DAILY LESSON LOG IN ENGLISH FIVE

School San Gabriel Central School Grade Level Five

Grades 1-
Teacher Venus V. Macato Quarter Second
12
Teaching Date and Time Aug 12-16, 2019 Month August
Daily Lesson Log
Week 1

Monday Tuesday Wednesday Thursday Friday

August 12, 2019 August 13, 2019 August 14, 2019 August 15, 2019 August 16, 2019

HOLIDAY CLASSES SUSPENDED DUE TO HABAGAT CONTINUATION OF FIRST Identifying Signal Words from Text
QUARTER TEST Heard
TOPIC/ EID’L ADHA
SUBJECT MATTER Providing Accurate Instructions
NO CLASSES

1.Identify main idea, key sentences

and supporting details of a given
paragraph.
LEARNING 2.Write the main idea, key
COMPETENCY sentences and supporting details of
a given paragraph.
3.Observe politeness at all times.
4.Take care of one’s health.

K-12 Curriculum Guide

in English V
TG-Q2-WK1 pp.3-6
LM-Q2-WK1 pp.2-5
LEARNING RESOURCES: Lesson Guides in Elementary
(printed, non-printed, and English 5 pp.124-125
online sources from the Enjoying Reading 5 p.102
LRMDS portal) Vision 6 Integrated Reading and
Language for Communication Arts
in English p.94
Materials
Selections, chocolate, picture,
laptop
I. Preliminary
Activities
Review:
STRATEGIES/ What are signal words?
PROCEDURE:
II. Developmental
Activities
Presentation/Motivation:
 (Show some chocolates)
Who among you love to eat
chocolates?
What is your favorite brand of
chocolate candy?
Have you ever wondered how this
yummy food came to be?
Today, we are going to read the
selection entitled “Quick History of
Chocolate” to find out how
chocolate came to be. In later
discussion, we are going to get the
key sentence, supporting details,
and main idea.
Discussion:
a.Who were the first people to
cultivate the cocoa beans?
b.Where was the drinking of hot
chocolate a favorite?
c.When did chocolate become a
chewable food?
d.Why were chocolates given to
soldiers during the World War II?
e.Do you agree with the decision of
the Spanish King to keep the
formula for hot chocolate a secret?
f.Should growing children like you
eat too much chocolate? Why?
Why not?
III. Post Activity
Generalization:
What is a key sentence?
What is a main idea?
What are supporting details?
Application:
(Carousel)
Each group will roam around the
room and see the posted manila
papers with selections. Each
selection will ask for either giving
the key sentence, supporting
details or main idea.
Direction: Give the key sentence,
ASSESMENT supporting details and main idea of
the selection.
 The root is an important
part of the plant. It is responsible for
getting water and minerals from the
soil for the plant to grow. It also
holds the plant in position. If roots
are cut off from the plant, it would
die.
REMARKS:
N= X=
% of Mastery=
No. of learners within
mastery level
No. of learners needing
Remediation/
Reinforcement
Read the following selections.
Then, identify what is asked in each
item by choosing the letter of the
OTHER ACTIVITIES (RRE)
correct answer from the given
choices.
(Refer to LM, Do and Learn)

Prepared By: Noted:

VENUS V. MACATO PRISCILA G. COY-OM

Teacher School Head
 DAILY LESSON LOG IN ENGLISH FIVE
School San Gabriel Central School Grade Level Five
Grades 1-
Teacher Venus V. Macato Quarter Second
12
Teaching Date and Time Aug 20-24, 2018 Month AugUST
Daily Lesson Log
Week 2

Monday Tuesday Wednesday Thursday Friday

August 20, 2018 August 21, 2018 August 22, 2018 August 23, 2018 August 24, 2018

Identifying Informational Text- NO CLASSES-HOLIDAY- Identifying main idea, key Subject-Verb Agreement Determining images/ideas that are
Types sentences, and supporting details explicitly used to influence viewers.
EID’L ADHA AND of a given paragraph.
TOPIC/
Using Card Catalogue
SUBJECT MATTER
NINOY AQUINO DAY

1.Identify informational text- Identify main idea, key sentences, 1.Compose clear and coherent Determine images/ideas that are
types. and supporting details of a given sentences using appropriate explicitly used to influence viewers.
paragraph. grammatical structures: subject-
2.Use card catalogue to locate verb agreement - Stereotypes, Points of View,
LEARNING resources. Propaganda
COMPETENCY 2.Write paragraphs showing cause
and effect.

EN5LC – IIb – 3.19 EN5RC-IIb-2.21 K-12 Curriculum Guide K-12 Curriculum Guide
EN5SS – IIb – 3.9 K-12 Curriculum Guide in English V in English V
K-12 Curriculum Guide in English V TG-Q2-WK2 pp. 9-11 TG-Q2-WK2 pp. 11-13
LEARNING RESOURCES: in English V TG-Q2-WK2 pp. 6-8 LM-Q1-WK10 pp. 7-9 LM-Q1-WK10 p.9
(printed, non-printed, and TG-Q2-WK2 pp.2-3 LM-Q1-WK10 pp. 5-7 Materials: video on subject-verb Materials: Pictures
online sources from the LM-Q2-WK2 pp.1-3 Materials: Pictures, copy of song, agreement Video clips that are used
LRMDS portal) http://www.eslfast.com/kidsenglis Projector. chart with examples on the rules of to influence viewers.
h/ke/ke017.htm subject-verb agreement
manila paper

I. Preliminary I. Preliminary I. Preliminary I. Preliminary

Activities Activities Activities Activities
Review: Review: Review: Review:
What are ideas/images in media What are informational text? What is a main idea? Answer the ff.:
STRATEGIES/ that are explicitly used to What are card catalogues? Where can we find the main idea in 1.Your friend (talk, talks) too much.
PROCEDURE:
influence the viewers? What are the three kinds of card the paragraph? 2.The man with the roses (look-
II. Developmental catalogue? What is a key sentence? looks) like your brother.
Activities II. Developmental II. Developmental 3.Mary (swim-swims) well.
Presentation/Motivation: Activities Activities
Show the students a newspaper,
a magazine, or an encyclopedia.
Ask the students if they have
read one. Ask them if they have
used them in doing research.
Show them a card catalogue.
Ask them if they have used one
in doing research.
Say: “Today we are going to
learn about the informational
text, its type and their use.”
“We will also study how
to use a card catalogue.”
DISCUSSION:
Have the students listen to news
from the newspaper or an article
from a magazine.
Then ask them what they have
learned from what they’ve just
listened to.
Ask: “What have you noticed
about the article?”
“How many topics were there?”
“Was it informational?”
Next, discuss what a card
catalogue is and what its parts
are. Discuss also the use of a
card catalogue is.
III. Post Activity
Generalization:
Generalization:
What are informational text?
What are card catalogues?
What are the three kinds of card
catalogue?
Application:
To fully understand more about
informational text and its type,
have the students read “Read
and Learn” on the LM.
Presentation/Motivation:
Play a game of four-pics-one-word
“Today we are going to learn about
how to identify main idea, key
sentences, and supporting details
of a given paragraph”
Modelling for Students
Have the students read the
passage in “Read and Learn” on
the LM.
III. Post Activity
Generalization:
What is a main idea?
Where can we find the main idea in
the paragraph?
What is a key sentence?
Application:
Have the students answer “Find
Out and Learn” on the LM
Presentation/Motivation:
Let’s play a game. Group the pupils
into four groups and on a manila
paper and have them list as many
verbs they can think of.
Give the winner a prize.
Say: “Today we are going to
learn about subject-verb
agreement. Write sentences
following the rules on subject-verb
agreement.”
“We will also study about
cause and effect. You must be able
to identify which part of the
sentence is the cause and the
effect.”
Modelling for Students
Say: “Remember that verbs,
unlike nouns, have the S-form of
the word for the singular form
and base form for its plural form.
Please take a look at the example.
Example:
S-form (singular) -sings, dances,
writes, eats
Base form (plural) -sing, dance,
write, eat
Show them a chart of
examples of subject verb
agreement.
Have the pupils read and practice
the activity on “Try and Learn” on
the LM.
III. Post Activity
Generalization:
The rule on subject-verb
agreement states that a singular
subject takes a singular verb (s
II. Developmental
Activities
Presentation/Motivation:
Show video clips of commercials
(example: detergent soap, fast food
chain, powdered juice, diapers,
etc.)
Ask: “What do these
commercials make us do?”
“Do our parents buy them?”
Say: “Today we are going to
learn how to determine
images/ideas that are explicitly
used to influence viewers. You are
going to watch some commercials
or TV ads. I want you to pay
attention to the ideas that the
commercial wants to deliver.”
Modelling for Students
Group the pupils into smaller
groups. Have them think of a
popular TV ad and have them act it
out in front of the class.
III. Post Activity
Generalization:
What is stereotype?
What is propaganda?
What point of view?
Application:
Group the class into 6-8 groups.
Give them a product. Ask them to
create a short commercial about
the product they got. Assign to
them also the type of
advertisement they will use
(stereotype, point of view,
propaganda)
Examples:
Group 1 – Shampoo
Group 2 – Detergent Soap
 Take a trip to the library and ask form) while a plural subject takes a
the students to look through the plural verb (base form).
card catalogues in your library. Application:
Ask them to identify its parts Have the students identify the
subject as well as note whether the
subject is singular or plural.
Remind them on the rule on
subject-verb agreement.
Say: “Now that you know about
the rule on subject-verb agreement,
let us study about cause and
effect.”
Choose one book from the Do activity on “Do and Learn” of the A. Circle the correct form of the
Library and make a card LM. verb to complete each sentence.
catalogue. 1.Your friend (talk, talks) too much.
Use ¼ of an index card. 2.The man with the roses (look-
looks) like your brother.
3.Mary (swim-swims) well.
4.The boys (walk-walks) to school
every day.
5.The center on the basketball
team (bounce-bounces) the ball too
high.
B. Box the cause in the sentence
ASSESMENT and underline the effect.
1.Tim forgot his math book, so he
was unable to complete his
homework.
2.Keegan was hungry because he
skipped lunch.
3.I stated up until midnight that’s
why I woke up late.
4.Sheila got wet in the rain
because she forgot to bring an
umbrella.
5.Kevin went to dentist because he
had a toothache.
REMARKS:
N= X=
% of Mastery=
No. of learners within
mastery level
No. of learners needing
Remediation/
Reinforcement
Group 3 – Bath Soap
Group 4 – Toothpaste
Group 5 – Powdered Juice
Group 6 – Milk drink
Group 7 – Fast food chain
Group 8 – soft drinks
Have them watch the commercial
“Tide: Bossing sa Kaputian Kahit
Tag-ulan” then answer the
following questions below. Choose
your answer from the bow below.
protective mother’s
cleanliness
it was compared to another product
cleanliness in clothing
shows love for family
1. Based on the video clip, a
mother is always ____and caring of
her child.
2. In the video, they see Bossing
Vic as an image of _____.
3. The commercial was biased
because_____.
4. The message of the video is
that_______
5. The commercial was intended
for_____ to buy.
 Identify if the following books if
there are informational text or
not. Write / if it is informational
text else write X if it is not.
_____ 1. newspaper
_____ 2. magazines
_____ 3. instructional manuals
_____4. fairy tales
_____ 5. autobiography
OTHER ACTIVITIES (RRE)
Prepared By:
VENUS V. MACATO
Teacher
Write the main idea and the Have the pupils answer the Read the article “YouTube's top
supporting details of the following activity on “Do and Learn” of the ads in the Philippines for 2013” on
paragraph. LM the “Read and Learn” of the LM.
There are eight planets in the Answer the question below it.
Solar System, and each one is very
different. Some planets, like Jupiter
and Saturn are very large. Others,
like Mercury and Mars are smaller.
Jupiter has moons that are larger
than Mercury. The planets also
have different atmospheres.
Uranus, Jupiter and Saturn have
atmospheres of hydrogen and
helium. The atmosphere on Venus
is made up of carbon dioxide. Earth
has a nitrogen and oxygen
atmosphere. Neptune’s
atmosphere is mostly hydrogen.
The planets also have different
temperatures. Uranus is the coldest
and Venus is the hottest.
Noted:
PRISCILA G. COY-OM
School Head

Grades 1-
12
Teaching Date and Time September 23-27, 2019
Daily Lesson Log
Monday
September 23, 2019
Gathering relevant
information from various
TOPIC/
SUBJECT MATTER sources
- Online references
Gather relevant information
from various sources
- Online references
LEARNING
COMPETENCY
Curriculum Guide
EN5SS-IIg-1
K-12 Curriculum Guide
in English V
LEARNING RESOURCES: TG-Q2-WK7 pp. 1-28
(printed, non-printed, and LM-Q1-WK7 pp. 1-18
online sources from the
LRMDS portal) Lesson Guide in English V
pp.178-181
Materials: Charts, pictures
Review:
How do you make
generalizations?
Setting the Stage
STRATEGIES/ The teacher opens the
PROCEDURE: computer. Show some parts of
the computer like the microsoft
word, microsoft excel and
google.
Show picture of google.
DAILY LESSON LOG IN ENGLISH FIVE
School San Gabriel Central School Grade Level Five
Teacher Venus V. Macato Quarter Second
Month September
Week 7
Tuesday Wednesday Thursday Friday, Sat.,Sun.
September 24, 2019 September 25, 2019 September 26, 2019 September 27, 2019
- Identifying different meanings - Making Generalizations Identify different meaning of DISTRICT MEET
of content specific content specific words
words (denotation and
connotation) (Health)
1. Identify different meanings Make generalizations Compose clear and coherent
of content specific sentences using appropriate
words (denotation and grammatical structures:
connotation) (Health) - degrees of adjectives
2. Show willingness and
enthusiasm in reading and
listening to literary texts
Curriculum Guide Curriculum Guide Curriculum Guide
- EN5V-IIg-1.3, EN5V-IIg-20.2.3 EN5RC-IIg-2.9 EN5G-IIg-5.2
K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide
in English V in English V in English V
TG-Q2-WK7 pp. 1-28 TG-Q2-WK7 pp. 1-28 TG-Q2-WK7 pp. 1-28
LM-Q1-WK7 pp. 1-18 LM-Q1-WK7 p.1-18 LM-Q1-WK7 p.1-18
Lesson Guide in English 5 p.9 Materials: Charts, pictures Lesson Guide in Elementary
http://grammar.about.com/od/word English 4
s/a/Denotation-And-Connotation- English Expressway Language
Exercise_2.htm Materials: chart
Setting the Stage Review Review:
Show pictures of vegetables. What is denotation? What different informations you
What is connotation? may gather from online references?
Setting the stage Setting the stage.
Observe the picture. Ask : Have you experienced going
Ask: What is in the picture? Show picture of dogs in an outing?
What can you get from eating
vegetables? (Nutrient) Where did you go?
(Use semantic web to list the Did you enjoy?
words related to the word nutrient)
List everything you know about
dogs.

Ask the pupils about the picture
and its function.
Explaining the Student What to
Do
Say, Class our lesson for today
is all about the relevant
information from various
sources - Online references
Unlocking of difficulties
Through Context Clues
1. An electronic apparatus for
analyzing or
storing data
a. wedge b. computer c.
pulley
2. A computer–based global
information
system
a. reading b. recycling c.
internet
Modelling
Do Read and Learn LM
- Read the selection “Internet”
- Answering the motive
questions:
- Answer Comprehension check-
up
Closure
Class, aside from reading
materials, where else can we
gather data?
Guided Practice
For schools with computer and
internet access. Group the pupils
into three. Assign one topic and
gather information through the
internet.
Group 1 -The New Nine
Wonders of the World
Nutrients
Explaining the Student What to
Do
Say, Class the words you have
written on the board are what we
called connotation.
Our lesson for today is all about
denotation and connotation.
Modeling
Call on some pupils to read the
following paragraph and instruct
other to listen attentively
Set the standards for listening
attentively
The readers read the paragraph
below
Analysis and Discussion
1. What does the paragraph say
about nutrients?
2. What are contained in the food
nutrients?
What is the denotation of nutrients
based on the paragraph?
Closure
Class, kindly differentiate
denotation from connotation.
Guided Practice
Direction: Form four groups. Give
each group a list of words and
then get its
denotation using the dictionary.
Group 1 rock, shrewd, crown
Group 2 pride, wild, audience
Group 3 chain, landmark, tourist
Group 4 demure, fray, ethnic
List their characteristics, behaviors, Explaining the Student What to
etc. Do
Underline everything about dogs Say: Class, the selection we are
that is true all the time.
going to read has something to do
Circle everything that is true about
to only some dogs. with our lesson for today which is
Degrees of Adjectives
Explaining the pupils what to do
Modeling
Say : When you read, you may The teacher will read the story to
see ideas about groups of people, the pupils.
Ask : 1. Where did the family go?
animals, or things. What you read
2. How did they feel?
and what you already know helps
3. How was the place
you to make a general statement
about a group. This is called a described?
Generalization 4. How did their compare the
place?
Modeling
Closure
Read the situation to the pupils
aloud. What are the three forms of
(See LM) adjectives?
Based on the paragraph what is
Guided Practice
true about dogs all the time?
All dogs are kept as our pets Divide the classs into three groups.
Give each group objects to be
All dog has four legs.
What is true about to only some compared.
dogs? Group 1 – three thin things with
Some dogs are even kept in the different length
Group 2 – three kinds of fruits that
pocket.
are sweet
Some dogs can also used to locate
criminals Group 3 – three kinds of thing that
Some dogs are tamed to tend are heavy
sheep.
Notice the underlined words. Those
words signal or give us a clue to
recognize generalizations.
Closure
What have you learned from
today’s lesson?
Guided Practice
Read the paragraph. Then answer
the question.
 Group 2 - Different Groups of
Vertebrates
Group 3 - Member Countries of
the United Nations
Based on the article, answer the
following questions:
1. When was the Internet
conceived?
2. What was the initial function of
the internet?________
3. What does ARPA stand for?
________
4. In what country did the
networking originate?
5. Who thought of a fishnet-like
ASSESMENT setup?
What can you say in general about
flightless birds?
a. All flightless birds are large.
b. Flightless birds have different
uses for their wings.
c. Flightless birds are fast runners.
d. The wings of flightless birds are
useless.
(Pls. see LM)
Which connotation is more Direction: Group the pupils into Complete the following sentences
positive? Choose the letter of the four. Give each group activity to do. using the correct degree of the
correct answer Have a group representative to adjective given in the brackets.
present your answer.
1. Our trip to the amusement park 1. My brother’s handwriting is
was _________. Group 1. Make 5 generalization ____________ (bad) mine.
( a. fine b. wonderful ) about chocolate 2. Health is ____________ wealth.
2. _________ people rode on the (important)
roller coaster. 3. Blood is ____________ water.
( a. Brave b. Foolhardy ) (thick)
4. Everest is ____________ peak
Group 2. Write a valid in the world. (high)
generalization about how food can
be used creatively

Group 3. Write 5 generalizations

about baby alligators

Group 4. Write valid

generalizations about fishes

REMARKS: NB=39 X= %OF M= NB=39 X= %OF M= NB=39 X= %OF M= NB=39 X= %OF M=

N= X= ND=38 X= %OF M= ND=38 X= %OF M= ND=38 X= %OF M= ND=38 X= %OF M=
% of Mastery= NR=39 X= %OF M= NR=39 X= %OF M= NR=39 X= %OF M= NR=39 X= %OF M=
No. of learners within B= D= R= B= D= R= B= D= R= B= D= R=
mastery level
No. of learners needing B= D= R= B= D= R= B= D= R= B= D= R=
Remediation/
Reinforcement
Put a check ( ) inside the box if Read the paragraph below. Decide if each generalization is Use the following adjectives
the sentence tells about the uses Replace underlined words from valid or faulty. Clap once if it is showing the degrees of
OTHER ACTIVITIES (RRE) of the Internet and a cross (x) if the box that have the same valid, and comparison.
not. denotation as the underline word clap twice if it is faulty. 1. delicious
2. bad
 1. The Internet has made it
possible for people all over the
world to communicate with one
another effectively and
inexpensively.
2. We can use the web, Internet
to look for the answers to our
assignments.
Prepared By:
VENUS V. MACATO
Teacher
but a different connotation. Write 1. All animals migrate every year. 3. funny
your answers on the lines. Faulty 4. expensive
yelling walk scent 2. Most children like pizza. 5. sexy
forced terrible Valid
Kim was having a sad and 3. All boys play sports.
unpleasant _____________day. Faulty
First she was required 4. It always snows in the winter.
_____________ to clean her Valid
room. Then Kim’s stroll 5. Girls can’t catch.
_____________with her dad was Faulty
canceled. That meant that she
would not be able to pass by the
park’s flower gardens with their
lovely smell _____________. And
finally, her brother was calling out
loudly _____________. That he
was going to drive her to soccer
practice.
Noted:
PRISCILA G. COY-OM
School Head
 PANG ARAW-ARAW NA PAGTUTURO SA MAPEH (MUSIC)FIVE
Grades 1-12 Paaralan San Gabriel Central School
Daily Lesson Log Guro VENUS V. MACATO
(Pang-araw-araw na Pagtuturo) Petsa/ oras Setyembre 23-27, 2019
IKAPITONG LINGGO
MONDAY
DATE: SETYEMBRE 23, 2019
PAKSANG ARALIN Tunog na melody na
pinakamataas at pinakamababa
Nailalarawan ang pinakamataas
at pinakamabbabng antas ng
mga note sa musika at nasusukat
MGA KASANAYAN SA
ang lawak ng tunog nito.
PAGKATUTO
Curriculum Guide in Music 5
Lunsanang Awit: “Santa Clara” 3
4 4
Sanggunian:Umawit at Gumuhit 5
pp. 18,
Kagamitan: CD player, tugtugin,
tsart ng iskor ng “Santa Clara”
Pagpapahalaga: Pagpapahalaga
sa mga ipinangakong salita
Konsepto:Ang bawat awit o
KAGAMITANG PANTURO tugtugin ay nagtataglay ng
(nailimbag, hindi nailimbag, pinakamataas na tono at
kagamitang online mula sa pinakamababang tono. Ito ay
LRMDS portal) binibigyang pansin upang
malaman ang lawak ng tono na
ginamit sa awitin
I. Panimulang
Gawain
MGA ESTRATEHIYA/ Pagsasanay:
PAMAMARAAN a.Rhythmic
Unang Pangkat – tatalon patungo
sa unahan
TUESDAY
DATE: SETYEMBRE 24, 2019
Nakikilala ang pagitan ng mga
nota ng eskalang mayor.
Pagkilala sa pagitan ng mga
nota ng eskalang mayor
Curriculum Guide in Music 5
Lunsarang Awit: Ang Dalagang
Pilipina C, 3 , do / O
4 iliTulogAnay,F,so
Magsaya C, 2 , do
4 61-72/MAPE Grade 5, pp.18
Sanggunian: MAPE Adventures
3, pp. 32/ MAPE 5 Sing Express
& Move, pp.41, MSEP 5 Let’s
create, Sing and Move, pp.48-
49, MU5ME-IIC-5
Kagamitan: keyboard, CD,
Show me board, flashcard CD
player
Pagpapahalaga: Pakikiisa,
Paggalang sa kapwa,
Pagtanggap sa sarili
Konsepto: Ang bawat tono ay
may kaugnayan sa isa’t-
isa.Bawat himig sa musika ay
binubuo ng mga nota na may
iba’t-ibang pagitan o interval.
I. Panimulang
Gawain
1.Balik-aral
Awitin ang “Dalagang Pilipina”.
1. Pagsasanay
Laro: Tao ng Nota
WEDNESDAY
DATE: SETYEMBRE 25, 2019
Naipakikita ang kasanayan sa
pagbasa at pag-awit ng mga
nota sa tunugang Pentatonic,
eskalang mayor at eskalang G
mayor.
Pagbasa at pag-awit ng mga
nota sa Tunugang Pentatonic,
eskalang mayor at eskalang G
mayor
Curriculum Guide in Music 5
LUNSARANG AWIT:
Dandansoy , C, do/ Ili-
SANGGUNIAN: Spotlight 5 pp.
KAGAMITAN: LunsarangAwit,
Pentatonic scale chart, C major
scale chart,
G major scale chart,
PAGPAPAHALAGA: matiyaga,
mapagmahal
I. Panimulang
Gawain
2. Pagsasanay
Pagbobokalisasyon gamit ang
ma me mi mo mu.
Baitang/Antas Ikalima
Markahan Ikalawa
Buwan Setyembre
THURSDAY FRIDAY
DATE: SETYEMBRE 26, 2019 DATE: SETYEMBRE 27, 2019
Tunog na Pinakamataas at DISTRICT MEET
Pinakamababa
Nasususri ang pinakamataas at
pinakamababang antas ng mga
note sa musika.
Nasusukat ang lawak ng antas ng
mga note sa musika.
Curriculum Guide in Music 5
Lunsarang Awit :“Salidommay”,
F, 2, so, A
4
“Inday Sa Balitaw” C 2 do
4
Sanggunian:K to 12 Curriculum
MU5ME-IIe-8
Umawit at Gumuhit 4 pp.22-26
MAPE 5 Sing, Express and Move
pp.31-33
Oxford Musika Online
Potsdom Library
http://potsdom.libguides.com/music
Kagamitan:CD/CD player, chart ng
mga awit
Pagpapahalaga:Pagmamahal sa
sariling awit
Konsepto:Ang tinataglay na
pinakamataas na tono at
pinakamababang tono ng isang
awit o tugtugin ay binibigyang
pansin upang malaman ang lawak
ng tono na ginamit.
I. Panimulang Gawain
2. Pagsasanay
a. Vocalization
Papangkatin ang mga bata
sa dalawa.Ipapaawit ang mga
sumusunod na nota. Kung ang
Pangalawang Pangkat –
papalakpak
II. Panlinang na
Gawain
Pagganyak
2. Paglalahad
Tingnan ang so-fa syllable ayon
sa senyas-kamay ng Kodaly.
Ano ang napansin niyo sa mga
agwat ng note sa mga so-fa
syllable?
1. Pagtalakay
a.Sapamamatigan ng score ng
mga awit, ipatukoy sa mga bata
ang mga nota na may
pinakamataas at pinakamababa
tono.
b.Muling ipaawit sa mga bata ang
awit na “Santa Clara” at pag-
usapan ang bawat pagitan nito
kung ito ay may malawak na
range o maiksing range.
III. Pangwakas na
Gawain:
Paglalahat
a.Ang melodiya ay ang
makahulugang pagkakahanay at
pinagsamasamang tono o mga
himig na nakaaantig ng
damdamin ng mga nakikinig sa
pamamagitan ng makabuluhang
pagpapahayag ng kaisipan sa
konposisyong musical.
b.Ang pagkakasunos-sunod ng
mga himig sa isang komposisyon
ay naaayon sa skalang musical (
music scale).
Ang bawat tono o nota ay sunod-
sunod na umaakyat o tumataas
II. Panlinang na
Gawain
2. Pagganyak:
Bumunot ng isang
plaskard sa kahon, idikit ito sa
pisara at isulatang interval o
pagitan ng bawat nota nito.
1. Paglalahad
Pakinggan natin ang bawat
tunog ng mga notang inyong
sinagutan gamit ang keyboard.
3. Pagtatalakay
Tingnan ang eskalang
mayor.Ano ang eskalang
mayor? Anu-ano ang makikita
ninyo dito?
Pansinin ang musical symbol sa
staff. Ano ang tawag dito? (F-
Clef)
III. Pangwakas na
Gawain:
Paglalahat:
Ano ang major scale?
Repleksyon
Ano ang kahalagahan ng
pagkakaiba mo sa ibang tao?
Paglalapat
Pangkat 1 -Gumawa ng
eskalang prime, octave, fifth
interval
Pangkat II - Gumawangeskalang
2nd, octave, seventh interval
Pangkat III-Gumawangeskalang
3rd, 4th, 6th interval
II. Panlinang na kamay ng guro ay
Gawain nakabukas,aawitin ang nota ng
1. Pagganyak mahaba at kapag ang kamay ng
Song Bee Contest – guro ay nakasara aawitin ang nota
(Magpaparinig ang guro ng mga ng maikli.
awitin at huhulaan ang pamagat b. Tonal
ng bawat awitin.) Pagsanayan ang tono ng mga so-
2. Paglalahad fa syllable.
Basahin at awitin ang mga nota Gamitin ang mga Kodaly Hand
sa awitin. Sign upang makita ang agwat o
3. Pagtalakay pagitan ng mga tunog.
Ano ang tunugan ng awit na II. Panlinang na
“Dandansoy”? Gawain
Ilang bilang mayroon ang bawat 3. Pagganyak:
sukat? Iparirinig ng guro ang mga so-fa
Nasaan ang “do”sa tunugang C syllable na may iba’t ibang agwat
mayor? ng tono.
Anu- anong nota ang ginamit sa 4. Paglalahad
awit? Awitin ang “Inday sa Balitaw”
III. Pangwakas na - Sa pamamagitan ng score
Gawain: ng mga awit ipatukoy sa mga bata
Paglalahat: ang mga nota na may
Ano ang pagkakaibang pinakamataas at pinakamababang
tunugang C mayor, G mayor at tono.
Pentatonic? 3. Pagtalakay
- Awiting muli ang “Inday sa
Paglalapat Balitaw” at “Salidommay”.
Tukuyin kung anong eskala ang - Sabihin na ang awit na ito ang
nasakahon. Isulat ang titik EP, pagitan o range ay 3,G-B. Ito ay
kung ito ay eskalang maikling range.
Pentatonic, EG kung eskalang - Sa awiting “Salidommay”, ang
G, at EC kung eskalang mayor pagitan ay mahigit walo. Ito ay may
or C. malawak na range.
- Ipatukoy sa mga bata sa mga
chart ng awit ang sukat, kung saan
makikita ang pinakamataas at
pinakamababang range ng awit.
- Ano ang kailangan upang
maihatid ang range sa
pinakamataas at pinakamababang
antas? ( Maawit ito sa wastong
tono.)
III. Pangwakas na
Gawain:
Paglalahat:
Ang pinakamataas at
pinakamababang tono sa awit ay
makikilala sa pamamagitan ng
range ng pagitan ng tono.
Paglalapat
1. Pangkatin sa tatlo ang mga
bata. Ipasuri ang range ng mga
 at bumababa na may
nakatakdang pagitan ng mga
hakbang. Ang pagitan ng bawat
nota ay maaaring isang buong
hakbang o kalahating hakbang
Paglalapat
Muling balikan ang score ng
awiting “Santa Clara”
Suriin ang mga note at tukuyin
ang range ng pinakamataas at
pinakamababang note. Isulat din
kung malawak o maikli ang
pagitan ng bawat note.
PAGTATAYA
Lagyan ng angkop na nota ang
bawat limguhit at sundan ang
pagitang nakasulat sa bawat isa.
(tignan lm at tg)
Basahin at awitin ang mga nota
sa eskala.(tignan tg at lm)
note sa mga bahagi ng mga
melodic phrase. Tukuyin ang range
ng mga note sa melodic phrase.
2. Ikahon ang pinakamababa at
pinakamataas na note.
3. Isulat ang mga note na ginamit
sa staff sa ibaba.
4. Alamin kung malawak o maikli
ang range ng phrase. Isulat sa
patlang.
Suriin ang mga note at tukuyin ang
range ng pinakamataas at
pinakamababang note. Isulat din
kung malawak o maikli ang range
ng pagitan ng bawat note.

MGA TALA NB=39 X= %OF M= NB=39 X= %OF M= NB=39 X= %OF M= NB=39 X= %OF M=
N= X= % of mastery ND=38 X= %OF M= ND=38 X= %OF M= ND=38 X= %OF M= ND=38 X= %OF M=
Bilang ng mag-aaral na B= D= B= D= B= D= B= D=
nahasa
Bilang ng mag-aaral na B= D= B= D= B= D= B= D=
nangangailangan ng iba pang
Gawain para sa remediation
Iguhit ang Skalang C Mayor na Ibigay ang bilang ng interval Pagsanayan ang mga awiting, Magsaliksik ng mga awitin na may
Iba pang Karagdagang
may kaakibat na mga note. ng mga sumusunod nat unog: Dandansoy, Ili-ili Tulog Anay at malawak at maikling range.
Gawain (RRE)
(tignan lm at tg) Yaman ng Bayan.
Prepared By: Noted:

VENUS V. MACATO PRISCILA G. COY-OM

Teacher School Head
 DAILY LESSON LOG IN ENGLISH FIVE
School San Gabriel Central School Grade Level Five
Grades 1-
Teacher Venus V. Macato Quarter Second
12
Teaching Date and Time Sept. 30, 2019-October 4, 2019 Month October
Daily Lesson Log
Week 8

Monday Tuesday Wednesday Thursday Friday

September 30, 2019 October 1, 2019 October 2, 2019 October 3, 2019 October 4, 2019

- Making a stand - Making an outline from a - Identifying different meaning of SCHOOL TEACHERS DAY DISTRICT TEACHERS DAY
- Revising writing for clarity – selection read. content specific words (denotation CELEBRATION CELEBRATION
TOPIC/ correct spelling - Reading grade level text with and connotation) (Health)
SUBJECT MATTER accuracy, appropriate rate and
proper expression

1. Make a stand2. Revise 1. Make an outline from a 1. Identify different meanings of

writing for clarity – correct selection read. content specific words (denotation
spelling and connotation) (Health)
LEARNING 2. Read grade level text with
COMPETENCY accuracy, 2. Observe politeness at all times.
appropriate rate and proper
expression

K-12 Curriculum Guide K-12 Curriculum Guide K-12 Curriculum Guide

in English V
EN5OL-IIh-4, EN5WC-IIh-
1.8.2
TG-Q2-WK8 pp. 1-18
LEARNING RESOURCES: LM-Q1-WK8 pp. 1-12
(printed, non-printed, and You tube:
online sources from the https://www.youtube.com/watch?
LRMDS portal) v=cipXm45ObDI
(http://www.orwell.ru/library
/essays/politics/english/e_
polit
Materials: Charts/paragraph
Setting the Stage
Ask: How do you value opinion of
your classmates?
In coming to your do you want
STRATEGIES/ to wear?
PROCEDURE: Do you want to wear uniform or
not?
in English V in English V
EN5RC-IIh-2.15.1, EN5F-II5-1.3 EN5V-IIh-20.2.3, EN5A-IIh-16
TG-Q2-WK8 pp. 1-18 EN5OL-IIh-4, EN5WC-IIh-1.8.2
LM-Q1-WK8 p.1-12 TG-Q2-WK8 pp. 1-18
Materials: Charts, pictures LM-Q1-WK8 pp. 1-12
Materials: Charts, pictures
Spelling Check some of the outlines from
selected pupils.
Setting the stage
Ask: How do you take care of your Setting the Stage
body? (Show pictures of Girl Scouts and
Why is it important to have a Boy Scouts)
healthy body? Ask: Are members of Girl Scouts
and Boy Scouts?
What are the activities that you
enjoy most during scouting?
Explaining the Student What to
Do
Say: Class, our lesson for today
is about making a stand based
on the video presented.
What is your stand about
wearing uniform in school or not?
Modeling
The teacher will show a video
presentation. Watch the video
clip, and then take note of the
important points being raised.
Watch: You tube:
https://www.youtube.com/watch?
v=cipXm45ObDI
Say: Who are in favor of wearing
uniform in school? Why?
Who are not in favor of wearing
uniform? Why?
Closure
How to revise sentences in
writing with clarity and correct
spelling?
What are the things that you
should remember?
Guided Practice
Issue to be discussed:
Are you in favor of K-12 or not?
Explaining the pupils what to
do Explaining the Student What to
Do
Say: Class, our lesson for today is
about making an outline from a Say: Class, our lesson for today is
selection read. about identifying different meanings
of content specific words
Modeling (denotation and connotation)
Read the selection then answer Modelling
the questions that follow.
“Taking Care of Our Bodies” Read the selection then answer the
Ask: questions that follow.
- What is the main idea of the first (Pls. see TG/LM)
paragraph? Ask:
- How did you know these details - Who celebrated their
were more important than the anniversary?
other details in the selection? - How did they celebrate their
- What other ideas struck you anniversary?
while reading the text?
Closure
What is the difference between
Closure
denotative and connotative
meaning of a word?
How to make an outline?
What are the things to remember
Guided Practice
in making an outline?
Encircle the letter of the correct
answer.
Guided Practice
Group the class into 4. Each 1. Select a synonym for
member of the group will look for "Denotation"
the missing information to A. Definition
complete the outline. The first B. Diction
group to complete the outline will C. Reference
be the winner. D. Meaning
(Pls. see TG/LM)
2. What does "Connotation" mean?
A. Definition
B. Diction
 • Let the pupils form five groups. C. Cultural definition
Let each group form a small
circle.
• Let each member of every
group share with the rest of the
group members.

Read the given sentences, and Evaluation Evaluation

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 you
chose.
ASSESMENT Vase knocking mailing
Morning light right
1. Every ________ I have
breakfast.
2. Turn on the _____________.
It is dark in this
Room.
Directions: Make an outline using
the jumbled details about main
headings and subheadings.
Kind of fossils
Location of fossils
Uses of fossils
Telling the story of the earth
Molds of plants and animals
Skeletal remains of plants and
animals
The following questions will quiz
you on connotation and denotation.
Some questions ask you analyze a
word and some ask you to choose
whether the example is showing
the connotation or the denotation of
the underlined words. Shade the
small circle on the left that gives
the correct answer. (Pls. see
TG/LM)

REMARKS: NB=39 X= %OF M= NB=39 X= %OF M= NB=39 X= %OF M=

N= X= ND=38 X= %OF M= ND=38 X= %OF M= ND=38 X= %OF M=
% of Mastery= NR=39 X= %OF M= NR=39 X= %OF M= NR=39 X= %OF M=
No. of learners within B= D= R= B= D= R= B= D= R=
mastery level
No. of learners needing B= D= R= B= D= R= B= D= R=
Remediation/
Reinforcement
Clarity/Conciseness: Revise the Make an outline from the selection Put a check mark (/) on the left of
following sentences to remove “The Dutch” the correct answer.
clutter, eliminate wordiness, and (Pls. see TG/LM) (Pls. see TG/LM)
clarify meaning (credits to
Zinsser).
OTHER ACTIVITIES (RRE) 1. The bricks on our new house
are red in color and in spite of
the fact that they are new, the
look of these bricks is a used,
beat-up appearance.

Prepared By: Noted:

VENUS V. MACATO PRISCILA G. COY-OM
Teacher School Head

Grades 1-12
Daily Lesson Log
(Pang-araw-araw na Pagtuturo)
PAKSANG ARALIN
MGA KASANAYAN SA
PAGKATUTO
KAGAMITANG PANTURO
(nailimbag, hindi nailimbag,
kagamitang online mula sa
LRMDS portal)
PANG ARAW-ARAW NA PAGTUTURO SA MAPEH (ARTS)FIVE
Petsa/ oras Setyembre 30, 2019-Oktubre 4, 2019
LUNES
DATE: SETYEMBRE 30, 2019
Pagpipinta
Ang iba’t ibang Istilo ng mga Sikat
na Pintor sa ating Bansa
Elemento ng Sining: Kulay at
Espasyo
A.Nalalaman ang iba’t ibang istilo
ng mga tanyag na pintor sa
pagpinta ng mga larawan.
B.Makalikha ng isang larawan
gamit ang sariling istilo sa
pagpinta.
C.Naipagmamalaki ang ipinintang
larawan na ginamitan ng sariling
istilo.
Curriculum Guide in Arts 5
A5EL-IIc
Kagamitan: lapis, papel, water
container, water color at brush
Sanggunian:
http://ncca.gov.ph/about-culture-
and-arts/culture-profile/national-
artists-of-the-philippines/
Paaralan San Gabriel Central School
Guro Venus V. Macato
IKAWALONG LINGGO
MARTES
DATE: OKTUBRE 1, 2019
Pagpipinta
Ang Pagpipinta ng Larawan
Elemento ng Sining: Guhit at Kulay
(Complementary)
A.Makaguhit ng larawan gamit ang
complementary colors.
B.Makaguhit at makapinta ng mga
larawan gamit ang complementary
colors.
C.Naipagmamalaki ang likhang sining
ng bawat pangkat.
Curriculum Guide in Arts 5
A5PL-IIe
Kagamitan: lapis, papel, water
container, wator color at brush
Sanggunian:
http://worqx.com/color/complements.ht
m tm
Baitang/Antas Ikalima
Markahan Ikalawa
Buwan Oktubre
MIYERKULES HUWEBES BIYERNES
DATE: OKTUBRE 2, 2019 DATE: OKTUBRE 3, 2019 DATE: OKTUBRE 4, 2019
Pagpipinta SCHOOL TEACHERS DAY DISTRICT TEACHERS DAY
Ang Pagpipinta ng Larawan CELEBRATION CELEBRATION
Elemento ng Sining: Guhit at Kulay
(Complementary)
A.Makaguhit ng larawan gamit ang
complementary colors.
B.Makaguhit at makapinta ng mga
larawan gamit ang complementary
colors.
C.Naipagmamalaki ang likhang sining
ng bawat pangkat.
Curriculum Guide in Arts 5
A5PL-IIe
Kagamitan: lapis, papel, water
container, wator color at brush
Sanggunian:
http://worqx.com/color/complements.h

I. Panimulang Gawain I. Panimulang Gawain IV. Panimulang Gawain

Balik aral Balik aral Balik aral
1. Balik-Aral Isa-isahin ang mga kulay na makikita Isa-isahin ang mga kulay na makikita
Piliin ang mga larawan na sa Primary Color Wheel. sa Primary Color Wheel.
nagpapakita ng complementary II. Panlinang na Gawain V. Panlinang na Gawain
colors. Pagganyak: Pagganyak:
II. Panlinang na Kumpletuhin ang kulay sa Color Wheel Kumpletuhin ang kulay sa Color
Gawain ayon sa tunay na kulay nito. Wheel ayon sa tunay na kulay nito.
MGA ESTRATEHIYA/
Pagganyak:
PAMAMARAAN
Magpakita ng mga larawan.
Itanong: Ano ang pagkakaiba ng
unang larawan sa ikalawang
larawan?
Paglalahad
Ang mga tanyag na pintor ay may Paglalahad Paglalahad
kanya-kanyang istilo sa pagpipinta.
Kapansin pansin na katangi-tangi
 ang kanilang mga istilo, ito ang
nagiging tatak nila o
pagkakakilanlan ng kanilang mga
obra.
Kilalanin natin ang mga
sumusunod na tanyag na pintor
dito sa ating bansa.
III. Pangwakas na
Gawain:
Paglalahat:
Ang mga tanyag na mga pintor ay
may iba’t ibang istilo sa pagpipinta
upang magkaroon sila ng sariling
pagkakilanlan. Ito rin ang
nagdadala sa kanilang mga ipininta
upang mabigyan ng buhay ang
mga larawan sa kanilang mga
obra.
(Sumangguni sa TANDAAN)
Paglalapat
Paano mo maipagmamalaki ang
ipininta mong larawan na ginamitan
mo ng sariling mong istilo.
Ipapaskil ang larawan na nilikha ng
mga mag-aaral.
PAGTATAYA
(Sumangguni sa SURIIN)
Tingnan ang larawan. Pag-aralan kung
paano ginamit ang Complementary
Colors.
III. Pangwakas na Gawain:
Paglalahat:
Ang pagpipinta ay sadyang
nakakalibang na gawain.
Maipapahayag ating mga damdamin.
Mas mainam na malaman natin ang
gamit ng Complementary Colors upang
mabigyan ng buhay an gating mga
obra.
(Sumangguni sa TANDAAN)
Paglalapat
Gawaing Pansining
(Sumangguni sa GAWIN)
Ipapaskil ang larawan na nilikha ng
mga mag-aaral.
(Sumangguni sa SURIIN)
Tingnan ang larawan. Pag-aralan
kung paano ginamit ang
Complementary Colors.
VI. Pangwakas na
Gawain:
Paglalahat:
Ang pagpipinta ay sadyang
nakakalibang na gawain.
Maipapahayag ating mga damdamin.
Mas mainam na malaman natin ang
gamit ng Complementary Colors
upang mabigyan ng buhay an gating
mga obra.
(Sumangguni sa TANDAAN)
Paglalapat
Gawaing Pansining
(Sumangguni sa GAWIN)
Ipapaskil ang larawan na nilikha ng
mga mag-aaral.
(Sumangguni sa SURIIN)

MGA TALA NB= 39 XB= %OFM= NB= 39 XB= %OFM= NB= 39 XB= %OFM=
N= X= % of mastery ND= 38 XD= %OFM= ND= 38 XD= %OFM= ND= 38 XD= %OFM=
Bilang ng mag-aaral na B= D= B= D= B= D=
nahasa
Bilang ng mag-aaral na B= D= B= D= B= D=
nangangailangan ng iba
pang Gawain para sa
remediation
Sa paanong paraan mo Paano mo ninyo maipagmamalaki ang Paano mo ninyo maipagmamalaki
Iba pang Karagdagang
maipagmamalaki ang mga dakilang likhang sining ng bawat pangkat. ang likhang sining ng bawat pangkat.
Gawain (RRE)
pintor ng ating bansa?

Prepared By: Noted:

VENUS V. MACATO PRISCILA G. COY-OM

Teacher School Head
 DAILY LESSON LOG IN ENGLISH FIVE
School San Gabriel Central School Grade Level Five
Grades 1-
Teacher Venus V. Macato Quarter Second
12
Teaching Date and Time October 14-18, 2019 Month October
Daily Lesson Log
Week 10
Monday Tuesday Wednesday Thursday Friday
October 14, 2019 October 15, 2019 October 16, 2019 October 17, 2019 October 18, 2019
I. OBJECTIVES
A. Content Standards The learner…. The learner…. The learner…. SECOND QUARTER TEST

listens critically to news reports listens critically to news reports listens critically to news reports
and other radio broadcasts and and other radio broadcasts and and other radio broadcasts and
expresses ideas accurately in expresses ideas accurately in expresses ideas accurately in oral
oral and in written forms; oral and in written forms; and in written forms;

B. Performance Standards The learner... The learner... The learner...

demonstrates confidence in the demonstrates confidence in the demonstrates confidence in the use
use of the language to meet use of the language to meet of the language to meet everyday’s
everyday’s needs; and reads everyday’s needs; and reads needs; and reads independently
independently and gets relevant independently and gets relevant and gets relevant information from
information from various text information from various text various text types.
types. types.
C. Learning EN5OL-IIj-4 EN5F-IIj-1.3
Competencies/ Make a stand Read grade level text with
D. Objectives accuracy,
Write the LC code for EN5F-IIj-1.6
each appropriate rate
EN5F-IIj-1.7
and proper
II. CONTENT Make a stand about the issue of Make an outline from a Make an outline from a selection
the in the security of the West selection read read
Philippine Sea

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material Our World of Reading – Wind Our World of Reading – Wind Our World of Reading – Wind Sea
pages Sea Workbook – “ROCKS” Sea Workbook Workbook

3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Pictures , charts, multimedia stories and charts stories and charts
Resources devices and worksheets
 IV. PROCEDURES
A. Reviewing previous Show a political map of the
lesson or Philippines.
presenting the new Give the country near it.
lesson
B. Establishing a purpose Make a stand about the issue of
for the lesson the in the security of the West
Philippine Sea
C. Presenting Say: Class, Our lesson for today
examples/instances of is about standing in the issue of
the new lesson the security of the West
Philippine Sea.
D. Discussing new Place a poster in each corner of
concepts and practicing the room. Then read a
new skills #1 statement, and tell students to
go to the corner that best
describes how they feel about
that statement. Here are some
examples of statements:
(see ppt)
Encourage students to voice
their opinions from their
respective corners. Then have
each group gathered in
response to a statement work
together to write a clear
statement explaining their
position.
Show a video clips.
https://www.youtube.com/watch
?v=r68iEwYdbh4
Make an outline from a
selection read
Read grade level text with
accuracy, appropriate rate and
proper expression
Say: Class, Our lesson for
today is about making a two
point outline on a selection
read.
Outlining is arranging notes so
that important ideas stand out
and make clear which point
supports each of the important
ideas.
What are thethings to
remember in making an outline?
(see ppt)
Have students take a tour of the
selection they will be reading.
Ask them to preview the text
and identify key words or clue
words that will help them
determine the relevant ideas.
Have look at the first and last
line of each paragraph.
(See to it that the pupils follow
the instructions and look at the
part of text they are asked to
see.)
Look at the left part or side of
the text.
Ask: Can you tell me about
some of the important ideas that
struck you?
Show a video clips.
https://www.youtube.com/watch?v=
r68iEwYdbh4
Make an outline from a selection
read
Read grade level text with
accuracy, appropriate rate and
proper expression
Say: Class, Our lesson for today is
about making a two point outline on
a selection read.
Outlining is arranging notes so that
important ideas stand out and
make clear which point supports
each of the important ideas.
What are thethings to remember in
making an outline?
(see ppt)
Have students take a tour of the
selection they will be reading. Ask
them to preview the text and
identify key words or clue words
that will help them determine the
relevant ideas. Have look at the
first and last line of each
paragraph.
(See to it that the pupils follow the
instructions and look at the part of
text they are asked to see.)
Look at the left part or side of the
text.
Ask: Can you tell me about some of
the important ideas that struck
you?
Read the selection and have
students reflect on how the tour
 What is your opinion about your
desired statements you have
chosen?
Should the USA have a direct
involvement in the following
issue? Why or why not?
Why do the Philippines should
handle alone the security of its
territory?
What can you say about the USA
giving military equipment for the
security our territory? Will it
benefit us or the US?
Should the security of the west
Philippine sea be handle by the
accepting the direct assistance of
our Southeast Asian neighbours?
E. Discussing new The Teacher will provide certain
concepts and practicing activities to be perform or
new skills #2 discuss in the class after they
are finish.
Group I – Statement No. 3
Make a “Brainstorming Web”
Group II - Statement No. 4
Make a “Discussion Web”
Group III - Statement No. 1
Make a Poem
Group IV - Statement 1 and 2
Make a “Venn Diagram”
Read the selection and have
students reflect on how the tour
text activity supported their
understanding about the
selection.
(see ppt)
Answer the following questions.
(see ppt)
Ask: ● What does the very first
line at the top represent?
What do the Roman numerals
represent? What are found after
each Roman numeral?
What do the capital letters
represent?
How are the capital letters
written as compared with the
Roman numerals?
Say: Let us make our own
reminders for writing an outline.
Lead the children to make the
reminder similar to the one on
the projector
Ask:
● What is the title?
What is the main topic?
Where will we write it? Make a
brief description.
What are the 3 supporting
details?
What will we write in Roman
numeral II
(Continue until the skeleton is
filled up.)
text activity supported their
understanding about the selection.
(see ppt)
Answer the following questions.
(see ppt)
Ask: ● What does the very first
line at the top represent?
What do the Roman numerals
represent? What are found after
each Roman numeral?
What do the capital letters
represent?
How are the capital letters written as
compared with the Roman
numerals?
Say: Let us make our own
reminders for writing an outline.
Lead the children to make the
reminder similar to the one below.
Ask:
● What is the title?
What is the main topic?
Where will we write it? Make a brief
description.
What are the 3 supporting details?
What will we write in Roman
numeral II
(Continue until the skeleton is filled
up.)
F. Developing mastery Debate Group Activity: Group Activity:
(Leads to Formative Group 1 and 2 Each group will make an Each group will make an outline.
Assessment 3) Talk about the issue of the outline.
second statement.
Group 3 and 4
Talks about the issue of the third
statement.

The two groups will draw lots to

take the pros and cons.
G. Finding practical What is your stand regarding the Make an outline using the
applications of issue? jumbled details about
concepts and skills in Main headings and
daily living subheadings:
Kinds of fossils
Location of fossils
Uses of fossils
Telling the story of the earth
Molds of plants and animals
Skeletal remains of plants and
animals
Hard rocks
Layers of sedimentary rocks
Preserved bodies or parts of
bodies of plants & animals
Tracing the changes of the
earth’s surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants
and animals
Mud or sand
Make an outline using the jumbled
details about
Main headings and subheadings:
Kinds of fossils
Location of fossils
Uses of fossils
Telling the story of the earth
Molds of plants and animals
Skeletal remains of plants and
animals
Hard rocks
Layers of sedimentary rocks
Preserved bodies or parts of bodies
of plants & animals
Tracing the changes of the earth’s
surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants and
animals
Mud or sand

____________________________
_________
H. Making generalizations What did you learn on the What is outlining? What is outlining?
and abstractions about following issues?
the lesson
I. Evaluating learning Refer to LM pp _______. Refer to LM pp _______.
Let the pupils give their
opinion on the following
article on the projector

Bongbong on bilateral talks:

China opened the door, we
shut it
READ: China to Philippines:
Let's sit down and talk

REMARKS: NB= 39 XB= %OFM= NB= 39 XB= %OFM= NB= 39 XB= %OFM=
N= X= ND= 38 XD= %OFM= ND= 38 XD= %OFM= ND= 38 XD= %OFM=
 % of Mastery=
No. of learners within mastery B= D= B= D= B= D=
level
No. of learners needing B= D= B= D= B= D=
Remediation/ Reinforcement
Additional activities for Make a reaction regarding the Make an outline on what you Make an outline on what you have
application or issue. have done tonight. done tonight.
remediation

Prepared By: Noted:

VENUS V. MACATO PRISCILA G. COY-OM
Teacher School Head
 PANG ARAW-ARAW NA PAGTUTURO SA MAPEH (MUSIC)FIVE
Grades 1-12 Paaralan San Gabriel Central School Baitang/Antas Ikalima
Daily Lesson Log Guro Venus V. Macato Markahan Ikalawa
(Pang-araw-araw na Pagtuturo) Petsa/ oras Oktubre 14-18, 2019 Buwan Oktubre
IKASAMPUNG LINGGO
LUNES MARTES MIYERKULES HUWEBES BIYERNES
DATE: OKTUBRE 14, 2019 DATE: OKTUBRE 15, 2019 DATE: OKTUBRE 16, 2019 DATE: OKTUBRE 17, 2019 DATE: OKTUBRE 18, 2019
PAKSANG ARALIN Tunog na melody na Nakikilala ang pagitan ng mga Naipakikita ang kasanayan sa IKALAWANG MARKAHANG PAGSUSULIT
pinakamataas at pinakamababa nota ng eskalang mayor. pagbasa at pag-awit ng mga
nota sa tunugang Pentatonic,
eskalang mayor at eskalang G
mayor.
Nailalarawan ang pinakamataas Pagkilala sa pagitan ng mga nota Pagbasa at pag-awit ng mga
at pinakamabbabng antas ng ng eskalang mayor nota sa Tunugang Pentatonic,
mga note sa musika at nasusukat eskalang mayor at eskalang G
MGA KASANAYAN SA
PAGKATUTO ang lawak ng tunog nito. mayor

Curriculum Guide in Music 5 Curriculum Guide in Music 5 Curriculum Guide in Music 5

KAGAMITANG PANTURO
(nailimbag, hindi nailimbag,
kagamitang online mula sa
LRMDS portal)
Lunsanang Awit: “Santa Clara” 3
4 4
Sanggunian:Umawit at Gumuhit 5
pp. 18,
Kagamitan: CD player, tugtugin,
tsart ng iskor ng “Santa Clara”
Pagpapahalaga: Pagpapahalaga
sa mga ipinangakong salita
Konsepto:Ang bawat awit o
tugtugin ay nagtataglay ng
pinakamataas na tono at
pinakamababang tono. Ito ay
binibigyang pansin upang
malaman ang lawak ng tono na
ginamit sa awitin
Lunsarang Awit: Ang Dalagang LUNSARANG AWIT:
Pilipina C, 3 , do / O Dandansoy , C, do/ Ili-
4 iliTulogAnay,F,so
Magsaya C, 2 , do SANGGUNIAN: Spotlight 5 pp.
4 61-72/MAPE Grade 5, pp.18
Sanggunian: MAPE Adventures KAGAMITAN: LunsarangAwit,
3, pp. 32/ MAPE 5 Sing Express Pentatonic scale chart, C major
& Move, pp.41, MSEP 5 Let’s scale chart,
create, Sing and Move, pp.48-49, G major scale chart,
MU5ME-IIC-5 PAGPAPAHALAGA: matiyaga,
Kagamitan: keyboard, CD, mapagmahal
Show me board, flashcard CD
player
Pagpapahalaga: Pakikiisa,
Paggalang sa kapwa,
Pagtanggap sa sarili
Konsepto: Ang bawat tono ay
may kaugnayan sa isa’t-
isa.Bawat himig sa musika ay
binubuo ng mga nota na may
iba’t-ibang pagitan o interval.
 IV. Panimulang IV. Panimulang IV. Panimulang
Gawain Gawain Gawain
Pagsasanay: 1.Balik-aral 5. Pagsasanay
a.Rhythmic Awitin ang “Dalagang Pilipina”. Pagbobokalisasyon gamit ang
Unang Pangkat – tatalon patungo 3. Pagsasanay ma me mi mo mu.
sa unahan Laro: Tao ng Nota V. Panlinang na
Pangalawang Pangkat – V. Panlinang na Gawain
papalakpak Gawain 1. Pagganyak
4. Pagganyak: Song Bee Contest –
Bumunot ng isang (Magpaparinig ang guro ng mga
plaskard sa kahon, idikit ito sa awitin at huhulaan ang pamagat
V. Panlinang na pisara at isulatang interval o ng bawat awitin.)
Gawain pagitan ng bawat nota nito. 2. Paglalahad
Pagganyak 4. Paglalahad Basahin at awitin ang mga nota
Pakinggan natin ang bawat tunog sa awitin.
ng mga notang inyong sinagutan 6. Pagtalakay
gamit ang keyboard. Ano ang tunugan ng awit na
“Dandansoy”?
3. Pagtatalakay Ilang bilang mayroon ang bawat
2. Paglalahad Tingnan ang eskalang sukat?
mayor.Ano ang eskalang mayor? Nasaan ang “do”sa tunugang C
Tingnan ang so-fa syllable ayon Anu-ano ang makikita ninyo dito? mayor?
sa senyas-kamay ng Kodaly. Pansinin ang musical symbol sa Anu- anong nota ang ginamit sa
MGA ESTRATEHIYA/
PAMAMARAAN Ano ang napansin niyo sa mga staff. Ano ang tawag dito? (F- awit?
agwat ng note sa mga so-fa Clef) VI. Pangwakas na
syllable? Gawain:
VI. Pangwakas na Paglalahat:
5. Pagtalakay Gawain: Ano ang pagkakaibang tunugang
a.Sapamamatigan ng score ng Paglalahat: C mayor, G mayor at
mga awit, ipatukoy sa mga bata Ano ang major scale? Pentatonic?
ang mga nota na may Repleksyon
pinakamataas at pinakamababa Ano ang kahalagahan ng Paglalapat
tono. pagkakaiba mo sa ibang tao? Tukuyin kung anong eskala ang
b.Muling ipaawit sa mga bata ang Paglalapat nasakahon. Isulat ang titik EP,
awit na “Santa Clara” at pag- Pangkat 1 -Gumawa ng eskalang kung ito ay eskalang Pentatonic,
usapan ang bawat pagitan nito prime, octave, fifth interval EG kung eskalang G, at EC kung
kung ito ay may malawak na Pangkat II - Gumawangeskalang eskalang mayor or C.
range o maiksing range. 2nd, octave, seventh interval
Pangkat III-Gumawangeskalang
VI. Pangwakas na 3rd, 4th, 6th interval
Gawain:
Paglalahat

a.Ang melodiya ay ang

makahulugang pagkakahanay at
pinagsamasamang tono o mga
 himig na nakaaantig ng
damdamin ng mga nakikinig sa
pamamagitan ng makabuluhang
pagpapahayag ng kaisipan sa
konposisyong musical.
b.Ang pagkakasunos-sunod ng
mga himig sa isang komposisyon
ay naaayon sa skalang musical (
music scale).
Ang bawat tono o nota ay sunod-
sunod na umaakyat o tumataas
at bumababa na may
nakatakdang pagitan ng mga
hakbang. Ang pagitan ng bawat
nota ay maaaring isang buong
hakbang o kalahating hakbang

Paglalapat
Muling balikan ang score ng
awiting “Santa Clara”

Suriin ang mga note at tukuyin
ang range ng pinakamataas at
pinakamababang note. Isulat din
kung malawak o maikli ang
pagitan ng bawat note.
PAGTATAYA
Lagyan ng angkop na nota ang Basahin at awitin ang mga nota
bawat limguhit at sundan ang sa eskala.(tignan tg at lm)
pagitang nakasulat sa bawat isa.
(tignan lm at tg)

MGA TALA NB= 39 XB= %OFM= NB= 39 XB= %OFM= NB= 39 XB= %OFM=
N= X= % of mastery ND= 38 XD= %OFM= ND= 38 XD= %OFM= ND= 38 XD= %OFM=
Bilang ng mag-aaral na nahasa B= D= B= D= B= D=
Bilang ng mag-aaral na B= D= B= D= B= D=
nangangailangan ng iba pang
Gawain para sa remediation
Iguhit ang Skalang C Mayor na Ibigay ang bilang ng interval Pagsanayan ang mga awiting,
Iba pang Karagdagang Gawain
may kaakibat na mga note. ng mga sumusunod nat unog: Dandansoy, Ili-ili Tulog Anay at
(RRE)
(tignan lm at tg) Yaman ng Bayan.
Prepared By: Noted:

VENUS V. MACATO PRISCILA G. COY-OM

Teacher School Head
 DAILY LESSON LOG IN ENGLISH FIVE
Grades 1- School San Gabriel Central School Grade Level Five
12 Teacher Venus V. Macato Quarter Third
Daily Lesson Teaching Date and Time October 28-Nov 1, 2019 Month November
Log Week 1
Monday Tuesday Wednesday Thursday Friday
October 28, 2019 October 29, 2019 October 30, 2019 October 31, 2019 November 1, 2019
OBJECTIVES - Distinguish fact from - Infer the meaning of unfamiliar - Infer the meaning of words Distinguish text – types NO CLASSES
opinion words (Compound) based on based on given context clues according to purpose(to HOLIDAY
- Observe politeness at all given context clues (Synonyms and Antonyms) persuade) ALL SAINTS DAY
times - Read grade level text with - Show tactfulness when -Observe politeness at all
accuracy, appropriate rate and communicating with others times
proper expression
- Observe politeness at all
times
A. Content Standards
B. Performance Standards
C. Learning Competencies/ EN5LC – III a 2.10 EN5V – 20.3 EN5V – IIIc 20.4 EN5RC – IIIc 3.2.4
Objectives
(Write the LC code for
each)
Distinguishing Fact from Compound Words (Vocabulary Synonyms and Antonyms Distinguishing text-type
Opinion ( Listening ) Development) (Vocabulary Development) according to purpose (to
II. CONTENT
persuade)
Writing an Editorial
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages TG/LM Week 1 TG/LM Week 1 TG/LM Week 1 TG/LM Week 1
Lesson Guide in Elementary Lesson Guide In English 5 pp. Lesson Guides in Elementary Gramley, S. Patzold, KM. A.
English pp. 33 – 35 103-104 English 5 pp. 117-121 Survey of Modern English,
English Expressways Google Images London. Routledge, 1992
2. Learner’s Materials
(Textbook in Reading) Michigan Association of
pages
pp.215-216 Intermediate School
Google Images Administrators, Oakland
Schools
3. Textbook pages
4.Additional Materials from
Learning Resource (LR)
portal
metacards, strip of paper picture, strip of cartolina, realia topic wheel, puzzle, poem hand – out, meta cards,
B. Other Learning
rolled with ribbon, box, opinion page of newspaper,
Resources
manila paper, pentel pen editorial writing worksheet
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new
concepts
How are you going to
differentiate fantasy from
reality? Give examples of
situation that state a reality
and fantasy.
Game: Pick out a with
statement stating a fact or an
opinion inside a box. Those
who picked an opinion
should go to the left side;
those who picked a fact
should go to the right side.
Pupils who did not get it
correctly should recite a
poem or a dance number.
Read the paragraph to the
pupils. Then ask
comprehension check-up.
Distinguish fact from opinion.
Which paragraph expresses
truth or fact?
Which paragraph expresses
belief?
Read the sentences then
distinguishing fact from
opinion.
a. A forest is the best place
to relax.
b. Forests protect our wildlife
and provide homes, food and
water to animals and birds.
c. Trees prevent flood that
can kill people and crops.
d. From these forests come
wood for houses, telephone
posts, electric light poles
Sing the song “I have a pen”
What word is formed when
apple and pen are combined?
Study the picture. Tell
something about it.
What are the different cakes
and pastries does the baker
bake?
Read the paragraph properly
with accuracy, appropriate rate
and proper expression.
Then answer the
comprehension check-up
Pick out the different compound
words from the paragraph. Look
for the underlined words in our
story.
Read the two words found in
each word.
Sunday = sun + day
Afternoon = after + noon
Cupcakes = cup + cakes
What kind of book where
synonyms and antonyms of
words are compiled?
Use a topic wheel. Answer the
question at the center.
Distribute each letter to pupils.
Ask them to rearrange the
letters and give the meaning of
the word. They will stand in
front with the letter.
LYVELO _____ 1. beautiful
GEELTAN____ 2. graceful
Read the poem orally. Follow
the proper reading with
accuracy, appropriate rate and
proper expression. “My Native
Land”. Then answer the
comprehension questions.
Show a picture of street
children, ask the pupils to give
their feelings toward the
picture.
Ask the following questions to
the pupils.
1. How do we write news
stories?
2. What are the do’s and
don’ts in writing the news
articles?
3. State the reactions
whether you are unhappy,
delighted, disappointed or sad
about the news today
Unlocking of Difficulties
Directions: In the letter boxes,
write the correct word that is
descriptive of the given
meaning from the big box
Apology reaction
Anthem leisure
news peg the news
reaction issue
1. (n) belief based not on
certainty but on what seems
true or probable
Discuss the different text types
as follows:
Narrative – entertains, tells a
story
Expository – facts/information
Technical – information to
perform a task
Persuasive – author tries to
convince reader to take a
certain opinion or perform a
certain action
Strategies for writing effective
persuasive essay (editorial
writing)
a. State both sides of the issue
and point of view directly, and

Group Activity
On the meta cards where the
sentences of fact and opinion
are written, distinguish
whether the sentences are
fact or opinion. Post it in the
proper heading.
E. Practicing new skills
The pupils will write the
compound word that mean the
following:
________ bell by the door
________ ache or pain at the
back of the body
make it clear which side you
support
b. Begin with a quote or
anecdote that draws the reader
in right from the start.
c. Ask a thought-provoking
question to get the reader
thinking about the issue.
d. State an interesting statistic
or a fact
e. Start with a short,
declarative sentence.
f. Use transition words to begin
each sentence that lays out
your argument as follows:
-First… -Second… -Next…
-Finally -First of all
-Secondly…-Then…
-Most of all…-To begin with… -
In addition…-Lastly
Identify the words that have Group Activity
similar meaning or opposite a. Pupils will be given topics to
meaning of each underlined write on as an example of
words. persuasive essay.
1. The grand mountains are Example:
Issue – Should animals be kept
beautiful.
in zoos?
a. attractive c. elegant
Essay title: Extinction and
b. marvelous d. radiant
Endangered Animals
This essay is for the issue
This essay is against the issue
Reasons
Animals are becoming extinct-
Examples
Dodo birds disappeared in the
1500’s

F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Directions: Read each
statement and then circle
whether it is a fact or opinion.
Explain your answer.
1. The fastest land dwelling
creature is the Cheetah.
Fact or Opinion Explain:
_______________________
• Fact – is a
statement which experiences
and experiments have
proven to be true.
- something that is
known to be true or real
• Opinion – is a view
or guess which may or may
not be true. Clue words like
think,
believe, feel, must be, must
and probably, seems often
signal opinion.
- the idea is based
on what we think or how we
feel
Group the pupils accordingly Group Activity Write persuasive essay
Directions: Let’s make Directions: Make a list of 5 following the given format
compound words. Write the synonym or antonym word above.
pairs. Use each pair in a
compound word on the blank
sentence.
before its meaning.
_____ 1. store where books are
sold
____ 2. marker placed between
the pages of the book
Pick out the compound words Directions: The teacher will
from the sentences. ask the pupils to copy the
1. Daylight begins at early words that is spelled correctly.
morning. 1. gloruious
2. We put all our toys in the glorious
playroom. gloriouos
3. I got sunburn when we went 2. resplendent
to the beach. resplenden
4. The teacher told the pupils to rescplendent
underline the correct answer.
5. We have P.E. in the
afternoon.
Compound Word – comes from Synonyms – words that have What is persuasive essay?
two different words that have similar meaning
been put together to form a Antonyms – words that have
new word with a new meaning. opposite meaning
 Directions: Distinguish fact Directions: Read each Directions: The teacher will
from opinion. Write F if the show an editorial cartoon
sentence and fill in the blank
sentences express fact and conveying about the Dep Ed
O if it is an opinion on the with a compound word. Choose
lapses in declaring suspension
blank before the number.
your answer below. of classes when children are
__ 1. From birth to
adulthood, we grow Drugstore haircut already in school during
physically, intellectually, and typhoon. It portrays the pupils’
firemen backyard
emotionally. experiences when they are
__ 2. According to many, stomachache cornfield stranded on their way back
girls mature earlier than boys
1. The ______did their best to home.
do.
I. Evaluating learning __ 3. I guess growing up has save the burning building.
many challenges.
2. Please go to the ______ for
__ 4. During adolescence,
boys grow to manhood and some medicine.
girls develop into
3. Grandfather went to the
womanhood.
__ 5. Maybe, I would look barber shop for a ______.
like my mother.
4. We will go to the _____to
harvest fruits and vegetables.
5. I have _____maybe because
I ate too much.
REMARKS: NB=39 X= %OF M= NB=39 X= %OF M= NB=39 X= %OF M= NB=39 X= %OF M=
N= X= ND=38 X= %OF M= ND=38 X= %OF M= ND=38 X= %OF M= ND=38 X= %OF M=
% of Mastery= NR=39 X= %OF M= NR=39 X= %OF M= NR=39 X= %OF M= NR=39 X= %OF M=
No. of learners within mastery B= D= R= B= D= R= B= D= R= B= D= R=
level
No. of learners needing B= D= R= B= D= R= B= D= R= B= D= R=
Remediation/ Reinforcement
Additional activities for
application or remediation

Prepared By: Noted:

VENUS V. MACATO PRISCILA G. COY-OM
Teacher School Head