School
GRADES 1 to 12 Teacher
DAILY LESSON LOG Teaching Date and Time
Monday
I.OBJECTIVES
A. Content Standards Demonstrates understanding
of various linguistics nodes
to various texts
Demonstrates understanding
of various verbal elements in
orally communicating
information
Demonstrates understanding
of verbal and non-verbal
elements of communication
to respond back
B. Performance Standards Orally communicates
information, opinions, and
ideas effectively to different
audiences using a variety of
literary activities
Uses paralanguage and non-
verbal cues to respond
appropriately
C. Learning Infer the speaker’s tone,
Competencies/Objectives mood and purpose
EN5LC-IIIf- 2.8.1/ 2.8.2/
2.8.3
Self-correct when reading
EN5F-IIIf-2.9
Grade Level
Tuesday
Demonstrates understanding
that words are composed of
different parts to know that
their meaning changes
depending in context.
Uses strategies to decode
correctly the meaning of
words in isolation and in
context
Infer the meaning of
unfamiliar words (compound,
affixed) based on given
context clues (synonyms,
antonyms, word parts) and
other strategies (Mathematics)
EN5V-IIIf-20.3. EN5V-IIIf-
20.4, EN5V-IIIf-20.5
Observe politeness at all times
Five
Learning Area English
Quarter Third Week 6
Wednesday Thursday Friday
Demonstrates understanding Demonstrates command
of text elements to of the conventions of
comprehend various texts standard English
grammar and usage when
writing or speaking
Uses linguistic cues to Uses the correct function
appropriately construct of nouns, pronouns and
meaning from a variety of verbs in general and their
texts for a variety of functions in various
purposes discourse
Distinguish text-types Use a particular kind of Weekly Test
according to features sentence for a specific
(structural language) purpose and audience –
-Cause and effect giving information
EN5RC-IIIf-3.2.6 EN5WC-IIIf- 1.8.2/
1.8.1/ 1.8.3
Organize information
from the secondary

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’s Materials pages
3. Textbook pages
4. Additional materials from
learning resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Inferring the speaker’s tone,
mood and purpose
CG p. 61
Joy in Learning English V
pp. 240-241
Joy in Learning English
Teacher’s Manual V pp. 148-
149
 Inspirational video
 Powerpoint presentation
of poem“Dreams”
 Pictures, activity sheets
Call a random pupil to read
the quote by Ernest
Hemingway found in the
lesson opener. Ask the pupil
to explain what the quote
means.
Then ask the following
questions:
 What is the importance
EN5V-IIIf-16
Show tactfulness when
communicating with others
EN5A-IIIf-17
Inferring the meaning of
unfamiliar words (compound,
affixed) based on given
context clues (synonyms,
antonyms, word parts) and
other strategies (Mathematics)
CG p. 61
Joy in Learning English V pp.
241-24
Joy in Learning English
Teacher’s Manual V pp. 149-
150
 Powerpoint presentation
of the poem “Your
World”
 Pictures of beautiful
places in the world,
activity sheets
1. Review
Listen to each set of
expressions and decide what
mood or feeling of the person
who said each sentence.
1. “Today is the day I’ve been
waiting for”.
2. I hate you so much!”
3. “We won! We won! the
Distinguishing text-types
according to features
(structural language)
Cause and effect
CG p. 61
Joy in Learning English V
p. 243
Joy in Learning English
Teacher’s Manual V pp.
151-152
 Powerpoint presentation
 Story: Turtle Tale,
picture, activity sheets
1. Review
Direction: Write the
problem and solution based
on the short story.
The young man is kind-
hearted. One day, he heard a
little boy crying outside his
window. The young man
found out that the child was
sources in preparation for
writing , reporting, and
similar academic tasks in
collaboration with others
EN5SS-IIIf-4
Using a particular kind of
sentence for a specific
purpose and audience –
giving information
Organizing information
from the secondary
sources
CG p. 61
Lesson Guides in
Elementary English 5 pp.
129 – 131
 Powerpoint
presentation, map,
activity sheets
Review on the cause and
effect relationship
Write the letter of the
most logical effect of
each situation or cause.
1. It was a very hot day.
Everyone wanted
__________.
a. some cold drinks
 of having a dream in life? game!.
 How can a person 4. “Your dress is so pretty.”
achieve his or her 5. “I can’t thank you enough
dream(s)? for the help you’ve given
me.”
2. Drill
Model how to read the high
frequency words. Then let the
puils repeat after you. You
may call random pupils to
read the words. Take note of
the words the pupils have
difficulty reading. Have them
practice reading the words
3. Unlocking of Difficulties
Let the pupils play “What’s
the Word? That’s the Word!”
a. The teacher provides/gives
clue for each of the following
set of jumbled letters.
b. The pupils will arrange the
jumbled letters as fast as they
can to come up with the
correct word.
c. The pupils will read aloud
the words formed.
1. It also means accept or
obey.
2. Another word for beat or
sound with a strong
3. It is a guards preventing the
access to or from an area or
building
4. Injured by repeated blows
or punishment
5. Another word for far away
6. Same meaning with the
word extremely large size
7. It is also the same with the
being teased by the bigger
boys. The young man went
out.
Problem________________
Solution________________
Jose Rizal owned a horse
when he was studying in
Madrid. When his
allowance did not come one
day, he did not have enough
money for food.
Problem________________
Solution________________
Totoy needs a new school
bag. He does not have
enough money to buy the
bag. Then he heard that
their neighbor was looking
for a baby-sitter for her little
child. She was willing to
pay a few pesos to the baby-
sitter.
Problem________________
Solution________________
Jun and Jerry started
arguing over the new toy.
Jun wanted to keep it but
Jerry disagreed since he
wanted to keep the toy for
himself. Mother came to the
scene and advised the boys
to share the toy train. But
the boys went with the
quarrel. Before they knew
it, mother was back holding
one of the slippers.
Problem________________
Solution________________
b. a piece of sandwich
c. two bottles of hot
water
2. After some days, Paulo
was well again. He had
regained his health.
a. He continued his
vacation.
b. He helped his mother
at home.
c. He started attending
his classes.
3. Paulo had missed
many lessons so he had
to double his efforts.
a. He stayed awake till
midnight, studying his
lessons.
b. He asked his mother to
do his homework for
him.
c. He requested his
teacher to tutor him after
class.
4. Paulo was very happy
to see his classmates. He
was so touched by their
thoughtfulness. He said
a. “Oh, thank you so
much. But why did you
come?
b. “Oh thank you very
much for coming.
You’ve made me very
happy.
c. “Oh, thank you very
much. Did you bring
something for me?”
5. In spite of his
absences, Paulo got high
grades.

B. Establishing a purpose for
the lesson
Show the pupils a short
inspirational video about
pursuing one’s dream.
Introduce Langston Hughes’s
poem “DREAMS.”
Before reading the poem
aloud to pupils, give a brief
background about Langston
Hughes and the obstacles he
had to go through before he
became a successful writer.
word to snatch away. a. That made his
8. It is a strong feeling of classmates believe he had
wanting to have something super powers.
b. That led to his being
a. EDIBA elected president of the
b. DEBOTHBR class.
c. SORCOND c. That made his mother
d. DERETTAB happy and proud of him.
e. SIDTTAN
f. YTISMEMIN
g. PARTERU
h. ERSIDE
Show pictures of beautiful 1. Unlocking of Difficulties Arrange the following
places in the world. Ask the 1. We can identify an shape in order to make
pupils the following animal by the kind of tracks one figure.
questions: it leaves on the ground. Follow the instruction:
1. Are you interested in A. marks left by a person, a. The figure with three
traveling the world animals sides should be at the top
when you grow up? B. trail taken by a vehicle b. Under it is a close
Why? C. a symbol or clue figure without sides and
2. What are some places D. a rough road corners
that you would like to 2. Father and mother wait c. The figure is not you
visit? for me at the porch when I and not me but maybe a
3. What are your biggest come home late. she or a he
dreams? How are you A. stairs How did you come up
going to achieve it? B. hallway with that figure?
4. Do you believe that C. covered passage
fear stops people to D. roofed shelter before the
pursue their dreams? entrance of a building
Why? 3. Children waving flag is
the sight that greeted the
Secretary of Education
when he arrived.
A. become apparent to the
eye
B. receive or acknowledge
C. salute formally
D. welcome
4. One dark night, Rose
opened the window and to

C. Presenting Examples/
instances of the new lesson
Teacher reads the poem
“Dreams” aloud to the
pupils. While reading the
poem show pictures of a
brocken-winged bird that
cannot fly and a barren field
frozen with snow to heighten
the effect of the poem.
Dreams
By James Langston Hughes
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly
Read the poem “Your World”
and find out how the speaker
meets the challenge of living.
Model how the poem is read
aloud with proper intonation.
Have them read the poem
silently.
Your World
By Georgia Douglas Johnson
Your world is as big as you
make it.
I know, for I used to abide
In the narrowest nest in a
corner,
her delight, hundreds of
fireflies were hovering
around the mango tree.
A. enjoyment
B. satisfaction
C. entertainment
D. great pleasure
5. The slow turtle scrambled
into the water.
A. mixed indiscriminately
B. blended thoroughly
C. stumbled slowly
D. move awkwardly
2. Motivation
Which four-legged
amphibian has a hard shell
for its protection?
Tell something about it.
Are turtles good for a pet?
Why?
3. Raising of motive
question
How did Paeng guide the
newly hatched sea turtles to
the sea?
1. Set the standard for oral Kendrei is a new comer
reading. in our school. On her first
2. Reading the selection day to school our teacher
orally with correct discussed with her the
intonation and phrasing classroom rules
Turtle Tale Listen to your teacher
during class hours.
Paeng and Delia loved to Do your homework.
play in the beach so much Study for the test.
that they would often forget Pay attention in class.
the time. When the sun had Do not sleep in class.
set, Paeng would remember Do not cheat.
that their mother would like Raise your hand before
them to be home before you speak.
dark. Smile every time you
Hold fast to dreams My wings pressing close to
For when dreams go my side
Life is a barren filed
Frozen with snow But I sighted the distant
horizon
Where the skyline encircled
the sea
And I throbbed with the a
burning desire
To travel this immensity
I battered the cordons around
me
And cradled my wings on the
breeze,
Then soared my wings to the
uttermost reaches
With rapture, with power,
with ease!
One day, Delia saw some speak with other people
prints in the sand that led
into the ocean.
“Paeng! Come look at these.
I wonder what animal made
these prints,” she cried
“I know. I saw the same
kind of tracks two years
ago. They’re turtle tracks. A
turtle came to this beach and
laid her eggs. Then I guess
she went right back into the
ocean,” Paeng replied.
“Let’s follow the tracks and
look for the nest.”So they
followed the tracks until
they came upon the turtle’s
nest.
“Where are the eggs?”
asked Delia.
“The mother turtle must
have covered them with
sand to keep the eggs
warm,” replied Paeng.
They would have continued
with their investigation but
it was getting dark. Paeng
did not want their mother to
worry. So Paeng and Delia
raced each other and headed
for the light that shone on
their porch.
Several weeks passed. One
night after supper, Paeng
and Delia went outside.
They were so surprised at
the sight that greeted them
in the yard.

“Mama! Mama!” cried

Paeng and Delia.

Their mother quickly ran

out to the porch to see what
was happening.

Paeng’s light shone on

dozens and dozens of tiny
crawling sea turtles.
“Where did these sea turtles
come from?” their mother
asked.

Delia remembered the turtle

nest. “Mama, we saw a
turtle nest several weeks
back. Maybe these turtles
came from the nest,” she
said.

“But why are they here?

After they hatch, the sea
turtles head towards the
light. On beaches where
people do not live, the
brightest area would be the
waves reflecting the light of
the moon and the stars. So
the turtles followed the
house lights. We can help
the turtles find their way to
the sea if we turn off the
lights at night as soon as we
finish our chores.”

“It’s a good thing we saw


D. Discussing new concepts
and practicing new skills #1
1. Is it good to “dream”?
Why?
2. What is life without
dreams?
3. What happens when
dreams go unfulfilled?
4. Describe the speakers tone
and mood of the poem.
5. What do you think is the
author’s purpose in writing
the poem?
these sea turtles. If they
continued crawling away
from the sea, they would
have been eaten by crabs
and other animals.
If they do not reach the sea,
they would die from loss of
water in their bodies. Come
on, let’s guide the turtle to
the sea,” continued mother.
Paeng got a lamp and to his
delight the sea turtles
followed the light of the
lamp. When they reached
the shore, Paeng waded to
the sea and held the lamp.
Before long, the small sea
turtles scrambled into the
water. They raced in the
waves to begin their life in
the sea.
(Lifted from Science and
Mathematics stories, Vol. 1)
Comprehension Check-Up Comprehension Check-Up What do you call these
1. Do you agree that your 1. Who are the characters in sentences?
world is as big as you the story? What are you going to do
make it? Support your 2. Where do Paeng and with these classroom
answer with your own Delia love to play? rules?
observations and 3. What did Delia see on the Are the directions clear?
experiences. sand one day? Whose tracks Is it important to make
2. How did the speaker were there? the direction clear? Why?
try to reach her goal? 4. Why did the children What have you noticed
3. Why did the poet decide to give up with their with the kind of
compare herself to a investigation? sentences used in giving
bird? What stage of a 5. If you we Paeng would the classroom rules?
bird’s life is she you do the same thing? What kind of sentences
referring to? Why? are they?
E.Discussing new concepts
and practicing new skills #2
1. What can you say about
the author’s tone? feeling?
2. Why do you say so? Cite
some lines in the poem that
support your answer.
3. What helps us in telling
the speaker’s tone and
mood?
4. How can you infer the
author’s tone? and mood?
Read the following
compounded words in
Mathematics:
Cardinal number
Ordinal number
Complex function
Ask:
How did you know that a
cardinal number is a number
or integer that indicates how
many?
Say: Cardinal means
important and number or
integer refers to an element of
one or various mathematical
sets.
You can infer the meaning of
unfamiliar compound word or
term in Mathematics by
looking into its meaning in
the dictionary or by looking
into the meaning of each of
the small words that make up
the compound.
Study the questions and
answers on the chart.
Questions
1. Why did the children
decide to give up with their
investigation?
Answer
1. The children decided to
give up with their
investigation because it was
getting dark.
Questions
2. Why did the little sea
turtles head towards the
house instead of the sea?
Answer
2. The little sea turtles head
towards the house instead of
the sea so that they would
not have been eaten by
crabs and other animals.
The sentences in the
answers show cause-effect
relationship. A
cause-effect relationship
describes something that
happens and why it
happens.
What happens is called the
EFFECT.
Why it happens is called the
CAUSE.
Game: Simon Says
This time let’s play a
game. Let me me see
how well you can follow
the direction I’m going to
give.
The teacher explains the
rules of the game
The object of the game is
to listen carefully to the
instructions and only do
what is instructed if you
hear the words 'Simon
says.' If you do not hear
the words 'Simon says'
before an instruction, it is
important that you do not
do what was instructed.
If you do what is
instructed without first
hearing 'Simon says,' you
will be out of the game.
“If I say Simon says
stand up and walk three
steps backward. You
have to follow. But If I
say back to your seat
without saying Simon
says first do not follow
the direction given. The
one caught following the
order will be out of the
game.
Did you enjoy the game?
How did you play the
game?
What was the hardest
part of the game?
Why did your classmate
lose in the game?

F. Developing Mastery
G.Finding Practical
application of concepts and
skills in daily living
Listen to each set of
expressions and decide what compounded words in their
mood or feeling is reflected
or described.
1. Robie boldly asked her,
“Tell me, please, what is a
loved one?”
2. “Sorry, but I don’t know,”
came the reply.
3. With a smile, the store
cashier said, “Looks like
you’re ready to spend your
savings.”
4. Holding out the cards,
Robie pleaded, “Please
accept this greeting card for
you and give the rest to your
family. Tell them that a small
robot loves them.”
Activity-Based Strategy:
Constructivism Approach
The A’s Activity(Act,
Analyze and Apply)
Divide the class into three
groups.
Posted on each corner of the
room are the different
activities to be accomplished
by the pupils.
Pupils will go to their station
to answer the given activity.
Group I
“The Reporters”
Tell the tone of the speaker
in the line.
Let the pupils use the Read the sentences below.
Tell C before if the sentence
own examples. is cause and E for the part
that is the effect.
1. ______ The grass did not
get any water.
______ As a result, the
grass turned brown.
2. ______ Now, I can play.
______ Because I have
done my assignment.
3. ______ Gary was not
able to pass the test.
______ He did not study.
4. ______ Her sister, Emma
was sick last Sunday.
______ As a result, she
missed the picnic.
5. ______ Since the school
is too far away from home.
______ I don’t go to school
everyday.
Have the pupils look for a Divide the pupils into three
partner and have them teams.
collaborate on answering TEAM A “The TAP
the activity. Dancers”
Provide the term being The pupils will do the tap
described in the numbered dance if the phrase is a
sentences below. Choose Cause and stamp their feet
your answer from the once if it is an Effect.
given words in the box. 1. Because it is very
Write only the letters of warm
the answers on your paper 2. so we switched on
A. Square root the light
B. Right angle 3. She is very beautiful
C. Whole number 4. William Tell split
D. Irrational number the apple into two
E. Parallel lines with an arrow
Is it important to follow
the direction?
You are going to buy a
book in the bookshop.
Using the map give a
clear direction on how
you will reach there. Use
imperative sentences in
giving direction
Act out the following:
Group 1: A Little Help
Please Take the pupils
outside for a little
excitement with this
directional game. Divide
the pupils into pairs, and
take them outside to an
open play area. Have one
person in each pair put
on a blindfold. This
person will be the mover.
The other person in the
pair will be the direction
giver. Once each pair has
one person blindfolded,
Report it in front of the class
“You dog! You fool!
Group II
“The Painters”
Draw the mood or feeling of
the speaker as suggested by
the statement in the box.
Tell something about your
drawing.
“No one can be greater than I
am”.
Group 3
“The Rappers”
Present a rap to show the
speaker’s purpose in this
line:
“No one can be greater than I
am”.
5. I did not do my place an object at the
homework other end of the playing
1. Two or more lines that area. The direction giver
remain the same TEAM B “THE must then shout
distance apart DESIGNER” directions to the mover
2. A number or quantity Draw a red flag to signify who will proceed to the
that when multiplied Cause and draw the white object and retrieve it. All
by itself gives the flag to signify Effect. of the pairs give
stated number or 1. the people are directions at the same
quantity celebrating time, so the mover must
3. Any number hat has 2. because there was a focus on his partner’s
no fractional or fine harvest voice. The first mover
decimal part 3. the man committed a who reaches the object
4. Any real number crime wins that round. Then
which is not rational 4. therefore he was have the pairs switch
5. Two lines that punished roles and place the object
intersect perpendicular 5. there was a sudden in another area. Award
to each other forming crashing sound points to the team who
an angle with a 6. so everyone ran reaches the object first in
measure of 90 each round. Play as many
TEAM C “ THE rounds as you like and
PERFORMER” award a prize to the
Look at the underlined winning team.
phrase in each number. If Group 2: A Dinner Party
the underlined phrase is the Put your students into
cause show a sad face. If it groups of four to act out
shows effect show a happy a dinner party. Two of
face. the students will be the
1. We wear thin clothes hosts and the other two
during summer will be the guests. In
because it is hot. front of the class if
2. Laurence was not possible, have the
able to attend the students act out a polite
seminar because he dinner party where the
got sick. hosts offer different
3. I came late to school options to their guests
because I did not I They can offer drinks,
did not hear the food and desserts. The
alarm clock. guest can ask something
to the host, use
imperative sentences in

H. Making generalization and
abstraction about the lesson
I.Evaluating learning
How are you going to infer
the tone, mood, and purpose
of the speaker?
Infer the mood of the person
who said each sentence.
1. “Today is the day I’ve
been waiting for”.
2. “I hate you so much”!
3. “We won! We won the
game!
4. “Your dress is so pretty”.
5. “I can’t thank you enough
for the help you’ve given
me”.
What have you learned from
today’s lesson?
Match the terms in Column II
with their meanings in
Column I. Write only the
letters of your answers on
your paper.
Column I
1. A number used to
measure the size of
sets
2. A number with at least
one factor besides
itself and one
3. A square array of
numbers where each
row, column, and
diagonal add up to the
same total
4. An integer greater
than 1 which is only
divisible by itself and
How will you identify
cause?effect?
Complete the sentences by
giving a possible cause.
1. I have sprained ankle
_________.
2. _________ Mother
scolded me.
3. _________ if the cleaners
do their responsibilities
4. We were not able to catch
our train _________.
5. Internet is a one-stop
shop of information
_____________.
giving and following
direction
Group 3: Rules to Live
By Let the students make
a list of five rules they
want people to follow in
life. Use imperative
sentences.Once the
pupils have finished their
work. Display them
around the classroom or
in the hallway. Perhaps
the life rules will
encourage your students
to behave kindly to one
another.
When answering
questions that give
information, how should
you answer them?
Do what the directions
tell you to do
1. Draw 3 trees next to
the library.
2. Color the hospital red
and white.
3. Draw a car next to the
gas station.
4. Color all of main street
green
5. Draw a black and
white dog next to the fire
station

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
C.Did the remedial work?
No.of learners who have
caught up with the lesson
D.No. of learners who
Infer the mood of the person
who said each sentence.
1. “Today is the day I’ve
been waiting for.”
2. “I hate you so much!”
3. “We won! We won the
game!”
4. ‘Your dress is so pretty.”
5. “I can’t thank you enough
for the help you’ve given
me.”
gratitude
excitement
anger
admiration
happiness
1
5. A three-sided polygon
containing an angle of
90 degrees
Column II
A. Composite number
B. Prime number
C. Magic square
D. Cardinal number
E. Natural number
F. Right triangle
Give the meaning of the Complete the sentences by Sketch the location of
following: giving a possible effect. your house and those
1. similar fraction 1. The plants were watered near it. Write five
2. raw data with fertilizer __________. questions about it and let
3. complex fraction 2. Prune and water plants your classmates answer
4. positive number regularly __________. them using your sketch
5. number line 3. __________ because
silence is observed in the
library.
4. The machines are
regularly oiled _________.
5. _________ if we talk
about a funny joke.
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 helpme
solve?
G.What innovation or
localized materials did
used/discover which I wish to
share with other teachers?