New Eng LP - q4 - w2

School Dampalit ES Grade Level Five
DAILY LESSON LOG Teacher Joanne S. Velarde Learning Areas English

Teaching Dates and Time Day Quarter Fourth
OBJECTIVES
Distinguish text-types according to features (structural and language) – Enumeration
A. Content Standard The learner listens critically to different text types; expresses ideas logically in oral and written forms;
B. Performance Standard The learner demonstrates interest in reading to meet various needs.
C. Learning Competency/ 1.Restate sentences heard in one’s own words.
2. Use appropriate facial expressions.
3. Observe politeness at all times.
EN5LC –Iva-3.11
EN5OL-Iva-2.6.1
EN5A-Iva-16
Page 76 of 164
II. CONTENT 1.Restating Sentences Heard in One’s Own Words.
2.Using Appropriate Facial Expressions.
LEARNING RESOURCES
A. References
1. Teacher’s Guide TG/Week 2
2. Learner’s Materials LM/Week 2
pages
3. Textbook pages
4. Resource (LR) portal

B. Other Learning
Pictures, Charts, flashcards, emoticons (different facial expressions)
Resource
PROCEDURE
A. Reviewing previous Let the pupils observe the picture below. Ask them to study the emotions expressed on it. Ask:.Can you
lesson or presenting the imitate the expressions?
new lesson
B. Establishing a purpose for Let them analyzed the picture B. Ask: What is the vet doctor told to the child? Can you restate the words?
the lesson What is paraphrasing?
C. Presenting examples/ At the end of this lesson, you will be able to restate sentences heard in your own words and use
instances of the new lesson appropriate facial expressions.
Show the faces again to the pupils
D. Discussing new B.Explaining the students what to do:
concepts and practicing new
skills #1 1.Tell the pupils that they are going to listen to a short story afterwards, the will answer the
comprehension check –up below the story at “Find and Learn”
2.Teacher reads the short story. Pupils will listen.
3.Call volunteer/s to restate sentences heard on his own words.
4.Ask: What values you should observed during listening to a story and class discussions?
E. Discussing new concepts C.Modeling for Students
Teacher will read sentences.
1.Pupils will restate sentences heard on his/her own words and has (using the facial expression).
2.Ask :Restate the sentences heard on one’s own words and give the facial expression/s based on the
feeling/s expressed
a.His father became worried when she didn't hear from him for two days. _______
b.Juan is quite shy so he doesn't like talking to people he doesn't know. _______
c.A year after being fired from his job, Marvin is still very bitter. He has a lot of resentment towards his
former boss. __________
d.Even though I am accustomed to traveling for business, I still get homesick if I am away from my home for
more than a week. __________
e.Junie is absolutely furious!! I cannot believe that my dog chewed my favorite shoes. Now they're ruined!
____________
F. Developing mastery (leads D.Guided Practice:
to Formative Assessment 3) a.The teacher will show the flashcard with sentence/s. The teacher will call someone to read the
sentence/s. Then the pupil who read the sentence/s will call another pupil to restate the sentences on
his/her own words and use/ show the appropriate facial expressions stated on the sentence/s. (See Do and
Learn)
G. Finding practical application E.Group Activity:
of concepts and skills in daily a.Group the pupils into four (4).
living b.Explain the directions of the activity.
Follow the directions carefully
Game 1- Guessing Game: Each member in the group will take part in showing the facial expression without
saying the name of feeling or emotion being expressed. The other members of the group will guess the
name of emotion/feeling shown true facial expressions. At the signal of the teacher, the guessing game will
start.
Game 2 – Restate the sentence heard. The group will fall in line. Each group will choose their leader. The
leader will pick a folded paper and read silently what is written on it. After reading what is written , he/she
will whisper it to the first member in the line. Then the second will whisper it othermember behind him/her
until all the members in a group having heard the sentence being whispered. The last member will go in
front of the class to restate the sentence heard and shows on the facial expressions expressed in the
sentence. The group with correct statement and facial expression will be given a point.
H.Making generalizations What have you learned from today’s lesson? Let the pupils do “Talk about it” and “Write about it”.
Ask : Read the pointers to remember.
I. Evaluating learning H.Evaluation:
Restate the sentences heard on one’s own words. Draw appropriate facial expressions after the sentences.
1.Grandpa was very proud of me when I got a promotion at work. He took me out to dinner to celebrate.
2.I'm a little doubtful about whether to get married or not..
3.We are delighted that you will be coming to visit us. It will be so nice to have you here.
4.After waiting in line for an hour at the bank, the woman grew impatient and left.
5.They were shocked to learn that their beloved neighbor, Miss Ann, had stolen their ca
J. Additional activities for Ask the pupils to do the directions on “Read and Learn “and “Find and Learn”.
application or remediation
OBJECTIVES
C. Learning Competency/ 1.Identify different meanings of content specific words (denotation and connotation) (Science)
EN5V-IVa-20.1
EN5V-Iva – 20.2
Page 76 of 164
II. CONTENT Identifying Different Meanings of Content Specific Words (Denotation and Connotation) (Science)
LEARNING RESOURCES
A. References
pages
3. Textbook pages
B. Other Learning Flashcard,Charts,Pictures,dictionary
Resource Video Clips (Youtube)
PROCEDURE
A. Reviewing previous Review different facial expression
lesson or presenting the
new lesson
B. Establishing a purpose for Look at the picture below
the lesson
What is in the first picture? Second picture?

What is the difference between the two pictures
C. Presenting examples/ Today, we’re going to learn the different meanings of content specific words (denotation and connotation).
instances of the new lesson
D. Discussing new B.Explaining the students what to do
concepts and practicing new 1.Ask the pupils to point out what the two words’ definitions have in common .. Continue the comparison
skills #1 and contrast of the two words until they come up with which word has the positive and negative meanings,
then introduce the denotation and connotation.
E. Discussing new concepts 2.Modeling for students:
Tell the pupils that they will watch a video clips about denotation and connotation.
Remind them to observe the standard rules in watching or viewing video clips,
3.Viewing video clips about denotation and connotation
F. Developing mastery (leads 4.Comprehension Check-up:
to Formative Assessment 3) a.What is denotation? Give examples of denotation.
b.What is connotation? Give examples of connotation.
c.Using Venn’s diagram, give the comparison or contrast of the word denotation and connotation
G. Finding practical application The teacher will guide the pupils in answering the exercises on LM.
of concepts and skills in daily Look at the examples of denotative and connotative meanings of words.
living Choose inside the box the word being referred by the denotative and connotative meaning. Write your
answer on the first column.
D.Group Activity::
1.Organize the class into small groups or teams with no more than five members in each group. Then hand
each group a blank “Connotation and Denotation Chart”
2.Explain to the groups that they will complete the Connotation and Denotation Chart.
They may use their dictionary to find out the meaning/s of the words.
H.Making generalizations Ask the pupils about what they have learned from today’s lesson.
Let them do the exercises at “ Talked about it” and “Write about it”
I. Evaluating learning F.Evaluation:

Identify the meaning of words if it is a connotation, write C, and if it is a denotation, write D. Write your
answer on the blank.
1. Green
_____ a. Mommy, please buy me a green apple..
______b. Lino is not a good boy, many of his classmate .don’t want him in their group.
He is green minded..
2.Snake
_____ a. Lito saw a big snake in their backyard.
_____ b. Mario is a snake. He pretends to be a good boy. He guide his friends ‘ things
but when they were not around, he get something in their bags.
3.Cool
______a. The weather is verycool.
______b. I like your haircut. It is very cool.
4.Cheap
______a. Linda goes with different man that’s why she is being called cheap.
______b. The dress in the store is cheap.
5.Rats
______a. Rats lived in a dark places.
______b. Rats! I left my pocket book in the car
.
J. Additional activities for Ask the pupils to answer the activities under “Learn some more “and “Read and Learn”
OBJECTIVES
C. Learning Competency/ Distinguish text-types according to features (structural and language) – Enumeration
2. Read aloud grade level appropriate text with an accuracy rate of 95 – 100%.
3. Take down relevant notes.
II. CONTENT 1.Distinguishing Text-Type According to Features (Structural and Language)
–Enumeration
2.Reading Aloud Grade Level Appropriate Text with an Accuracy Rate of 95-100%.
LEARNING RESOURCES
A. References
pages
3. Textbook pages
B. Other Learning Flashcard,Charts,Pictures
Resource Projector/laptop
PROCEDURE
A. Reviewing previous Connotation and Denotation
new lesson
B. Establishing a purpose for Show the chart of text type on the board.
the lesson Ask: Do you know what is a text type?
Let the pupils give their opinions about text type.
Say :The phrase ‘text type’ is a way of classifying and defining different types of language interaction, both
spoken and written.It refers to the purpose of a text and the way it is written.
C. Presenting examples/ At the end of the lesson, you will be able to distinguish text-type according to features (structural and
instances of the new lesson language); read aloud grade level appropriate text with an accuracy rate of 95 – 100% and take down
relevant notes.
D. Discussing new B.Explaining the students what to do.
concepts and practicing new 1..Show the power point presentation about the topic. ..\TEXT TYPS.ppt
skills #1 2..Discuss and explain to the pupils the text type according to features(structural and language).
E. Discussing new concepts C.Modeling for Students
Let the pupils answer the exercises on “Find and Learn” .
F. Developing mastery (leads D.Guided Practice
to Formative Assessment 3) Below are eight different text types and the purpose of those texts, but they are mix up. Decide what the
purpose of each text type is and drag it to the correct text type to the left.
Match the items on the right to the items on the left.
G. Finding practical application E.Group Activity
of concepts and skills in daily Exercise 1.Say: Look at the sentences below, identify their text type and write these in the column on the
living right. Complete this column before saying your group’s yell.Each group will read aloud their answer.
H.Making generalizations What have learned from today’s lesson?
(Game ) Pupils will pass a ball while singing a song. When the song stops, the one who holds the ball will
give what he/she learned from the day’s topic.
Different text types
Text types as to structures
Text types as to language
I. Evaluating learning Directions: Give the meaning of the following text type. Write your answer on the box opposite of the
words
J. Additional activities for Ask pupils to answer the work sheet on learners’ manual.
application or remediation Tell :To help you better understand the concept of text types try to match the examples of particular texts
on the right with the text types on the left by connecting them to the correct text type.
OBJECTIVES
C. Learning Competency/ . Use compound sentences to show cause and effect.
2. Show tactfulness when communicating with others
. EN5G-IVa-1.8.1
EN5VC-IVa –3.7
EN5A-Iva-17
Page 76 of 164
II. CONTENT 1.Using Compound Sentences to Show Cause and Effect
LEARNING RESOURCES
A. References
pages
3. Textbook pages
B. Other Learning Flashcard,Charts,Pictures
Resource Website/Internet (Youtube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
PROCEDURE
A. Reviewing previous Distinguishing text-type
new lesson
B. Establishing a purpose for
the lesson Say: Look at the picture and answer the following questions:
1. What happened to the boy?
2. Why do you think the boy fell on the ground?
3.What do you think the reasons why the boy fell on the ground?
C. Presenting examples/ Tell the pupils that at the end of the lesson, they will learn to use compound sentences to show cause and
instances of the new lesson effect and be tactful in communicating others
Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more
D. Discussing new K.Explaining the students what to do
concepts and practicing new 1.Present the chart on the board.
skills #1 2.Ask pupils to study what is written in the chart.
Compound sentences are made up of two simple sentences connected by a coordinating conjunction. These
conjunctions are also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S– So
Cause is the reason why something happens.

Effect is the result when something happens..
Compound sentences show cause and effect.
a.What is a compound sentence?
b.What is cause? Effect?
c.FANBOYS is an acronym for the coordinating conjunction, what does it means?
E. Discussing new concepts 3.Modeling for Students
a.Ask pupils to analyze the sentence in flashcards.
What is compound sentence?
What is cause and effect?
How are you going to write a compound sentence with cause and effect relationship?
b. Explain :
The product was rated poorly because it was below the standard.
What happened? The product was rated poorly. That is the effect.
Why did it happen? It was below the standard. That is the cause.
What kind of sentence according to structure is the sentence above? That is a compound sentence.
Here is another sentence.
The guests stopped talking when the president entered the hall.
What happened? The guests stopped talking. That is the effect.
Why did it happen? The president entered the room. That is the cause.
Connectors such as because, for this reason, that is why, so, therefore, for, and since can be used to show
cause-and-effect relationships.
A cause-and-effect relationship describes something that happens and explains why it happens.
Compound sentences are made up of two simple sentences connected by a coordinating conjunction. These
conjunctions are also known as FANBOYS:
Compound sentences show cause and effect relationship

Another example:
My daughter got sick so we had to cancel our trip.
My daughter got sick
We had to cancel our trip. Two sentences connected with conjunction so to form a compound
sentence.
My daughter got sick so we had to cancel our trip.
Cause conjunction Effect
Give your own examples of compound sentences that show cause and effect relationship.
c.Teacher will give more examplesof compound sentence and let the pupils identify the cause and effect.
d.Encourage the pupils to give their own examples of compound sentences.
F. Developing mastery (leads 4.Guided Practice

to Formative Assessment 3) Encircle the two ideas expressed in a compound sentence then underline once the cause and twice the
effect.
a.The dog barked at me because she was hungry.
b.It was my mom’s birthday today so I make her a card.
c.She didn’t sleep well last night so she feels weak today.
d.All her clothes were dirty because her mother did not washed their clothes.
e.Arnold dives in swimming pool and his head bump near the side of the pool.
G. Finding practical application 5.Group Activity

of concepts and skills in daily Directions: Group the pupils into four. Let them do the assigned activity for their group
living Group the pupils into four.
Group I will answer activity A.
Group 2 will answer activity B.
Group 3 will answer activity C.
Group 4 will answer activity D.
Refer to LM.
H.Making generalizations Ask: What have you learn on todays’ lesson? Ask the pupils to answer the activity at “Talk about it “ and
“Read and Write”
I. Evaluating learning 8.Evaluation

Directions: Do the following activities:
Activity 1: Read the compound sentence silently.
Activity 2: Write five (5) compound sentences. Underline once the cause and twice the effect . Encircle the
conjunction used in the sentence
J. Additional activities for Let the pupils do the activity at “ Learn some more” Encircle the two ideas expressed in compound
application or remediation sentences then underline once the cause and twice the effect.
OBJECTIVES
C. Learning Competency/ Infer target audience
EN5VC-IVb-
3.7/ Page 76 of 164
II. CONTENT : Inferring Target Audience
LEARNING RESOURCES
A. References
pages
3. Textbook pages
B. Other Learning Flashcard
Resource Charts
Pictures
PROCEDURE
A. Reviewing previous Cause and Effect
new lesson
B. Establishing a purpose for Ask the pupils the following questions:
the lesson What is inferring?
What is target?
When we say “audience”, to whom do we refer it?
C. Presenting examples/ At the end of the lesson, pupils are able to infer the target audience.
instances of the new lesson
D. Discussing new 2. Explaining the students what to do
concepts and practicing new Let the pupils study the picture. Discuss with them how to infer target audience.
skills #1 Ask the following questions:
- What is inferring?
- What is target?
- Who should be the audience?
- What are the key aspects would have been chosen to appeal on the target market?
E. Discussing new concepts 3.Modeling for Pupils
1.Show the video clips to the pupils. ..\Inferring Audience (1).mp4
2.Have them answer the exercises given in “Try and Learn”
F. Developing mastery (leads 4. Guided Practice

to Formative Assessment 3) Group Activity
The teacher will group the pupils into four. Each group will be given an envelope containing pictures of
different commercials or TV ads. They will infer who the target audience in each pictures.
Let them give the following date:
Target audience: _______________________

Age: _______________________
Gender: _______________________
Interest: _______________________
G. Finding practical application 5. Independent Practice

of concepts and skills in daily Directions: Infer the target audience. Match the words in column A to the words
living in column B.
A B
1. Seminar/Training Workshop of Teachers in Math a. Carpenters
2. How to Make a House b. Bakers
3. Making Pastries, Cakes and Breads c. Teachers
4. Snow White and the Beast d. Men
5. Wrestling e. Little boys and girls
H.Making generalizations Ask the pupils about what they have learned from the topic. Have them answer the “ Talk about it”
I. Evaluating learning 7.Evaluation
Pupils will be asked to do the following activity:
1. Think of a commercial or TV Ads you like. Answer the date below:
Name of commercial/TV Ads : _________________________

Target Audience: __________________________
Age: __________________________
Gender: ___________________________
Interest: ___________________________
2. Watch a television commercial at home or find an ad in a newspaper or magazine

Then , write one paragraph describing the ad, making an inference about who the target audience and
explaining why they think such.
J. Additional activities for


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School Dampalit ES Grade Level Five

DAILY LESSON LOG Teacher Joanne S. Velarde Learning Areas English

4. Resource (LR) portal

What is in the first picture? Second picture?

I. Evaluating learning F.Evaluation:

Cause is the reason why something happens.

Compound sentences show cause and effect relationship

d.Encourage the pupils to give their own examples of compound sentences.

F. Developing mastery (leads 4.Guided Practice

G. Finding practical application 5.Group Activity

I. Evaluating learning 8.Evaluation

F. Developing mastery (leads 4. Guided Practice

Target audience: _______________________

G. Finding practical application 5. Independent Practice

Name of commercial/TV Ads : _________________________

2. Watch a television commercial at home or find an ad in a newspaper or magazine

J. Additional activities for

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