School: Doña Concordia B.

Jayme Central Elementary School Grade Level: V

GRADES 1 to 12
Teacher: RETCHEL R. FUERTES Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: February 17-21, 2020 Week 6 Quarter: 4th Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards LC Listening Comprehension G Grammar F Oral Reading Fluency/RC WC Writing/ Composition/SS VC
RC Reading Comprehension OL Oral Language/A Attitude Reading Comprehension/V Study Strategy/A Viewing
Vocabulary Development Attitude
B. Performance Standards
C. Learning Competencies/Objectives a.Summarize information from various a.Use complex sentences to show a.Read grade level text with 128 .a. Compose a three-paragraph Determine images/ideas that
Write the LC code for each text types cause and effect words correct per minute. descriptive essay on self-selected are explicitly used to
b. Respond appropriately to messages b. Use verbal and non-verbal cues in a b. Respond appropriately to topic influence viewers,
of different authentic text TV broadcast different authentic texts. b. List primary and secondary stereotypes, points of view,
EN5LC-IVf-3.13; EN5RC-IVf-5.5/Page 77 c. Show tactfulness when c. Identify different meaning of sources of information and propaganda
of 164 communicating with others content specific words (denotation c. Observe politeness at all times EN5VC-IVf-7; EN5VC-IVf-
EN5G-IVf-1.9.1; EN5OL-IVf-4; EN5A-IVf- and connotation) TLE.EN5F-IVf- EN5SS-IVf-5; EN5WC-IIIf-2.2.8; 7.1; EN5VC-IVf-7.2
17/Page 77 of 164 1.13; EN5RC-IVf-5.5; EN5Vf-20.1 EN5VC-IVf-7.3;
EN5V-IVf-20.2
II. CONTENT Summarizing information from various 1.Using complex sentences to show Reading grade level text with 128 Compose a three-paragraph Determining images/ideas
text types cause and effect words correct per minute. descriptive essay on self-selected that are explicitly used to
Responding appropriately to messages 2.Using verbal and non-verbal cues in a Responding appropriately to topic. influence viewers,
of different authentic text TV broadcast different authentic texts. List primary and secondary sources stereotypes, points of view,
3.Showing tactfulness when Identifying different meaning of of information. and propaganda
communicating with others content specific words
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide p. 82 Curriculum Guide p. 82 Curriculum Guide p. 82 Curriculum Guide p. 82 Curriculum Guide p. 82
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Boxes with reading materials, different Perception charts, visual aids, TV, news Kitchen utensils and ingredients as Library holdings, paper, ballpen Television, worksheet,
text types clip specified by the cook book, cook and LM advertisement video clips
book excerpt
IV. PROCEDURES
A. Reviewing previous lesson or .Ask the students to differentiate the Review cause and effect relationship Complex Sentence Let students find books with topics Review Primary & Secondary
presenting the new lesson following text types. Verbal and Non Verbal cues that would fit their interest and ask sources of information
them to list it as primary or
secondary sources.
B. Establishing a purpose for the Organize texts according to the Look at the cues below. Write a cause Present to the students a recipe.
lesson categories and let them choose what and effect complex sentence Ask the students to read it.
to read. describing each
C. Presenting examples/instances of Read your chosen selection silently. Write a complex sentence stating the restate the sentences heard in your .Say:today we are going to library. .Remind students on the
the new lesson cause and effect on each topic own words correctly with 128 guidelines on how to
words per minute. watch/view the TV as a group.
D. Discussing new concepts and Let the students share to the class the simulate a broadcasting using the Let the students find out the .Write three paragraph descriptive Have you ever been
practicing new skills #1 summary of one of their preferred text complex sentences you made out of denotation and connotation of the essay on the self-selected topic. persuaded by advertisements
type the cause and effect topic you have emphasized words using a to buy their products?
written. dictionary.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Remind how to appropriately respond
to messages of authentic text types
Ask the students to respond/react to
the message of the summary of the
text.
.Provide r time for the students to
react to their own work and to other’s
work.
.Emphasize the rules and regulations in
simulation and the grading for their
group work.
Ask the students to group themselves
and practice what they are to present.
Provide enough time for the students
to perform per group.
.Let the students do what the
instructions tell.
Provide enough time for the
students to apply what they have
read.
Practice the expressions in a
conversation form
Let the students choose their
topics freely from the books in the
library.
guide on how to determine
the advertisement kinds
list down the images or ideas
that were explicitly used to
influence the viewers.

H. Making generalizations and What have you learned from today’s What have you learned from today’s What have you learned from What have you learned from What have you learned from
abstractions about the lesson lesson? lesson? today’s lesson? today’s lesson? today’s lesson?
I. Evaluating learning Conclusion Is the response of each Rate the group presentation based on Rate the group activity based on Compose a three-paragraph Classify the Advertisements as
members of the class to the message standards as agreed upon. the results or output of the descriptive essay about a topic you whether stereotypes, point of
of the summarized texts appropriate students. are interested in. view or propagandas.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation 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?