School: INANAMA ELEMENTARY SCHOOL Grade Level: V-Ilang-Ilang

GRADES 1 to 12 Teacher: MARIA ANGELICA T. BERMILLO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 7-11, 2022 (WEEK 1) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Demonstrates command of Demonstrates command of Demonstrates command Demonstrates command demonstrates command of
Standards the conventions of standard the conventions of standard of the conventions of of the conventions of the conventions of standard
English grammar and usage English grammar and usage standard English standard English English grammar and usage
when writing or speaking when writing or speaking grammar and usage grammar and usage when writing or speaking
when writing or speaking when writing or speaking
B.Performance uses the correct function of uses the correct function of uses the correct function uses the correct function uses the correct function of
Standards nouns, pronouns, verbs, nouns, pronouns, verbs, of nouns, pronouns, of nouns, pronouns, nouns, pronouns, verbs,
adjectives, and adverbs in adjectives, and adverbs in verbs, adjectives, and verbs, adjectives, and adjectives, and adverbs in
general and their functions in general and their functions adverbs in general and adverbs in general and general and their functions
various discourse (oral and in various discourse (oral their functions in various their functions in various in various discourse (oral
written) and written) discourse (oral and discourse (oral and and written)
written) written)
C.Learning Compose clear and coherent Compose clear and coherent Compose clear and Compose clear and Compose clear and coherent
Competencies/Obj sentences using appropriate sentences using appropriate coherent sentences using coherent sentences using sentences using appropriate
ectives
grammatical structures: - grammatical structures: - appropriate grammatical appropriate grammatical grammatical structures: -
Aspects of verbs Aspects of verbs structures: -Aspects of structures: -Aspects of Aspects of verbs
EN5G-Ib-3.3 EN5G-Ib-3.3 verbs verbs EN5G-Ib-3.3
EN5G-Ib-3.3 EN5G-Ib-3.3
II.CONTENT Signal Words from Text Heard Subject-Verb Agreement: Main Idea, Key Sentence Two to Three-Paragraph Images/Ideas used to
Accurate Instructions Inverted Sentences and Supporting Details of Composition Using Influence Viewers:
the Paragraph Outline/Other Graphic Stereotypes
Organizers
III.LEARNING
RESOURCES
A.References K-12 MELC, Print
Materials,Worksheets
1.Teacher’s Guide
pages
2.Learners’s
Materials pages
3.Textbook pages Joy in Learning p.105 Joy in Learning p.102 Developing my English
Developing my English Power 5, pp.60 & 64
Power 5, pp.60 & 64
4.Additional http://englishforeveryone.org www.edhelper.com https://www.youtube.com/
materials from watch?v=D501Mnyg8IU
learning resource https://
(LR) portal ca.answers.yahoo.com/
question/index?
qid=20100125210346AA2xu
NK
https://www.youtube.com/
watch?v=wCgx8zM3woQ
https://www.youtube.com/
watch?v=fS3e-n8Mj7I
B.Other Learning Picture, chart Printed materials, charts Printed materials, Printed materials, video clips
Resource worksheets, graphic worksheets, graphic
organizer organizer
IV.PROCEDURES
A.Reviewing Clarifying meaning of words Identify the word or phrase The pupils will watch a Review on identifying Game : Viewing Devices
previous lesson or using dictionaries which has the same short clip. Then, they will main idea, key sentence (Pinoy Henyo version)
presenting the new Have a contest in getting the meaning as the underlined identify the setting, and supporting details of DAY 5
lesson meaning of words using word. characters, beginning, the paragraph Writing/
dictionary. The first group that a. Naughty kids tease the middle and ending of the Water is used for Composition
can post the correct meaning street children. They always story. drinking. We also use it
on the board wins make fun of their dirty for bathing. It is used for
clothes. cooking and washing dirty
b. Sarina defends herself clothes. Water has many
against bad people. She uses.
protects herself from harm Main
and danger. Idea:_______________
c. A brave boy is not afraid Key
of the dark. He feels fearless Sentence:____________
in watching horror films. ___
Supporting
Details:____________
B.Establishing a Read the sentences. Select The pupils will watch a short Unlocking of Difficulty Do you have classroom Whose families are from
purpose for the the meaning of the underlined video clip about bullying Read the sentences. rules to follow? Bicol? Quezon Province?
lesson words from the box. Select the meaning of the What do you feel when Mindoro?
a. One way of cooking tilapia underlined words from you follow them? What are the customs and
is to steam it. the box. traditions that you practice in
b. She sliced the bread into Using semantic web, ask your province?
three pieces the pupils to enumerate
why trees are important
to us
C.Presenting What do you see in the You will read a short story, Today you will read the You will watch a short You will watch a video clip,
Examples/ picture? “Samboy, the Bully Fighter”. selection, Let Us Plant video clip, “Understand “Are Ilocanos Stingy?”. From
instances of the Do you also cook at home? From the story, you will Trees. From the the Basic Rule”. From this video, you will find out
new lesson Do you follow the right discover how the character selection, you will that video clip, you will what are the usual
 procedures in cooking your
favorite food?
Today you will listen to a
selection on how to make puto
with cheese.
D.Discussing new Read the selection to the
concepts and pupils. Stop/Pause at some
practicing new skills parts and ask predicting
#1 questions.
How to Cook Puto with
Cheese
E.Discussing new Now, we will make your Family
concepts and Hand Canvass on a sheet of
practicing new skills paper. Follow the directions
#2 correctly .
First, get a whole sheet of
paper. Next, trace your right
hand at the middle of the
paper. Then, write the name of
each member of the family on
each traced finger. At the
center of the traced hand,
write a message for your
family. Finally, share your
output with your seatmate.
F.Developing 1. The 3A’s Activity: Dyad
Mastery (Picture Dictation)
defends his classmate
against bully. You will also
discover the inverted order
of sentences used in the
story.
Samboy, the Bully Fighter
What is the selection about?
How will you describe
Samboy?
What can you say about the
attitude of Rico?
Do you think Rico shows
good conduct?
How did Samboy fight the
bully?
Present the following
sentences:
a. With his friends he goes
to the park to play.
b. At the other side of the
park is Ana.
c. Inside Ana’s bag are
glittered pens.
Which comes first in the
inverted order of a
sentence?
What happens to the verb
when the subject is singular?
When the subject is plural?
1. Think-Pair –Share
Discuss the inverted
enumerate the
importance of trees in our
surroundings, especially
in our lives.
Let the pupils read the
story.
Why TREES are
important?
to make something look
more beautiful
keep somebody or
something safe
delightful, good to eat
From the story that you
read, which sentence tells
what the story is about?
Where do you find it? Is it
at the beginning, middle
or ending of the story?
Which sentences best
support the main idea of
the story?
Give another paragraph
to analyze.
1. Most boys like to spin
tops. Sometimes they
have a contest with their
tops. They spin their tops
at the same time. The last
to stop spinning wins the
contest.
1. (Carousel)
Each group will roam
find the main idea, key impressions of other people
sentence and supporting to Ilocanos
details
Let the pupils watch the Let the pupils watch the
video clip. video clip.“Are Ilocanos
Understand the Basic Stingy?”
School Rules https://www.youtube.com/
https:// watch?v=srx5j3qaNes
www.youtube.com/ 2. Discussion
watch?v=RyLzsQKFpB0 What is the video about?
What is the selection What are the common
about? impressions about Ilocanos?
Using the video clip, help 1. Present the
the pupils to fill in the sentences/ideas to be
missing ideas in the given analyzed
outline/graphic organizer a. Ilocanos are known for
I. Main being thrifty.
Idea:________________ b. Cavite os are brave.
__________________ c. Bicolanos like spicy foods.
A. Key d. Igorots are said to be
Sentence:____________ headhunters.
_________________ e. Batangueños are fearless
1. (barako).
____________________ f. Pampagueños are good
2. cooks.
____________________ 2. Discussion
Supporting
3.
____________________
Details
1. Group Activity 1. Group Activity
The class will be divided Group I – Make a
 Ask the pupils to look for a
partner. Each pair should
have a piece of paper and a
pencil/pen. Pupil A will give the
directions and pupil B will
follow.Then, they will take
turns
a. Directions for Pupil B: Draw
a big circle. Then, draw a
horizontal below the circle.
Write the word HELLO in
capital letters inside the circle.
Put an exclamation point after
the word.
G.Finding Practical Your Science teacher asked
application of you to have an observation
concepts and skills about the properties of matter
in daily living through an experiment. Will
you follow the correct steps in
doing your experiment? Why?
Why not?
H.Making What are the signal words?
generalization and
abstraction about
the lesson
sentence with your partner.
Then, compose coherent
sentences in the inverted
order using the given verbs
that agree with the subjects
in each item.
a. live four horses in the
barn
b. the haunted house down
that dark path sits
c. was the tranquil garden
untouched
2. Independent Practice
Write coherent inverted
sentences using the words
written on each cake.
What will you do if you are
being bullied?
When do we use the s-form
of the verb?the basd form?
around the room and see
the posted manila papers
with selections. The
group will look for the
main idea, key sentence
and supporting details in
the given paragraphs.
Then, they will share their
answers to the class.
Paragraph 1
There are different steps
in solving a problem in
Mathematics. First, read
the problem carefully and
find out what is asked.
Next, look for the given
facts, then think of the
process to be used.
Finally solve for the
answer.
The teacher reads the
selection and asks the
pupils to identify the
sentence that gives the
main idea, key sentence
and supporting details.
There are different steps
in solving a problem in
Mathematics. First, read
the problem carefully and
find out what is asked.
Next, look for the given
facts then think of the
process to be used.
Finally, solve for the
answer.
The sentence that tells
what the paragraph or
selection is all about is
called the main idea.
The key sentence is the
sentence which states the
topic of the paragraph.
Supporting details are the
into four groups. Each commercial about the food
group will make an interest of Bicolanos (refer to
outline from the given set the commercial, Lucky Me
of sentences. Spicy Pancit Canton)
Group II - Create a poster
about the common qualities
of Batangueños
Group III – Present a short
talk show/interview showing
the stereotyping about Aetas
2. The teacher will present a
video clip. Then, the pupils
will identify the part of the
video that shows
stereotyping.
https://www.youtube.com/
watch?v=wCgx8zM3woQ
Ask a volunteer to make How does stereotyping affect
an outline of community people?
rules. Is it advantageous to
consider stereotyping when
mingling with other people?
Why? Why not?
REMEMBER Stereotypes are results of
Outlining is arranging incomplete or distorted
notes so that important information accepted as fact
ideas stand out and make without question. A
clear which point stereotype is simply a widely
supports each of the held belief that an individual
important ideas. is a member of a certain
Main ideas are those group based on

I.Evaluating Read the directions carefully.
learning Then do it correctly.
1. First, write your name,
grade and section at the top of
your paper.
2. Next, think of what you want
to become when you grow up.
3. Then, write it on your paper.
4. After that, write the steps
that you will do to achieve your
ambition.
5. Lastly, let your seatmate
check your work
Using the following pictures
compose a sentence using
the correct subject-verb
agreement.
sentences in the
paragraph which give
information related to the
topic
Identify the main idea of
the following paragraphs.
1. The root is an
important part of the
plant. It is responsible for
getting water and
minerals from the soil for
the plant to grow. It also
holds the plant in
position. If roots are cut
off from the plant, it would
die.
Main
Idea:________________
_____
Key
Sentence:____________
Supporting
Details:______________
numbered in Roman characteristics.
Numerals I,II , III, etc.
Make an outline using the Write the message of the
given sentences. following picture that shows
a. They seek to introduce stereotyping.
new quality such as early
ripening, greater size,
better flavor and
resistance to disease.
b. Thousands of men are
constantly working to
improve the plants.
Mexicans love ______.
Filipino women are
______________.

J.additional Write a short paragraph using Answer Independent Answer JLE p.103 Complete the flower Identify the racial
activities for the signal words. practice on p. 106 organizer with related stereotyping shown in the
application or ideas video.
remediation https://www.youtube.com/
watch?v=fS3e-n8Mj7I

V.REMARKS
VI.REFLECTION
A.No. of learners ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move on
who earned 80% in the next objective. to the next objective. on to the next objective. on to the next objective. to the next objective.
the evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got _____% of the pupils got _____% of the pupils got _____% of the pupils got
mastery 80% mastery 80% mastery 80% mastery 80% mastery
B.No.of learners ___Pupils did not find
who require difficulties in answering their
additional activities lesson.
for remediation ___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.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Did the remedial ___ of Learners who earned
work? No.of 80% above
learners who have
caught up with the
lesson
D.No. of learners ___ of Learners who require
who continue to additional activities for
require remediation remediation
E.Which of my ___Yes ___No
teaching strategies ____ of Learners who caught
worked well? Why up the lesson
did these work?
___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
in 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 time due
to unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who
caught up the lesson
___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 time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional
activities for remediation
___Yes ___No
____ of Learners who
caught up the lesson
___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 time
due to unnecessary
behavior.
___ of Learners who
earned 80% above
___ of Learners who
require additional
activities for remediation
___Yes ___No
____ of Learners who
caught up the lesson
___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 time due
to unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
F.What difficulties ___ of Learners who continue ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
did I encounter to require remediation continue to require continue to require continue to require continue to require
which my principal remediation remediation remediation remediation
or supervisor can
helpme solve?
G.What innovation Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work Strategies used that work
or localized ___Metacognitive well: well: well: well:
materials did Development: Examples: ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
used/discover Self assessments, note taking Development: Examples: Development: Development: Development: Examples:
which I wish to and studying techniques, and Self assessments, note Examples: Self Examples: Self Self assessments, note
share with other vocabulary assignments. taking and studying assessments, note taking assessments, note taking taking and studying
teachers? techniques, and vocabulary and studying techniques, and studying techniques, techniques, and vocabulary
___Bridging: Examples:
Think-pair-share, quick-writes, assignments. and vocabulary and vocabulary assignments.
and anticipatory charts. ___Bridging: Examples: assignments. assignments. ___Bridging:Examples:Thin
Think-pair-share, quick- ___Bridging: Examples: ___Bridging: Examples: k-pair-share,quick-
writes, and anticipatory Think-pair-share, quick- Think-pair-share, quick- writes,andanticipatorycharts.
___Schema-Building:
charts. writes, and anticipatory writes, and anticipatory __Schema-Building:
Examples: Compare and
charts. charts. Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects. ___Schema-Building: contrast, jigsaw learning,
Examples: Compare and ___Schema-Building: ___Schema-Building: peer teaching, and projects.
contrast, jigsaw learning, Examples: Compare and Examples: Compare and ___Contextualization:
___Contextualization:
peer teaching, and projects. contrast, jigsaw learning, contrast, jigsaw learning, Examples: Demonstrations,
Examples: Demonstrations, peer teaching, and peer teaching, and media, manipulatives,
media, manipulatives, projects. projects. repetition, and local
repetition, and local ___Contextualization:
opportunities.
opportunities. Examples: Demonstrations,
media, manipulatives, ___Contextualization: ___Contextualization: ___Text Representation:
repetition, and local Examples: Examples: Examples: Student created
___Text Representation: drawings, videos, and
opportunities. Demonstrations, media, Demonstrations, media,
Examples: Student created manipulatives, repetition, manipulatives, repetition, games.
drawings, videos, and games. and local opportunities. and local opportunities. ___Modeling: Examples:
___Text Representation:
___Modeling: Examples: Speaking slowly and clearly,
Speaking slowly and clearly, Examples: Student created modeling the language you
drawings, videos, and ___Text ___Text
modeling the language you want students to use, and
games. Representation: Representation:
want students to use, and providing samples of student
providing samples of student ___Modeling: Examples: Examples: Student Examples: Student work.
work. Speaking slowly and clearly, created drawings, videos, created drawings, videos, Other Techniques and
modeling the language you and games. and games. Strategies used:
Other Techniques and want students to use, and ___Modeling: Examples ___Modeling: Examples ___ Explicit Teaching
Strategies used: providing samples of student : Speaking slowly and : Speaking slowly and ___ Group collaboration
___ Explicit Teaching work. clearly, modeling the clearly, modeling the ___Gamification/Learning
___ Group collaboration language you want language you want throuh play
___Gamification/Learning Other Techniques and students to use, and students to use, and ___Answering preliminary
throuh play Strategies used: providing samples of providing samples of activities/exercises
 ___ Answering preliminary ___ Explicit Teaching student work. student work. ___ Carousel
activities/exercises ___ Group collaboration ___ Diads
___ Carousel ___Gamification/Learning Other Techniques and Other Techniques and ___ Differentiated Instruction
___ Diads throuh play Strategies used: Strategies used: ___ Role Playing/Drama
___ Differentiated Instruction ___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching ___ Discovery Method
___ Role Playing/Drama activities/exercises ___ Group collaboration ___ Group collaboration ___ Lecture Method
___ Discovery Method ___ Carousel ___Gamification/Learning ___Gamification/Learning Why?
___ Lecture Method ___ Diads throuh play throuh play ___ Complete IMs
Why? ___ Differentiated Instruction ___ Answering ___ Answering ___Availability of Materials
___ Complete IMs ___ Role Playing/Drama preliminary preliminary ___ Pupils’ eagerness to
___ Availability of Materials ___ Discovery Method activities/exercises activities/exercises learn
___ Pupils’ eagerness to learn ___ Lecture Method ___ Carousel ___ Carousel ___ Group member’s
___ Group member’s Why? ___ Diads ___ Diads collaboration/cooperation
collaboration/cooperation ___ Complete IMs ___ Differentiated ___ Differentiated in doing their tasks
in doing their tasks ___ Availability of Materials Instruction Instruction ___Audio Visual Presentatio
___ Audio Visual Presentation ___ Pupils’ eagerness to ___ Role Playing/Drama ___ Role Playing/Drama of the lesson
of the lesson learn ___ Discovery Method ___ Discovery Method
___ Group member’s ___ Lecture Method ___ Lecture Method
collaboration/cooperatio Why? Why?
n ___ Complete IMs ___ Complete IMs
in doing their tasks ___ Availability of ___ Availability of
___ Audio Visual Materials Materials
Presentation ___ Pupils’ eagerness to ___ Pupils’ eagerness to
of the lesson learn learn
___ Group member’s ___ Group member’s
collaboration/coopera collaboration/coopera
tion tion
in doing their tasks in doing their tasks
___ Audio Visual ___ Audio Visual
Presentation Presentation
of the lesson of the lesson

PREPARED BY:

MARIA ANGELICA T. BERMILLO

Teacher I

CHECKED BY:

CRISANTO G. MABAGOS, HT3

School Head