Grade 5

GRADES 1 to 12
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
D. Enabling Competencies
E. Specific Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources for
Development & Engagement
Activities
IV. PROCEDURES
Introduction
INDICATOR 3
Used a range of teaching
strategies to develop critical
thinking as well as higher
order thinking skills. - The
teacher asks the learners
questions that explore not
only the explicit
information but also the
implied one.
ENGLISH
June 2, 2023 (WEEK NO. 5) Fourth Quarter
The leaner demonstrates understanding of different formats to write
for a variety of audiences and purposes.
The learner drafts texts using appropriate text types for a variety of
audiences and purposes.
EN5WC-IIb-2.2.5
Write paragraphs showing: cause and effect, comparison and contrast
and problem solution relationships
At the end of the lesson, the learner should be able to:
 identify problem-solution relationship
 write paragraphs using problem-solution relationship
 show respect to the person expressing his own understanding of the
topic
Writing Paragraphs Showing Problem and Solution
LeaP KS2 Q4 W5
BOW p. 21, MELC with code
EN5WC-Iib-2.2.5
MELC 2020 page 136
CO_Q4_English 5_ Module 2_Lesson 3, pp. 1- 10
charts, pictures, videos, graphic organizer, google slides, Activity Sheets
Strategies: Inquiry-Based Instruction, Explicit Teaching, ICT Utilization,
Interactive Teaching, Direct Approach
Preliminary Activities:
Class rules:
 Sit Properly
 Listen Carefully
 If you want to answer please raise your hand
Review
Direction: Match the three problems on the left side with the correct solution
from the right.

INDICATOR 6
Used differentiated,
developmentally appropriate
learning experiences to
address learner’s gender,
needs, strengths, interests,
and experiences. - The
teacher lets the learners
reflect on what they have
learned about the lesson
together with their insights
and realization based from
their real life situations.

Development
INDICATOR 2
Used a range of strategies
that enhance learner
achievement in literacy and
numeracy skills. - The
teacher provides a text that
will enhance the literacy of
the learners.
INDICATOR 1
Applied knowledge and
content within and across
curriculum teaching areas. -
The teacher integrates the
activity with their lesson in
Science on Ways to
Conserve Water.
INDICATOR 3
Used a range of teaching
strategies to develop critical
thinking as well as higher
order thinking skills. - The
teacher asks the learners
questions that explore not
only the explicit
information but also an
Motivation
Look at the pictures below
1. What are the pictures about?
2. Have you ever encountered problems? What were they?
3. How were you able to choose the appropriate solution for it?
Vocabulary Check
____1. A state or situation in which something needed cannot be obtained in
sufficient amounts.
A. Shortage b. recycling c. desalination
____2. The action or process of converting waste into reusable material.
A. Shortage b. recycling c. desalination
____3. The process of removing salt from seawater.
A. Shortage b. recycling c. desalination
Water shortage is becoming a serious problem in the city
because of the growing population. That is why, the city
government must take concrete steps to address it. One
solution is to make more water available through recycling. The
building of more desalination plants may be done but it is very
expensive. Another solution that the city officials are doing now is
educating people, so they do not waste water.
Comprehension Check – up:
1. What is the problem presented?
2. What are the solutions given?
3. In your own ways, how can we conserve water?
Integration in Science
Conserving water saves energy. Energy is needed to filter, heat and pump
water to your home, so reducing your water use also reduces your carbon
footprint. Using less water keeps more in our ecosystems and helps to keep
wetland habitats topped up for animals.
Discussion
Problem-solution Paragraph - is a composition that considers the
problem of a situation and propose solutions to the problem.
Concept Formation
implied one.
INDICATOR 1
Applied knowledge and
content within and across
curriculum teaching areas. -
The teacher integrates the
activity with their lesson in
Math on Word Problems.
Engagement
INDICATOR 5
Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure learning-
focused environments. - The
teacher reminds the
students on how to behave
in a class through setting
of class rules.
INDICATOR 4
Managed classroom structure
to engage learners
individually or in groups in
meaningful exploration,
discovery, and hands-on
activities within a range of
physical learning
environment. - The teacher
organizes a group activity
based on the strengths and
weaknesses of the
learners. This group
activity aims to gauge the
learners understanding of
the topic and to promote
collaboration and
camaraderie among the
learners.
Ways on how to write a problem-solution paragraph:
1. Think of a problem and a possible solution.
2. Organize your ideas using a graphic organizer.
3. You may use transitional devices such as one, two, first, second, next,
another, then, finally, so, because, for, as a result, that is why, etc. to
arrange the flow of thought smoothly.
4. Consider the four components:
situation –> problem –> solution –> conclusion
Integration in Math
A problem-solution paragraph is the same with word problems in your Math
subject because both have steps to follow that are the the same such as
determining what the problem is or what is asked; what are the ideas
presented or what are given; how do you solve the problem or what
operation will be used and the solution which leads to a conclusion or the
answer in Math.
Group Activity
Standards in Doing a Group Activity:
Give thoughtful feedback
Respect others and their thoughts
On task all the time
Use soft voices
Participate actively
Stay with your group
Group 1
Direction: Tell whether the sentences have problem-solution relationship of
ideas by putting a ☺ on the space provided:
____ 1. Charli is a fat cat, he loves to eat a lot.
____ 2. Chobi is a bully cat, he is made to stay in the corner every time
hedoes that.
____ 3. Charli is an adopted cat, while Chobi is a rescued cat.
____ 4. They fight when they eat so, they were given separate feeding
bowls.
____ 5. To avoid fleas, they are being bathed every two weeks.
Group 2
Direction: Arrange the following group of sentences to compose a problem-
solution paragraph. Write numbers 1,2,3 and 4 before the sentence.
The spread of COVID19 is very alarming problem especially to the elderly.
 Research shows that people 85 and older are the most likely to get very
sick from COVID-19.
So, to prevent that from happening, the government implemented protocols
that will not allow senior citizens to go outside not unless they are to be
vaccinated. These protocols will help lessen the number of infected older
adults to catch Covid19.
Older adults and those who live with, visit or provide care for them must
take steps to protect themselves from getting COVID-19.

Group 3
Direction: Read the presages carefully and match the possible solutions to
the given problem. Write your answers in the space provided.

Column A
__1.The clogged drainage cause
flood.
__2.Lester failed in his exam
because he played Mobile Legend
all night.
___3.Mark was late in his class
because he overslept.
___4. Our neighbors are so loud in
their party.
___5. Jessa was scolded for not
doing her homework.
Column B
a. Avoid littering garbage on
drainage.
b. Set the alarm to wake up on time.
c. Study/review lessons first before
playing video games
d. Talk to them nicely to lower their
voice.
e. Finish homework before doing
anything.

Group 4
Direction: Write a one- paragraph problem- solution text using the ideas in
the graphic organizer. Use appropriate transitional words or devices.

Rubric in writing a problem-solution paragraph

4 3 2 1
5
Accompli Capable Beginner Limited
Expert shed
Paragraph Paragraph Paragraph There was no There was no
was very well was written had some clear solution to
written with with solution to solution to the problem
complete complete the problem the problem at all.
parts and parts and but poorly and
well- somewhat organized paragraph
organized organized was very
poorly
organized

Generalization
Direction: Complete the paragraph below. Choose the correct answer from
the box.

Assimilation
INDICATOR 6
Used differentiated,
developmentally appropriate
learning experiences to
address learner’s gender,
needs, strengths, interests,
and experiences. - The
teacher lets the learners
reflect on what they have
learned about the lesson
together with their insights
and realization based from
their real life situations.
V. REFLECTION
INDICATOR 6
Used differentiated,
developmentally appropriate
learning experiences to
address learner’s gender,
needs, strengths, interests,
and experiences. - The
teacher lets the learners
reflect on what they have
learned about the lesson
together with their insights
and realization on the
overall of the class.
Problem solutions paragraph problem-and-solution
Problem-solution format is a method for analyzing and writing about a topic
by identifying a _____________ and proposing one or more
_____________ .
When writing a _____________ paragraph you can do these:
First, think of a problem and possible solution; next is organize your ideas in
a graphic organizer; last is write the sentences about the idea in your
organizer into a _____________ . Make sure you follow the margin and
indentation rules.
Direction: Choose a possible solution for the problems presented. Write the
letter of the best answer.
1. Kristine wants to be healthy so __________________.
A. she ate more junk foods.
B. she ate more fruits and vegetables.
C. she started exercising and ate healthy foods.
2. Luisa is worried that she might fail her Math exams so _______________.
A. she prayed for a miracle to happen
B. she texted her best friend and asked for help
C. she listened to her teacher and studied her Math lessons well
3. Flooding is a problem in Metro Manila, ____________________.
A. a clean-up drive was launched
B. the people started practicing garbage segregation
C. the local government cleaned the canals and constructed additional
drainage system
4. There are no public transport during quarantine, ___________.
A. use bikes instead
B. Alternative learning setup is implemented
C. a, and b are correct
5. Mr. Santos lost his job, _____.
A. he borrowed money from his relatives
B. he started an online food delivery business
C. he went to the streets and begged for money
Assignment
Recall a problem you experienced in any of the topics shown below. What
was the problem? What did you do?
1. Something that happened in another place
2. Something that happened in the school
3. Something that happened on the road
The learner will write his/her personal insights about the lesson on
his/her journal using the following prompts.
I understand that ____________________________________________
I realize that _________________________________________________