Order of Adjectives For Classroom Observation

DAILY LESSON PLAN/DAILY LESSON LOG BASED ON DO 42, S.
2016
School: Curifang Elementary School Grade: V

Teacher: Ms. Rowena E. Rosendo Subject: ENGLISH – Second Quarter
Second Quarter/Week 9
Day/Date :Monday/October 15, 2018
l. Objectives
A. Content Standard
The learner...
1. Compose clear and coherent sentences using appropriate grammatical structures; Order of adjectives
2. Observe politeness at all times.
3. Show tactfulness when communicating with others
B. Performance Standards
The learner... Composes clear and coherent sentences using appropriate grammatical structures; Order of adjectives
C. Learning Competencies/Objectives 1. Compose clear and coherent sentences using appropriate grammatical
Write for the LC code for each structures; Order of adjectives
2. Observe politeness at all times.
3. Show tactfulness when communicating with others
EN5G-IIf-5.5, EN5A-IIf—16, EN5A-IIf-17 Page 69 of 164
II. CONTENT Order of Adjectives
III. LEARNING RESOURCES
A. References Curriculum Guide page 69 of 164
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages English Expressways Language 5 pp. 206-207
4. Additional Materials from Learning Downloaded materials from
Resource (LR) portal http://www.learnenglishfeelgood.com/esl_adjectiveorder4.html#
B. Other Learning Resources Charts/paragraph, pictures, concrete objects, graphic organizers
IV. PROCEDURES
A. Review previous lesson or presenting the 1. Preliminaries
new lesson - checking of attendance
-Spelling
2.. Review: Kinds of Adjectives
*Show pictures and concrete objects and let the pupils decipher what adjectives to
be used and what kind it is.
Ex. Show picture of a flower and let the pupils describe it:
-beautiful flower -Descriptive
3. Setting of Standards
B. Establishing a purpose for the lesson 1. Setting the stage.

Look at the picture. Describe it.
2. Modeling
Read the paragraph below and learn how
to write two or more adjectives before a
noun. Answer the questions after the
paragraph.
Mother is getting ready for the

birthday of her pretty little daughter, Sonia.
She will buy Sonia a new yellow dress and
will bake two big round brown cakes. Sonia’s
mother will also prepare five delicious dishes
for visitors, classmates and friends.
Questions:
Who is going to have a birthday party?
What will mother buy for her?
What will mother bake for her?
What will mother prepare for her?
C. Presenting examples/instances of the 1. Presentation of the Lesson:

new lesson *Using the answer in the comprehension check-up: Present a series of adjectives:
*two yummy big round brown cakes
Let the pupils decipher what type of adjectives complete the series of adjectives.
2. Discussion
Use other examples:
Pretty little Sonia will have birthday party.
Mother will buy her a new yellow dress.
Mother gave her three small red roses.
She will prepare five delicious dishes.
In using adjectives in a series, we must

follow the pattern below.
NUMBER QUALITY SIZE SHAPE COLOR NOUN
pretty Little Sonia
A new yellow dress
Two Big round brown cakes
Five delicious dishes
D. Discussing new concepts and practicing 1. Guided Practice
new skills #1 Exercise 1. Let the pupils give adjective about the pictures and let them arrange.
1. baskets
2. boys
3. horses
4. mangoes
5. books
E. Discussing new concepts and practicing 1. Think Pair Share!
new skills #2
Arrange the following adjectives in order.
1. big, sweet, yellow, corn
2. Red, beautiful, one, rose
3. Long, two, sharp, pencils
4. Young, pretty, lady
5. White, big, round, pillow
F. Developing mastery 1. Group Activity

Group I: Arrange the adjectives in order to complete the sentence.
1. The lady received a _______ necklace.
(genuine gold long)
2. I used to drive an ________ car.
(old blue small)
3. He recently bought a ________ dress.
(beautiful pink long)
4. This is a ________cabbage.
(green fresh)
5. She lives in a ________ house.
(big beautiful orange)
Group II: Choose what series of adjectives is in a correct order. Encircle the
letter of the correct answer.
1.) a. eight ripe red apples
b. apples ripe eight red
2.) a. long bond paper white
b. long white bond paper
3.) a. pretty girls five tall
b. five pretty tall girls
4.) a. one big round brown table
b. round one table big brown
5.) a. new small red bag
b. small red new bag
Group III: Looking at the pictures. Fill in the blanks with the correct
adjective to be used. Choose your answer from the box below.
four yellow small
tall bright seven
1.
_____ fresh green cabbages.
2.
Big round ________ sun.
3.
One kind _____ fairy
4. Bushy ____ green grasses.
5. ____ yellow lamp.
G. Finding practical applications of Application: Use the different series of adjectives in a sentence.
concepts and skills in daily living 1. three little orange kittens
2. fresh yellow mango
3. wide round playground
Valuing: If you are to celebrate your birthday, will you insist to have a grand
birthday party even though your parents can’t afford it? Why?
H. Making generalizations and abstractions Closure:
about the lesson
How to make order or series for adjectives?
Two or more one – word adjectives used to describe a noun are said to be in a
series. This series of adjectives follow a certain order: number – quality – size –
shape – color - noun
I. Evaluating learning Evaluation:
Directions: For each of the following sentence, choose the correct order of
adjectives to fill in the blank to form coherent sentence.
1. I was thrilled to receive a _____________ book with my order.
a. big, beautiful, leather-bound
b. leather-bound, big, beautiful
c. beautiful big leather-bound
2. She received _________ roses.
a. three beautiful red
b. red three beautiful
c. beautiful three red
3. I borrowed a __________ pencil from her.
a. yellow tall sharp
b. sharp tall yellow
c. tall yellow sharp
4. He was wearing a ________ shirt.
a. new blue large
b. large blue new
c. new large blue
5. Pass me the ________ cups.
a. plastic big blue
b. big blue plastic
c. big plastic blue
J. Additional activities for application or Assignment: Compose sentences using the series of adjectives.
remediation
1. three big oranges
2. a beautiful white rose
3. fresh leafy green lettuce
4. nine pretty yellow hairclips
5. new yellow dress
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use./discover which I wish to share
with other teachers?
DAILY LESSON PLAN/DAILY LESSON LOG BASED ON DO 42, S. 2016

Teacher: Ms. Rowena E. Rosendo Subject: ENGLISH – First Quarter
First Quarter/ First week
Day/Date :Monday/June 6,2017
l. Objectives
A. Content Standard
The learner...
Demonstrate understanding of the various forms and conventions of print, non-print and digital materials
Demonstrate understanding of various non-verbal elements in orally communicating information
Demonstrate understanding of various linguistics nodes to comprehend various texts
The learner...Evaluates effectively the message constructed and conveyed in various viewing texts.
Orally communicates information, opinions and ideas effectively to different audiences using a variety of literary
activities
C. Learning Competencies/Objectives 1.Infer the meaning of unfamiliar compound words based on given context clues,
Write for the LC code for each synonyms and antonyms.
2.Appreciate experiences in life.
3.Write meaningful sentences using compound words.
EN5V-Ia-12and 13/ Page 63 of 164
II. CONTENT Inferring Meaning of Unfamiliar Compound Words Based on Context Clues,
Synonyms and Antonyms.
A. References
3. Textbook pages
4. Additional Materials from Learning https://www.google.com.ph/search?q=short+
Resource (LR) portal stories+with+compound+words
&biw=1242&bih=585&source=lnms&
tbm=isch&sa=X&ved=0ahUKEwiw-ffrseLMAhXKnpQKHfQaCgwQ_AU
BigB#imgrc=C2ehXQLCWXLwiM%3
B. Other Learning Resources Ashort paragraph
activity sheets
pictures
IV. PROCEDURES
A. Review previous lesson or presenting the Review /Checking of assignment
new lesson
B. Establishing a purpose for the lesson A.Setting the Stage
Have you experienced riding a bus?
Did you experience witnessing a commotion on your community?
What did you feel?
C. Presenting examples/instances of the B.Explaining the Students What to Do
new lesson Say: We are going to read a short paragraph about Mark’s experiences on his way
home. In here, you are going to learn some compound words. And later on, we are
going to infer meanings of unfamiliar compound words based on given context clues,
synonyms and antonyms.
Compound words are words that are combined together to form new words
and new meanings.
Context clues are the parts of sentence or paragraph that comes before or after
the unfamiliar words.
Synonyms are words with similar meanings while antonyms are those words
with opposite meanings
D. Discussing new concepts and practicing C.Modeling for the Students
new skills #1
The class will read the paragraph.
Mark slung his backpack over his shoulder and ran. The bus company had
just introduced a new bus route. Over the cliffs in the distance, Mark could see the sea
sparkling. With a smile, he paid for his ticket and sat down. On the drivers lap there
was a newspaper with a bold headline reading ‘Burglar Caught’. At the back of the
bus, a commotion started up with two teenage boys arguing. Over the bridge, the bus
traveled on until it pulled up at Mark’s stop. Below the deep water in the canal, fish
swam in the murky depths. Turning down a side alley, Mark reached his front door
and took out his key. From the back lawn the dog was barking a welcome, and Mark
was very glad to be home at last.
E. Discussing new concepts and practicing Read the following words:

new skills #2 A B C
backpack front door mother-in-law
newspaper back lawn editor-in-chief
How many words were combined to form new word and new meaning?
What do you call the words with two or more words that are combined together to form
a new word and new meaning?
How do compound words in column A written? In column B? in column C?
Say: Infer the meaning of the underlined compound words in the following sentences.
a. The sky was overcast, rain was expected because it was cloudy afternoon.
-. What word in the sentence hint the meaning of the unfamiliar word? (cloudy)`
This is an example of context clue.
- Encircle the synonym of the underlined compound word.

b. I have read the foreword of the book “Mother’s Wit”.( conclusion,
introduction, content)
Foreword and conclusion are synonyms, they have the same meaning.
Box the word that has opposite meaning of the underlined compound word.
c. His statement was an example of falsehood. ( truth, lies, rumor)
Falsehood and truth are antonyms, they have opposite meaning.
F. Developing mastery D.Guided Practice
The class will be divided into 4 for a group activity.
Gr. 1- Infer meaning of compound words through context clues
Gr. 2- Infer meaning of compound words through synonyms
Gr.3- Infer meaning of compound words through antonyms
G. Finding practical applications of E.Independent Practice
concepts and skills in daily living For Exercise 1 refer to LM, Do and Learn
For Exercise 2 refer to LM, Learn Some More
H. Making generalizations and abstractions F.Closure/ Assessment
about the lesson Compound words come from two or more words that are combined together
to form a new word and a new meaning.
Context clues hint the parts of a sentence or paragraph that come before or
after the unfamiliar word.
Synonyms are words with similar meanings.
Antonyms are words with opposite meanings.
I. Evaluating learning IV.Evaluation
Infer the meaning of the compound word in each sentence. Encircle the letter
of the correct answer.
1.My mother and I cross at the overpass. The underlined compound word is
synonymous to ____________.
a.footbridge b. hall way c. road
2.The keywords must be in uppercase because it is easier to emphasize if they are

written in capital letters. What words in the sentence hint the meaning of the word
uppercase?
a.capital letters b. keywords c. emphasize
3.Manny Pacquiao experienced being knocked-out in his fights. ___________ has

opposite meaning with the word knocked-out.
a.cheated b. defeated c. revived
J. Additional activities for application or V. Assignment
remediation Using your own understanding of the words, define the following words and
compound words. Use the compound words in meaningful sentences.
1.boxing_________________________
ring
boxing ring- _____________________________
Sentence:_________________________
2.finger-_______________________
print-__________________________
finger print__________________________
Sentence:_________________________
V. REMARKS
VI. REFLECTION
evaluation.
80%.
lesson.
remediation.
solve?

l. Objectives
A. Content Standard
The learner...
activities
C. Learning Competencies/Objectives 1.Compose clear and coherent sentences using appropriate grammatical structures-
Write for the LC code for each aspects of verbs.
2.Infer the meaning of unfamiliar compound words based on word parts.
3.Appreciate the beauty of the environment
EN5G-Ia-3.3/ Page 63 of 164
II. CONTENT Aspects of Verbs

Inferring Meaning of Compound Words Based on Word Parts

A. References
3. Textbook pages
4. Additional Materials from Learning http://promethee.philo.ulg.ac.be/engdep1
Resource (LR) portal /download/defiswitt/doc/compounds.pdf
B. Other Learning Resources pictures, metacards
IV. PROCEDURES
A. Review previous lesson or presenting the Review
new lesson Compound words/synonyms/antonyms
The teacher will show pictures of trees, flowers, birds, rivers
Ask:
Do you take care of our environment?
What activity do you usually do to take care of our environment?
C. Presenting examples/instances of the A.Setting the Stage
new lesson The teacher will show pictures of trees, flowers, birds, rivers
Ask:
Do you take care of our environment?
What activity do you usually do to take care of our environment?
D. Discussing new concepts and practicing B.Modeling for Students
new skills #1 Read and analyze the following words
A
postdate post(after) + date= after the dat
supernatural super(more than) + natural= more than the natural
- ex- president ex( former)+ president= former president
nonsense non(without) + sense= without sense multitask
multi(many) + task= many task
B
colorless color+ less(without)= without color
cheerful cheer+ ful (full of)= full of cheer
breakable break + able (having the quality= having the quality to break adulthood
adult+ hood(state/condition of being)= state of being adult
In what part of the words in set A do the syllables added? (at the beginning)
-Syllables added at the beginning of a word are called prefixes.
In what part of the words in set B do the syllables added? (at the last part)
-Syllables added at the last part of the word are called suffixes.
Say: Prefixes and suffixes change the meaning of words.
E. Discussing new concepts and practicing Study the following sentences

new skills #2 . A
The president continues motivate pupils to take care of care of the environment
B
The teachers continue to
to motivate people to take care of the environment.
C
They will continue
with the group his father to inspire people of all founded since 2002.ages.
D
They will continue to inspire people of all
ages.
Look at the sentences in tree A and B. When are you going to add –s or –es in your
verb?
Look at the sentence in tree C. What will be added to a regular verb when the action
was done already? How about in irregular verb?
Look at tree D. What modal will be added to the base form of the verb to express
futurity?
F. Developing mastery C.Guided Practice

The class will be divided into 5 and play a game called “E-Raffle” .Each
group will be receiving metacards to write their answer. As the raffle goes, there are
verbs to be flashed with corresponding tense of verb. Each group will compose clear
and coherent sentences using the verb in the tense asked. 2 minutes will be used to
answer each item.
1st word: play tense: future
2nd word: cook tense: past
3rd word: run tense: future
4th word: use tense: present
5th word: see tense: past
G. Finding practical applications of D.Independent Practice
concepts and skills in daily living Exercise 1
The following sentences are written in past tense. Rewrite them in present
and future tense on the lines below.
a. The rain fell on the green valley.

Present tense:___________________________
Future tense:________________________
b. Jane borrowed Richard’s eraser.

Present tense:_________________________
Future tense:______________________________
c. The shark swam through the ocean.

Present tense:____________________
Future tense:______________________________
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, ( present)
___________________________________
H. Making generalizations and abstractions E.Closure/ Assessment
about the lesson Verbs are action words.
There are three aspects of verbs.
If the action is being done in the present time, the verb is in present tense.
If the action is done already in the past time, the verb is in past tense.
If the action is to be done in future time , the verb is in future tense.
I. Evaluating learning Evaluation
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, ( present)
_______________________________________
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
evaluation.
80%.
lesson.
remediation.
solve?

l. Objectives
A. Content Standard
The learner...
activities
C. Learning Competencies/Objectives 1.Plan a two to three- paragraph composition using an outline/other graphic
Write for the LC code for each organizers
2.Observe politeness at all times.
3.Show respect to others
EN5WC- Ia- 1.1.6.1
EN5A-Ia-16/ Page 63 of 164
II. CONTENT Planning a Two to Three Paragraph Composition Using an Outline/Other Graphic
Organizers
A. References
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Pictures, laptop, graphic organizers, outline
IV. PROCEDURES
new lesson Aspects of Verbs
Who is in the picture?

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?
(Graphic organizer will be used to elicit answers

new lesson Yesterday, you have learned about the aspects of verbs and you were able to compose
clear and coherent sentences using verbs in different aspects.
Today, we are going to write paragraphs based on outline/ other graphic
organizers.
D. Discussing new concepts and practicing C.Modeling for Students

new skills #1
Analyze the following graphic organizer. Answer the questions that follow.
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?
E. Discussing new concepts and practicing Say: Now, let us plan a two-paragraph composition using the details of the semantic
new skills #2 web.
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.
Using the details of the semantic web, plan a two-paragraph composition.
G. Finding practical applications of Independent Practice

concepts and skills in daily living 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
about the lesson
The clustering graphic organizer shows and separates the developed ideas from
other ideas.
The use of graphic organizers and outlines provides the organization of ideas easy to
understand and makes learning more enjoyable.

remediation
V. REMARKS
VI. REFLECTION
evaluation.
80%.
lesson.
remediation.
solve?

l. Objectives
A. Content Standard
The learner...
activities
C. Learning Competencies/Objectives 1.Describe different forms and conventions of film and moving pictures (lights,
Write for the LC code for each blocking, direction, characterization, acting, dialog, setting or set up)
2. Observe politeness at all times
EN5A-Ia-5.1/ Page 63 of 164
II. CONTENT Forms and Conventions of Films and Moving Pictures

A. References
3. Textbook pages
4. Additional Materials from Learning https://www.youtube.com/watch?v=MNBtdNgH0Ds
Resource (LR) portal
B. Other Learning Resources video, laptop, projector
IV. PROCEDURES
new lesson
Ask:
Are you fond of watching films?
What kind of film do you like?
What things do you notice when the film is already playing?

new lesson Say: Today, we are going to watch a video. But before we proceed, let us take notes
and analyze the different forms and conventions of the film.
D. Discussing new concepts and practicing C. Modeling for Students
new skills #1 Read and analyze the following terms:
a. Setting - can be used for a number of purposes
It might be used for:
• Realism - (Time and place of setting is made known)
• Atmosphere - (Reinforce desired mood)
E.g. Horror movies
• Symbolism - (Can be conveyed through setting)
E.g. a storm can represent inner turmoil
b. Characterization – a narrative might use
• Sympathetic characters- With whom the audience strongly identifies with.
They may share qualities and values.
• Unsympathetic Characters- Audience dislikes. May increase
sympathy to main character.
c. Performance - This will also affect the way an audience responds. Elements
of performance include facial expressions, body language and delivery of lines.
d. Props, Sets and Locations - can influence our interpretation of character as

contribute to the atmosphere of the film.
e. Camera Work/blocking - Frequent use of close-ups can encourage the
audience to identify with a character.
Wide shots can emphasize the beauty of a scene or give a sense of emptiness.
Different angles can make characters appear powerful and threatening or weak and
frightened.
f. Lighting - Soft and harsh lighting can manipulate a viewer's attitude towards
a setting or a character.
The way light is used can make objects, people and environments look beautiful or
ugly, soft or harsh, artificial or real. Light may be used expressively or realistically.
• Backlighting. A romantic heroine is often backlit to create a halo effect on
her hair.
E. Discussing new concepts and practicing

new skills #2
With the aid of the teacher, the class will view the video “Stellar Moves: The Story of
Pluto”. The students will take note of the different forms and conventions of the film.
G. Finding practical applications of Do and Learn
concepts and skills in daily living Choose a scene from the short film. Describe only one from the listed
forms and conventions of film.
about the lesson There are different forms and conventions of the film. These are setting,
characterization, plot, performance, costuming, props, set and location, camera work,
lighting, sound and editing

Answer the following questions based on the short film “Stellar `
Moves: The Story of Pluto”.
1.What is the film all about?
2.What fictional characters are used in the short film?
3.Who are the main characters of the short film?
4.How did the story begin?
5.What does Stellar wants Pluto to do after watching the TV show?
6.What did Pluto think of himself when Stellar asked him to join in the contest?
7.What did the friends do to make them ready for the contest?
8.Who among the characters had shown being impolite?
9.What did Pluto do to show love for his friend Stellar?
10.How did the story end?
remediation
V. REMARKS
VI. REFLECTION
evaluation.
80%.
lesson.
remediation.
solve?

Order of Adjectives For Classroom Observation

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DAILY LESSON PLAN/DAILY LESSON LOG BASED ON DO 42, S.

School: Curifang Elementary School Grade: V

B. Other Learning Resources Charts/paragraph, pictures, concrete objects, graphic organizers

B. Establishing a purpose for the lesson 1. Setting the stage.

Mother is getting ready for the

C. Presenting examples/instances of the 1. Presentation of the Lesson:

In using adjectives in a series, we must

F. Developing mastery 1. Group Activity

four yellow small

tall bright seven

One kind _____ fairy

4. Bushy ____ green grasses.

5. ____ yellow lamp.

School: Curifang Elementary School Grade: V

E. Discussing new concepts and practicing Read the following words:

- Encircle the synonym of the underlined compound word.

2.The keywords must be in uppercase because it is easier to emphasize if they are

3.Manny Pacquiao experienced being knocked-out in his fights. ___________ has

School: Curifang Elementary School Grade: V

II. CONTENT Aspects of Verbs

III. LEARNING RESOURCES

E. Discussing new concepts and practicing Study the following sentences

F. Developing mastery C.Guided Practice

a. The rain fell on the green valley.

b. Jane borrowed Richard’s eraser.

c. The shark swam through the ocean.

a.Angel, read, pocketbook, (future)

a.Angel, read, pocketbook, (future)

DAILY LESSON PLAN/DAILY LESSON LOG BASED ON DO 42, S. 2016

School: Curifang Elementary School Grade: V

Who is in the picture?

(Graphic organizer will be used to elicit answers

D. Discussing new concepts and practicing C.Modeling for Students

G. Finding practical applications of Independent Practice

I. Evaluating learning Evaluation

DAILY LESSON PLAN/DAILY LESSON LOG BASED ON DO 42, S. 2016

School: Curifang Elementary School Grade: V

II. CONTENT Forms and Conventions of Films and Moving Pictures

C. Presenting examples/instances of the B.Explaining the Students What to Do

d. Props, Sets and Locations - can influence our interpretation of character as

E. Discussing new concepts and practicing

I. Evaluating learning Evaluation

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