School: MANIBAUG PARALAYA ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: GUIA P. BUAN Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 22-26, 2022 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Note significant details Infer the meaning of Recognize the elements of Compose clear and coherent sentences
Self-correct when reading compound a
Use appropriate facial using appropriate grammatical
Value/love one another words narrative
expressions structures:aspects of verbs.

A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives EN5LC-Ia-2.1 EN5V-Ia-12 and 13 EN5F-Ia-13 EN5F-Ia-2.9
Write for the LC code for EN5OL-Ia-2.6.1 EN5G-Ia-3.3
each
II. CONTENT
Listening to a dialogue Selection: Two Were Left Inferring the meaning of Recognizing the elements Using the simple aspects of verb
Speaking with by Hugh B. Cave compound words of narrative Using the present tense for of the verbs
appropriate facial Self-correcting when Using the simple regular past form of
expression reading verbs
Using forms that show future time

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pages 2-3 pages 3-5 page 5 pages 5-6 pages 6-8
2. Learner’s Materials pages 3-4 pages 4-7 pages 6-7 pages 7-9 pages 10-12
pages
3. Textbook pages pages 3-4 Pages 4-7 Pages 6-7 pages 7-9 pages 10-12
4. Additional Materials https://www.thoughtco.com
from Learning Resource
(LR) portal
B. Other Learning Pictures, charts, Word cards, pocket chart, Picture, chart, word card Chart/ppt.flah cards, Pictures, chart, metacards
Resources story chart https://www.thoughtco.com,
http://englishlinx.com
IV. PROCEDURES
A. Review previous lesson Ask: What does being a
or presenting the new steward of creation
lesson mean?
Ask the pupil to read
the big idea and another
to read the verse.
Ask: Does the verse say
what being a steward of
creation means?
B. Establishing a purpose Show a picture of people
for the lesson with their pets/ people
with animals>
Ask: How do you think
these people
feel being around
their pets?
being around
animals?
Why should we take
care of?
our pets and other
animals?
C. Presenting Tell the pupils to listen
examples/instances of the very well while reading
new lesson the dialogue. Have the
pupils answer the
questions in Talk About
These?
Ask: What is a dialogue?
How is noting details of a
story is done? Importance of self- Answer the assignments as Elements of a narrative
Why is using appropriate correcting when reading. a review for the past
facial expression lesson.
important in reading?
Ask: Why are dogs called Show the word iceberg Show a poster size version Show pictures of trees, flowers, birds,
“man’s bestfriend”? Have using a flashcard. Tell or PPT. slide of the rivers
you had an experience the pupils that it is a paragraph. (see PPT. or
with a dog that will compound word. chart) Ask: Do you take care of our environment?
support or contradict the Tell the pupils that what What activity do you usually do to take
statement? they just saw came from care of our environment?
the story “Two Were Left”
Ask: If you had not yet Original File Submitted and Formatted by
read the story, will you be DepEd Club Member - visit depedclub.com
able to understand it? for more
Show a list of
words/phrases to the
pupils. Tell the pupils to fill
in the blanks with these
words/phrases:
(see chart/ppt)
Have the pupils write their
answers on the blanks?
Ask:Does it make more
sense now?
Unlocking of difficulties: Go back with the Tell the pupils that the Say: You have learned that verbs are
marooned, slab, example above. words and phrases they action words. Today, you will be learning
gnawing, wedged Ask: How many words used are called elements the different aspects of verbs.
Present the words using you can form from these of narratives. Have the pupils read the following
word cards and displayed word? What are these Direct the pupils to the sentences:
on a pocket chart. Have words? definitions on pages 7-9. 1. The president continues to motivate
the pupils read the words Show the pupils how Have the pupils read aloud people to take care of the environment.
aloud? Draw out the iceberg is divided into the definitions of each 2.The teachers continue to motivate pupils
meaning of the words two words by separating element? Then, call to take care of the environment.
using context clues the parts of the someone to read aloud the 3.He continued working with the group his
and/or pictures. Then, flashcard into ice and definition aloud. father founded since 2002.
have the pupils practice berg. Determine the (randomly) 4. They will continue to inspire people of
reading the phrases taken meaning of each word. all ages.
 from the selection. Give more examples as 5. Janice bought a new watch last week.
marooned on the ice possible . Help the pupils study and analyze the
the slab of iron sentences.
wedged one of the iron Give more examples
strip
the gnawing pain of his
injured leg
D. Discussing new Read the dialogue about Read: The Two Were Left Direct the pupils to the Have the pupils read the Lead the pupils to the different aspects of
concepts and practicing pets again with neutral The teacher will read the types of compound elements on the flash verb using the sentences above.
new skills #1 facial expression. story then, words. cards? Then, call some Help the pupils study and analyze the
Ask:Did it change the assign a pupil to be Noni Tell the pupils that there pupils to repeat the sentences.
meaning of the dialogue? and instruct him to read are three types of definition in their own Give more examples
Noni’s dialogue aloud compound word; closed, words and understanding.
with expression. Call on open, or hyphenated.
volunteers to take turn Have the pupils think of
reading the story a compound words and
paragraph by paragraph. write them on the board .
on the proper column.
Answer and discuss as a From the example given
class: by the pupils have them
Think It Over on page 6 # identify the definition of
1-5 each compound words.
Ask: How are the three
Have pupils do Think-Pair- types of compound
Share.Tell pupils to work words different from
with a partner, discuss one another? Who can
questions with their you explain the meaning
partner, and report their of each compound
partner’s answers to the word?
class.
Think It Over on page 6 #
6-9
E. Discussing new Model: Refer back to the Focus Skill/Competency Have the pupils identify Guided Practice:
concepts and practicing dialogue about pets. Go check the different elements of The class will be divided into 5. Each group
new skills #2 through each line and ask Ask: What do you usually “Two Were Left”. will be receiving metacards to write their
the pupils to identify the do when you misread Post the diagram on the answers. The teacher will ask a pupil to
emotions expressed in some words while you board. pick a card to be shown in class, each card
each line. Read each line are reading a text aloud? has a verb and corresponding tense of
aloud with proper facial verb written on it. Each group will
expression. Explain that it is okay to compose clear and coherent sentences
self-correct while reading using the verb in the tense asked. Two
to convey the message of minutes will be used to answer each item.
 the text correctly.

F. Developing mastery Activity: Oral Language Facilitate the practice Let the pupils answer Independent Practice: Independent Practice:
Practice described on page 6 of the Independent Form a group of five and A. The following sentences are written in
Tell the pupils to pick a the text book. Instruct Practice on page 7 on watch the film past tense. Rewrite them in present and
partner, as instructed. the pupils to read aloud their evaluation folder. Spellbound/Obey Your future tense on the lines.
Tell them to read the the passage with their Parents. (See Chart)
dialogue silently and partners. Take note of the Then, on a piece of paper
identify the emotions words that their partner the pupils will copy the
expressed in each line. finds difficulty to read. graphic organizer on the
Afterwards, they may Remind him/her to self – ppt. and fill out the
proceed with assigning correct while reading. elements of a narrative.
and exchanging roles and
reading the dialogue
aloud.
G. Finding practical Presentation of output in
applications of concepts class.
and skills in daily living
H. Making generalizations What is a dialogue? Ask: What is a Ask: What is anarrative? What is a verb? What are the different
and abstractions about How is noting details of a Ask: Why is it important compound word? What are the different aspects of verb? Differentiate each
the lesson story is done? to value/love one another What are the three elements of a narrative?
Why is using appropriate Why is self-correction types? State their differences.
facial expression while reading a text aloud Who can give the
important in reading? necessary? difference of?
each type?

I. Evaluating learning Let the pupils present the Informative Assessment: Pupils will watch a short Have the pupils answer the practices on
dialogue in front of the Identify the words that story. their textbooks pages 11-12.
class. make up the following Copy the graphic organizer
compound word. from the chart on your
Provide the meaning for paper and fill out the
each individual word elements of a narrative.
and for each compound Present your output in
word. Then, use the class. (Chosen pupils)
compound word in a ( see chart)
sentence.
1. basketball
2. fireplace
3. land bridge
4. best friend

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.
5. brother-in-law
Give 2 examples for Find the meaning of the Select the best verb form: (1/2 crosswise
each type of compound word verb. Write it down of a piece of paper)
words. Then, give the on your notebook. 1. We ________ to London last year.
meaning. To be passed Give atleast five example     go         will go         went
tomorrow. ( ½ crosswise of a verb. 2. Yesterday she _______on the ice.
piece of paper).     slips          slipped         will slip
3. They ________ in Toronto by next year.
    will live          live         lived
4. Tomorrow he ________ to Miami.
   traveled        travels         will travel
5. Mice ________ peanut butter.
    love          will love         loved
6. Don't bother Tim while he ____.
    is driving        will drive        drove
7. When Jen was in Canada she
____skiing.
    goes        will go        went
8. Right now Niki ________ on the phone.
    is         was         will be
9. Call back later. Ella __home soon.
    is         was         will be
10. Blake ________ his homework last
night.
     finished    finish    finishes
E. Which of my teaching Differentiated Instruction
strategies worked well? and Integration of
Why did these work? Learning (Pair-Share)
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?