School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: WEEK 9 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Grade Level Standards The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet various needs.
A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Summarize information from
Write the LC code for each various text type
EN5LC-IVi3.13
Use verbal and non-verbal cues in a TV Make connections between Observe politeness at all times Show tactfulness when
broadcast information viewed and personal communica- ting with other
experiences Show tactfulness when
Observe accuracy, appropriate rate, proper communica- ting with others Make connections between
expressions and correct pronunciation in EN5VC- IVi 2.4 information viewed and
dramatic readings and presentation Conduct short research projects personal experiences
on a self-selected topic
EN5OL-IVi-4 EN5A-IVi-17
EN5A-IVi-16 EN5VC- IVi 2.4
EN5F-IVi-1.6 EN5F-IVi-1.3 EN5F-IVi-1.7
EN5F-IVi1.14 EN5A-IVi-17

EN5SS-IVi2.3
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Improving Proficiency in Reading I Connotations and Denotations K To 12 New Dynamics Series in English 5 Growing in English 5 p. 177 K to 12 Curriculum Guide p. 78
pp. 44 Curriculum Guide in English 5 pp. 49-50
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Using hands, the teacher acts-out Drill/Review Setting the stage Setting the stage Setting the stage
presenting the new lesson each of the given things and asks
the pupils to identify Direction. Ask pupils to read repeatedly Spelling activity: Have you had an experience
Then unstruct them to recite without about a storm?
1. rain drop Tell the compound word that fits each reading it. 1. patience
2. thunder sentence. 2. celebration What were your
3. lightning Tongue twisters 3. mischievous feelings/reactions that you had

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
4. flash flood 1. The policeman tries to stop the heavy car Videographers 4. rejoicing been afraid of?
5. earthquake with an ____________ Videotape the videography of videos 5. silly
2. The people in the neighbourhood did not What were those things that
sleep well owing to the warmth and caused you fear?
darkness brought by _________
3. Empty small or big containers in the Do you think your neighbors had
backyard to avoid __________ dengue same feelings or reactions?
viruses.
4. A lot of __________ riders had met on
____________.
5. The carpenter needs a ___________ for
building a house.
a. brown-out
b. construction-material
c. overload
d. motor-vehicle
e. wide spread
ASK: Think and Tell Contextual clues Think and Tell Think and Tell
Task the pupils to analyze given
What are those identified things? Read the ff. sentences aloud sentences. Identify the cause and effect Teacher provides picture of a
place (rural) under a storm.
a. The farmer is evry fond of Ram, the black 1. There was rejoicing in the palace 1. Because its raining, the pupils
sheep. yesterday. open their umbrellas
b. Father is angry with Roy, the family’s 2. Trials are test of patience. They 2. That was the same day when
black sheep are the spices of life. the rainbow appeared.
3. The King’s wife requested for a 3. Victor, whose words are
Ask: monkey’s liver. inviting, won the contest.
4. Timothy is a mischievous boy. He
Do the two sentences convey similar ideas? always makes his teachers angry. Ask:
If not, what is the difference? 5. Juan is a silly boy. He does things
What kind of word is black sheep in the that show lack of good sense. Which one is the cause and effect
furst sentence? in each sentence?
What kind of word is black sheep in the a. test of patience
second sentence? b. makes his teachers angry Distininguish the dependent
c. celebration lasted clause, the independent clause
d. respond to wife’s wish and the conjunction.
e. lack of good sense
Form Compound words by giving Find and Learn Explaining to pupils what to do Find out and Learn ASK:
matching type test
Let the pupils identify the denotative and Our reading selection for today is Here are some sentences from the Is the place in order? Is the
A connotative words “The Jellyfish Journey” selection, “The jellyfish Journey” situation normal? Why?
1. Brown
2. Construction a. Impossible! It rained cats and dogs. Ask: 1. Before a month has passed, the What happens to the people to
c. over b. It rained cats and dogs during typhoon younger dragon fell ill. the house, to the nature?
4. motor Yolanda Ccn you think of words, compound 2. Tell the monkey, how much

D. Discussing new concepts and
practicing new skills #1
5. wide words, or remarks that we may nicer everything here in Dragon Why do storm, flood, and
a. This ia a sketch of human body. Please associate to animals? Lands so that he will be willing to typhoon occur? Can they be
B. paint a heart of gold. come controlled by man?
a. load b. Here is Mr. Rico who gives money to the Show pictures of a jellyfish, dragon 3. When he told the dragon king Who are affected? Can people
b. outs needy. He has a heart of gold. and monkey what happened, the king got do something in order that hey
c. material angry. will not be so much affected?
d. spread Differentiate the denotations and Find out the different blended traits 4. The officer beat the jellyfish,
e. vehicle connotations of the characters in the selection. that’s why the jelly fish have no
What does each of them mean? bones.
Think and Tell Do and Learn Modeling the pupils ASK: Do and Learn
Teacher read the situation aloud. Task the pupils to complete the sentences Teacher read the selection by part. What composed the independent Cooperative Group Activity
with the given connotative words. Teacher asks the pupils to read after clause?
Situation: her. What does it tell? Group I
Teacher pauses once in a whoile What composed the dependent Name 5 disasters. Write harm
While watching “Probinsyano”, and asks questions. clause? and distructions that each brings
suddenly there was an electric Is it complete in ideas? Group II
interruption that shot off the lights, What is connected by Draw the most destructive
television, electriv fan, refrigerator conjunction? disaster that you have witnessed
and other household appliances in What kind of sentence does each in your place. Identify the
your neighbor’s house home. from? elements in your output.
Group III. Name all the agencies
Ask: of the government, people,
What is that even called? private corporations that may
help the victims of calamity.

Ask each group to present their

E. Discussing new concepts and
practicing new skills #2
Find-out and Learn
Ask:
When a brown-out in your own
house occurs, what will you do?
Try and Learn
Ask:
When electrical
interruptions/failures occur in the
entire province, will you consider it
brown-out? If no, then what is it?
Task the pupils to fill in blanks with correct
denotations.
Provide choices for them.
Ask:
What was the story about?
What is the main idea of the story?
Try and Learn
Underline once the cause and
underline twice the effect.
Provide sentences for the pupils.
work.
Learn some more
Ask the pupils to see a pleasant
film that shows the beautiful
aspect of life.
Ask them to observe proper
behaviour while watching the
film.

Why does black out or brown out

occur?

Do and Learn

Ask:

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
How does black-out affect a
province or city?
Ask the pupils to explain their
answers
Modeling the pupils
Teacher reads the selection clearly
and slowly. Pause once in a while
to ask questions.
“Black-out or Brown-out”
Comprehension Questions
How was black-out different from
brown-out?
What may cause black-out and
brown-out?
Which between black-out and
brown-out is more disturbing?
Support your answer?
How can we prepare ourselves to
any of them so that we will not be
fully affected?
Remember
A paragraph is consists of an
introduction, body and conclusion.
The first sentence is indented
Group the class into three. Then,
distribute the activity sheets.
Learn some more
Give further activity for the pupils. Be it
matching type for connotations and
denotations.
Talk about it
Discuss the meaning of the given
connotations and denotations. Ask pupils to
use them in sentences. Teacher may use
non-verbal expressions for further
understanding of the lesson.
Remember
Denotation expresses literal or real
meaning
Connotation on the other hand, expresses
concealed meaning
Final activity:
Guided Practive
Cooperative Group Activity
Group I
Draw the dragonette and write her
characteristics
Draw II
Draw the jellyfish and write its
characteristics
Group III
Darw the monkey and write his
attempts to escape his death
Comrpehension Questions
1. Tell the most remarkable traits of
each character.
2. Why was the jelly fish sent by the
king for an errand?
3. How did the jelly fish persuade the
monkey to go with him? Did the
jellyfish succeed?
4. If you were the monkey, what
would you do to serve yourself?
5. What became of the jellyfish after
being punished?
6. What does this story want to
convey?
The main idea is the point of view or
general perception of the reader
about the reading material.
FINAL TASK:
Do and Learn Talk about it
Use a conjuction to connect the 2 What is the film about? What
sentences to form a complex does it show?
sentences.
What can you say about the
Provide sentences to connect. characters?
Ask: How did they face their life?
Who were with them?
What is complex sentence?
How do you form a complex What did they do to make their
sentence? life happy and contented?
Would you like to be happy and
contented?How?
Learn some more If one had been a victim of a
disaster, what do you think
1. What are the possible causes would be his insight? Should he
why many animals are in danger lose hope? Why?
of becoming extinct?
a.
b.
c.
2. If people have made many
changes in the environment, what
will be its effect?
a.
b.
c.
What is complex sentence? Essay is a writing composition
How do you form a complex that deals with a subject from a
sentence? limited point of view.
Ask the pupils to complete the Write about it
outline given. Then ask them to

Group I: Role play 5 activities of
family members during occurrence
of a brown-out
Group II: Act-out the usual 5
reactions to brown-out in your
house
Group III: Pretend to be government
agencies tha will respond to call in
case, a brown-out extends longer
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the
in the evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B. No. of learners who require additional ___Pupils did not find difficulties in
activities for remediation who scored answering their lesson.
below 80% ___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
Direction:
Write denotation or connotation on each
blank.
_____1. When the naughty boy was
scolded by his mother he shed crocodile
tears.
_____2. The mason seems to have an iron
hand while shaping up a bolo.
_____3. Your joke are too corny, it didn’t
make me laugh at all.
_____4. The river had finally reached its
dead end; the water dried-up, fish and
plants all died.
_____5. When necessary, create an adlib
to make your part very realistic.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
In a paragraph, write the main idea
of the selection, “The Jellyfish’
Journey”
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
develop a paragraph.
MY SUCCESS IN STUDYING
A. Causes of success in studying
1.
2.
3.
B. Effects of success in studying
1.
2.
3.
C. If you became successfuk, how
will you share it to others?
1.
2.
3.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
Ask the pupils to write a three-
paragraph descriptive essay
about the topic:
Light after Darkness
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
in difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
 ___Some pupils did not finish their
work on time due to unnecessary
behavior.
C. Did the remedial lessons work? No. of ___ of Learners who earned 80%
learners who have caught up with the above
lesson
D. No. of learners who continue to ___ of Learners who require
require remediation additional activities for remediation
E. Which of my teaching strategies ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the
lesson
F. What difficulties did I encounter which ___ of Learners who continue to
my principal or supervisor can help require remediation
me solve?
G. What innovation or localized materials Strategies used that work well:
did I use/discover which I wish to ___Metacognitive
share with other teachers? Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and contrast,
jigsaw learning, peer teaching, and
projects.
___Contextualization:  media, manipulatives, repetition, and local
Examples:
Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:  ___Text
Examples: Student
time due to unnecessary behavior. ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils finished
work on time due to unnecessary their work on time. their work on time.
behavior. ___Some pupils did not finish their ___Some pupils did not finish
work on time due to unnecessary their work on time due to
behavior. unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
above above 80% above
___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson the lesson the lesson
___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
remediation require remediation require remediation require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive
Examples: Self assessments, note taking Development: Examples: Self Development: Examples: Self Development: Examples: Self
and studying techniques, and vocabulary assessments, note taking and assessments, note taking and assessments, note taking and
assignments. studying techniques, and vocabulary studying techniques, and studying techniques, and
___Bridging: Examples: Think- assignments. vocabulary assignments. vocabulary assignments.
pair-share, quick-writes, and anticipatory ___Bridging: Examples: ___Bridging: Examples: ___Bridging:
charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Examples: Think-pair-share,
anticipatory charts. anticipatory charts. quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer ___Schema-Building: ___Schema-Building:
teaching, and projects. Examples: Compare and contrast, Examples: Compare and contrast, ___Schema-Building:
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, Examples: Compare and
projects. and projects. contrast, jigsaw learning, peer
___Contextualization: 
teaching, and projects.
Examples: Demonstrations,
___Contextualization:  ___Contextualization: 
opportunities. Examples: Examples: ___Contextualization: 
Demonstrations, media, Demonstrations, media, Examples:
manipulatives, repetition, and local manipulatives, repetition, and local Demonstrations, media,
___Text Representation: 
opportunities. opportunities. manipulatives, repetition, and
Examples: Student created local opportunities.
drawings, videos, and games. ___Text Representation: 
___Modeling: Examples: Examples: Student
Examples: Student Representation: 
created drawings, videos, and
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Speaking slowly and clearly, modeling the created drawings, videos, and
language you want students to use, and games.
providing samples of student work. ___Modeling: Examples:
Speaking slowly and clearly,
Other Techniques and Strategies used: modeling the language you want
___ Explicit Teaching students to use, and providing
___ Group collaboration samples of student work.
___Gamification/Learning throuh play
___ Answering preliminary Other Techniques and Strategies
activities/exercises used:
___ Carousel ___ Explicit Teaching
___ Diads ___ Group collaboration
___ Differentiated Instruction ___Gamification/Learning throuh
___ Role Playing/Drama play
___ Discovery Method ___ Answering preliminary
___ Lecture Method activities/exercises
Why? ___ Carousel
___ Complete IMs ___ Diads
___ Availability of Materials ___ Differentiated Instruction
___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Group member’s ___ Discovery Method
collaboration/cooperation ___ Lecture Method
in doing their tasks Why?
___ Audio Visual Presentation ___ Complete IMs
of the lesson ___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Student
created drawings, videos, and
games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
created drawings, videos, and
games.
___Modeling: Example
s: Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson