School:
GRADES 1 to 12 Teacher:
DAILY LESSON LOG Teaching Dates and
Time:
MONDAY
I.OBJECTIVES
A.Content Standards
The learner demonstrates
understanding of text types
in order to construct feedback.
The learner demonstrates
understanding of library
skills to research a variety of
topics
B.Performance Standards
The learner uses literary and
informational texts
heard to construct an
appropriate feedback.
The learner uses a variety of
research strategies to
effectively write a variety of texts
for various
audiences and purposes.
C.Learning Competencies/Objectives Compose clear and coherent
sentences using appropriate
grammatical structures:
aspects of verbs, modals and
conjunction
II.CONTENT
Composing Clear and Coherent
Sentences Using Correct Modals
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
Grade Level: V
File Created by DepEd Click
NOVEMBER 14-18, 2022 (WEEK 2)
TUESDAY
The learner demonstrates
understanding of various verbal
elements in orally communicating
information.
The learner demonstrates
understanding that words are com-
posed of different parts to know that
their meaning changes
depending in context
The learner orally communicates
information, opinions and ideas
effectively to different audiences using
a variety of literary
activities.
The learner uses strategies to decode
correctly the meaning of
words.
Compose clear and coherent sentences
using appropriate grammatical
structures:
aspects of verbs, modals and
conjunction
Composing Clear and Coherent
Sentences Using Correct Modals
Learning Area:
WEDNESDAY
The learner demonstrates
understanding of text elements
to comprehend various texts.
The learner use knowledge of
text types to correctly identify
main idea, key sentence, and
supporting details
Compose clear and coherent
sentences using appropriate
grammatical structures:
aspects of verbs, modals and
conjunction
Composing Clear and Coherent
Sentences Using Correct
Modals
ENGLISH
Quarter: 2ND QUARTER
THURSDAY FRIDAY
The learner demonstrates The learner
command of the conventions of demonstrates
standard English grammar and understanding of the
usage when writing. various forms
The learner demonstrates and conventions
understanding of different materials to critically
formats analyze
to write for a variety of the meaning
audiences and purposes constructed in print,
non-print, and
digital materials
The learner uses the correct The learner applies
function of verbs in general and different views of the
Their functions in various real
discourse (oral and written) world to effectively
The learner writes a paragraph interpret
using cause-effect relation- (deconstruct)
ship constructed
meaning in print,
non-print and digital
materials
Compose clear and coherent
sentences using appropriate
grammatical structures:
aspects of verbs, modals and
conjunction
Composing Clear and Coherent
Sentences Using Correct Modals
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource video on subject-verb Laptop, LED TV, DLP Laptop, LED TV, DLP
Pictures, card catalogue (real), Pictures, charts agreement ;intervening
activity sheet,library phrases
metacards, chart with
examples on the rules of
subject-
verb agreement, manila paper
IV.PROCEDURES
What I Know What’s New What’s More Assessment

Directions: Fill in the blanks with Activity 1 Activity 1

the correct modals. Choose your
answers from
the word pool below. Write your
answers on a separate sheet of
paper.
1. My aunt called us up to meet
her at the airport. She
__________arrive this
afternoon.
2. __________ you solve a
Rubik’s cube in five seconds?
3. Everybody is busy right now.
You __________help clean the
house.
4. When we were younger, we
__________ run up the hill
without stopping.
5. The herald announced the
king’s proclamation that reads,
“All noblemen who
wish to marry my daughter
__________ pass through a test.”
Directions: Read the short but inspiring
poem below. Take note of the verbs
and
identify one word which is repeated
many times.
Take a second look at the lines of
the poem. What did you notice
with the
poem? What word has been
Directions: Identify the modal
in each sentence and write it
on a separate sheet of
paper. Opposite each modal,
identify its function by
selecting the letter of your
answer from the given list
below. The first one is done for
you.
1. Listening to loud noises
can damage your
eardrums. Answer: can -
d
2. Manny could run for
miles without stopping
when he was 18.
3. May I have this dance?
4. Baki should train hard
to win the mixed-martial
arts competition.
5. We must exercise
repeated many times? Correct! The health protocol to avoid
word “can” appears getting sick.
in each line of the song. Do you 6. All the athletes shall
know its function? You will discover undergo a drug test.
it as you go on 7. You might see the
with the lesson. shooting stars if the
Activity 2 clouds move away.
8. Jin and Junjun will help
Directions: Read the following
in the delivery of English
sentences carefully then answer
SLMs.
the guide questions 9. Dogs can distinguish
that follow. different scents
I can dance. accurately.
I will dance. 10. Ilawod said that he
I may dance. would sell “Surahan” or
unicorn fish upon his
Guide Questions return.
1. What do these three
sentences have in common? Activity 2
2. Do the three sentences have Directions: Complete
the same meaning? Why? the paragraph below
3. How do the words can, will,
by filling in the
and may functions in the
sentences? blanks with the
You may have noticed that the following modals: can,
three sentences have different may, must, should, or
meanings even will. Write your
though the main verbs are the answers on a
same. In the first sentence, the separate sheet of
speaker says that paper.
he/she knows or has the ability You (1.) ________ live
to dance. In the second, the
speaker says that
without food and
he/she will do something, that is, water for one day,
to dance. Whether the speaker but you
knows how to (2.) _______ never live
dance or not, he/she simply without air. You (3.)
intends to dance. Finally, the ________ avoid toxic,
third sentence indicates polluted, or
only a possibility. The sentence contaminated air at
indicates that the speaker may
all cost. Breathing
dance, or not at all.
foul, contaminated,
 Modals are special. They are not or polluted air (4.)
like the regular verbs whose ________ cause
function is to respiratory problems.
indicate an action or a condition. You (5)__________ not
They are used together with the
main verb. When
like contaminated
placed before a verb, each air because it smells
modal can provide a different bad. Therefore, you
meaning to it. They have (6.) _______ help to
different functions such as keep the air clean.
expressing ability, permission,
obligation, possibility,
necessity, and suggestion. In
this module, you will study the
different modals such
as can, could, may, might, must,
shall, should, will, and would. In
order for you
to use modals correctly, it is very
important to understand their
meaning and
function.
Study the different modals in the
table below. Take note of the
highlighted
modals and the underlined verb
in the examples.
MODAL MEANING EXAMPLES
can
to express a present
ability or an ability
that still exists
I can cook rice by myself.
Mars can sing high notes.
Max Park can solve a Rubik’s
Cube within
five seconds.
What Is

What’s In What Is It Activity 1

Activity 1
Directions: Copy the following
sentences on a separate sheet of
paper. Once done,
underline the main verb used in
each sentence.
1. I would love to live here.
2. The acrobats can do
somersaults.
3. Brando might win the singing
contest.
4. You may submit your answers
to my email.
5. A long time ago, people could
travel to other countries without
a passport.
6. William will host a new show
on Channel XYZ.
7. The applicants shall undergo
an interview.
8. Captain Barbel and Darna can
lift a rock as big as a mountain.
9. Children should avoid eating
junk foods.
10. You must pass the entrance
test.
Activity 2
Directions: Study the sentences
in Activity 1, then, encircle the
words that come
before the main verbs.
What do you think is the function
of the encircled word in each of
the sentences?
You will learn it through this
module.
Modals are special. They are not like
the regular verbs whose function is to
indicate an action or a condition. They
are used together with the main verb.
When
placed before a verb, each modal can
provide a different meaning to it. They
have
different functions such as expressing
ability, permission, obligation,
possibility,
necessity, and suggestion. In this
module, you will study the different
modals such
as can, could, may, might, must, shall,
should, will, and would. In order for
you
to use modals correctly, it is very
important to understand their meaning
and
function.
Study the different modals in the table
below. Take note of the highlighted
modals and the underlined verb in the
examples.
Directions: Provide positive
answers to the following
questions using the correct
modals. Write your answers on
a separate sheet of paper. An
example is provided as
your guide.
Question: Will you help me
with my homework?
Answer: Yes, I will help you
with your homework.
1. Can he draw?
Answer:
_________________________
_______
2. Will he come tomorrow?
Answer:
_________________________
_______
3. Should I clean my room on
weekends?
Answer:
_________________________
_______
4. May I see you at five?
Answer:
_________________________
_______
5. Must they leave today?
Answer:
_________________________
_______
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried.
the evaluation the next objective. next objective. the next objective. the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% ___Lesson not
 mastery
B.No.of learners who require ___Pupils did not find difficulties
additional activities for remediation in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack
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 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
mastery mastery carried.
_____% of the pupils
got 80% mastery
___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not
answering their lesson. difficulties in answering their in answering their lesson. find difficulties in
___Pupils found difficulties in lesson. ___Pupils found difficulties in answering their
answering their lesson. ___Pupils found difficulties in answering their lesson. lesson.
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the ___Pupils found
of because of lack of knowledge, skills ___Pupils did not enjoy the lesson because of lack of difficulties in
and interest about the lesson. lesson because of lack of knowledge, skills and interest answering their
___Pupils were interested on the knowledge, skills and interest about the lesson. lesson.
lesson, despite of some difficulties about the lesson. ___Pupils were interested on ___Pupils did not
encountered in answering the ___Pupils were interested on the lesson, despite of some enjoy the lesson
in questions asked by the teacher. the lesson, despite of some difficulties encountered in because of lack of
___Pupils mastered the lesson despite difficulties encountered in answering the questions asked knowledge, skills and
of limited resources used by the answering the questions asked by the teacher. interest about the
teacher. by the teacher. ___Pupils mastered the lesson lesson.
___Majority of the pupils finished their ___Pupils mastered the lesson despite of limited resources ___Pupils were
work on time. despite of limited resources used by the teacher. interested on the
___Some pupils did not finish their used by the teacher. ___Majority of the pupils lesson, despite of
work on time due to unnecessary ___Majority of the pupils finished their work on time. some difficulties
behavior. finished their work on time. ___Some pupils did not finish encountered in
___Some pupils did not finish their work on time due to answering the
their work on time due to unnecessary behavior. questions asked by
unnecessary behavior. 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% ___ of Learners who earned ___ of Learners who earned ___ of Learners who
above 80% above 80% above earned 80% above
___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
activities for remediation additional activities for additional activities for require additional
 remediation remediation remediation activities for
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?
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive 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:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
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
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who
lesson up the lesson the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
require remediation to require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
___Metacognitive Development: ___Metacognitive ___Metacognitive work well:
Examples: Self assessments, note Development: Examples: Self Development: Examples: Self ___Metacognitive
taking and studying techniques, and assessments, note taking and assessments, note taking and Development:
vocabulary assignments. studying techniques, and studying techniques, and Examples: Self
___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments. assessments, note
share, quick-writes, and anticipatory ___Bridging: Examples: Think- ___Bridging: Examples: Think- taking and studying
charts. pair-share, quick-writes, and pair-share, quick-writes, and techniques, and
anticipatory charts. anticipatory charts. vocabulary
assignments.
___Schema-Building: Examples:
___Bridging:Example
Compare and contrast, jigsaw learning, ___Schema-Building: ___Schema-Building: Examples:
s:Think-pair-
peer teaching, and projects. Examples: Compare and Compare and contrast, jigsaw
share,quick-
contrast, jigsaw learning, peer learning, peer teaching, and
writes,andanticipator
teaching, and projects. projects.
___Contextualization: ycharts.
Examples: Demonstrations, media, __Schema-Building:
manipulatives, repetition, and local ___Contextualization: ___Contextualization: Examples: Compare
opportunities. Examples: Demonstrations, Examples: Demonstrations, and contrast, jigsaw
media, manipulatives, media, manipulatives, learning, peer
repetition, and local repetition, and local teaching, and
___Text Representation:
opportunities. opportunities. projects.
Examples: Student created drawings,
___Contextualizatio
videos, and games.
___Text Representation: ___Text Representation: n:
___Modeling: Examples: Speaking
Examples: Student created Examples: Student created Examples:
slowly and clearly, modeling the
drawings, videos, and games. drawings, videos, and games. Demonstrations,
language you want students to use,
media,
and providing samples of student ___Modeling: Examples: ___Modeling: Examples:
manipulatives,
work. Speaking slowly and clearly, Speaking slowly and clearly,
repetition, and local
modeling the language you modeling the language you want
opportunities.
Other Techniques and Strategies used: want students to use, and students to use, and providing
___ Explicit Teaching providing samples of student samples of student work. ___Text
___ Group collaboration work. Representation:
___Gamification/Learning throuh play Other Techniques and Examples: Student
___ Group collaboration ___ Answering preliminary Other Techniques and Strategies used: created drawings,
___Gamification/Learning throuh activities/exercises Strategies used: ___ Explicit Teaching videos, and games.
play ___ Carousel ___ Explicit Teaching ___ Group collaboration ___Modeling: Examp
___ Answering preliminary ___ Diads ___ Group collaboration ___Gamification/Learning les: Speaking slowly
activities/exercises ___ Differentiated Instruction ___Gamification/Learning throuh play and clearly, modeling
___ Carousel ___ Role Playing/Drama throuh play ___ Answering preliminary the language you
___ Diads ___ Discovery Method ___ Answering preliminary activities/exercises want students to use,
___ Differentiated Instruction ___ Lecture Method activities/exercises ___ Carousel and providing
___ Role Playing/Drama Why? ___ Carousel ___ Diads samples of student
___ Discovery Method ___ Complete IMs ___ Diads ___ Differentiated Instruction work.
___ Lecture Method ___ Availability of Materials ___ Differentiated Instruction ___ Role Playing/Drama Other Techniques
Why? ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Discovery Method and Strategies used:
___ Complete IMs ___ Group member’s ___ Discovery Method ___ Lecture Method ___ Explicit Teaching
___ Availability of Materials collaboration/cooperation ___ Lecture Method Why? ___ Group
___ Pupils’ eagerness to learn in doing their tasks Why? ___ Complete IMs collaboration
___ Group member’s ___ Audio Visual Presentation ___ Complete IMs ___ Availability of Materials ___Gamification/
collaboration/cooperation of the lesson ___ Availability of Materials ___ Pupils’ eagerness to learn Learning throuh play
in doing their tasks ___ Pupils’ eagerness to learn ___ Group member’s ___ Answering
___ Audio Visual Presentation ___ Group member’s collaboration/cooperation preliminary
of the lesson collaboration/cooperation in doing their tasks activities/exercises
in doing their tasks ___ Audio Visual Presentation ___ Carousel
___ Audio Visual Presentation of the lesson ___ Diads
of the lesson ___ 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