Giant and enormous
b. Seedlings and products
c. Hybrid and squash
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Require Additional

Lesson Work? No. Of
Learners Who Have
Caught Up With The
Lesson
Continue To Require
Remediation
Strategies Work
Well?Why Did These
Work?
Encounter
Solve?
Use/Discover Which I
Wish To Share With Other
Teacher?
Region XII

Grade: V
Quarter: I
Week 5 Day 5
I.OBJECTIVES
C. Learning Analyze a 2-stanza poem in terms of its elements

Competencies/Objectives (rhymes, sound devices, imagery and figurative
(Write The LC Code For language.)
Each) EN5RC – If – 2.3
II. CONTENT Analyzing a 2-stanza poem in terms of its elements
(rhymes, sound devices, imagery and figurative
language.)
Developing Reader Power 5 p. 35-37
B.OTHER LEARNING ICT. Laptop,chart
RESOURCES http://similepoems.blogspot.com/
http://mrbroadfield.blogspot.com/2011/03/personification-
poems.html
IV. PROCEDURES
A.Reviewing Revious Lesson What is portmanteau words?
Or Presenting The New What are example of portmanteau words?
Lesson
B. Establishing A Purpose For Recall the poem ‘’Silver Ships’’ What makes it
The Lesson interesting? Show the lines from the poem arranged in
sentence form.
Ask: Do you think that the poem is still interesting? Why?
C. Presenting
Examples/Instances Of The THE NIGHT WILL NEVER STAY
New Lesson By : Eleonor Farjeon
The night will never stay,
The night will still go by,
Though with a million stars
You pin it to the sky
Though you bind it with the blowing wind,
And buckle it with the moon.
The night will slip away.
Like a sorrow or a tune
What do you call the underlined word?
How did the poet describe the moon?
Can moon really do what the poet’s suggest?
D. Discussing new concepts
and practicing new skills #1 MEXICAN PALM
By: Emilie F. johnson
My tree is like a duster reaching high.
Stretching forth to sweep the cloudy sky
How the author describes the tree?

(leads to Formative
Assessment 3)
applications of concepts and Directions: Study the following lines from some poems.
skills in daily living Identify the figurative language used. Tell the meaning of
the figurative words in everyday language.
Group 1 Group II Group III

Where carts are They seem like animal
Slowly, silently now
blue eyes in the dark
the moon That are stealthily
Walks the night in And barns are red,
And the road searching for prey;
her silver shoon And the road is afraid
unwindsLike a twist
This way and of thread. for it wriggles its tail
And hurriedly slithers
that, she peers away.
and sees
Silver fruits
H.Making generalizations and Let the pupils read Remember on LM page 65.
abstractions about the lesson upon silver
I.Evaluating learning Answertrees.
Guided Practice on LM, page 65.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
For Remediation
Lesson Work? No. Of
Up With The Lesson
Continue To Require
Remediation
Did These Work?
Encounter
Solve?
To Share With Other
Teacher?

Philippine Education Dept Daily English Lesson

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Daily Lesson Log In English

B.No. Of Learners Who Require

Daily Lesson Log In English

I.Evaluating learning Facilitate the Oral Reading Fluency Practice on page

C.Did The Remediation

F.What Difficulties Did I

Daily Lesson Log In English

C. Presenting Go back with the example above.

F.What Difficulties Did I

Daily Lesson Log In English

Do you take care of our environment? What activity do you

d. Joana , enyoy, sewing, (present)

Daily Lesson Log In English

Based on the Semantic web, who is a respectful person and

Daily Lesson Log In English

II. CONTENT ELEMENTS AND THEME OF A LITERARY TEXT

THE FOX IN THE WELL

1. It was 9:30 in the morning at Labuin Elementary School.

J. Additional activities for

Daily Lesson Log In English

Daily Lesson Log In English

C. Presenting Today we are going to study about compound words.

F. Developing new mastery GROUP 1 GROUP 2 GROUP 3

G. Finding practical Match the words in Column A to the words in Column B

Daily Lesson Log In English

Daily Lesson Log In English

I.Evaluating learning Guided Practice

Daily Lesson Log In English

C. Learning 1. Identify the elements of a literary text.

I.Evaluating learning Directions:Identify the elements of a literary text in the

The Ant And The Dove

J. Additional activities for

C.Did The Remediation

Daily Lesson Log In English

C. Learning Infer the meaning of unfamiliar words (affixed) based on

C. Presenting Today we will infer the meaning of the unfamiliar words

1. Every ________ I have breakfast.

C.Did The Remediation

Daily Lesson Log In English

C. Learning Summarize narrative text based on elements

C.Did The Remediation

F.What Difficulties Did I

Daily Lesson Log In English

C. Learning 1.Compose clear and coherent sentences using

I.Evaluating learning Directions:Fill in the blanks with has or have.

F.What Difficulties Did I

Daily Lesson Log In English

C. Learning 1.Describe different forms and conventions of film and

C. Presenting Film Viewing ‘’Imagination’’

F. Developing new mastery Guided Practice

H.Making generalizations and What are the different conventions of a film?

C.Did The Remediation

F.What Difficulties Did I

Daily Lesson Log In English

B.Performance Standards Evaluates effectively the message constructed and

C. Learning 1. Identify the elements of literary texts

J. Additional activities for

Daily Lesson Log In English

B.Performance Standards Evaluates effectively the message constructed and

C. Learning Use formal and informal English when appropriate to task

I.Evaluating learning Form a group of five. Do the following steps.