Two

School Grade Level

DAILY
LESSON LOG Teacher Your Name Subject/Quarter/Week English-Quarter 3, Week 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA

I. OBJECTIVES
A. Content Standards Recognize the types of Recognize the types of Recognize the types of Recognize the types Recognize the
expository texts. expository texts. expository texts. of expository texts. of expository

B. Performance Standards Note important details in Note important details Note important details Note important Note importa
expository texts listened to. in expository texts in expository texts details in expository details in exp
listened to. listened to. texts listened to. texts listened
C. Learning Identify important details in Identify important Identify important Identify important Identify impo
Competencies/Objectives expository text listened. details in expository details in expository details in expository details in exp
EN2LC-IIIh-3.1 text listened. text listened. text listened. text listened.
EN2LC-IIIh-3.1 EN2LC-IIIh-3.1 EN2LC-IIIh-3.1 EN2LC-IIIh-3.
II. CONTENT/NILALAMAN
Identifying Important Identifying Important Identifying Important Identifying Important Identifying Im
Details in Expository Texts Details in Expository Details in Expository Details in Expository Details in Ex
Listened to Texts Listened to Texts Listened to Texts Listened to Texts Liste
III.LearningResources/Kagamitang
Pagtuturo
A. References K-to-12 MELC Guide page K-to-12 MELC Guide K-to-12 MELC Guide K-to-12 MELC Guide K-to-12 MEL
131 page 131 page 131 page 131 page 1
1. Teacher’s Guide Pages
2. Learner’s Materials
3. Textbook Pages
4. Additional Materials from Test Ques
 Learning Resources (LR)
B.Other Learning Resources
IV. PROCEDURES
A. Before the Lesson
1.Setting the Stage(Drill,
Review and Motivation)
2. Explaining what to do
(Tell the objectives of
the Lesson)
B. Lesson Proper(All
Teacher’s Activity)
Presentation through
Modeling, Illustration and
Demonstration
Laptop, PowerPoint
Presentation, Activity
Sheets
Write R if the situation is
real or F if it is fantasy.
1. Mother bought mangoes
at the market.
2. The ships are flying to the
moon.
3. The apples are turning
into gold.
4. My puppy loves to play
the ball.
5. Nina likes hot chocolate
drink.
Today you’re going to
recognize the types of
expository texts (sequence)
In the previous lesson, you
learned that sequencing is
arranging the order of
events as they happened in
the story. Knowing the
Laptop, PowerPoint Laptop, PowerPoint Laptop, PowerPoint
Presentation, Activity Presentation, Activity Presentation, Activity
Sheets Sheets Sheets
What do you want to Present and ask about Recall the types of
● Praye
be when you grow up? the picture. expository text.
● Revie
1.
m
We are going to read a We are going to read a Today, we are going Today, you w
selection and you’re selection and you’re to discuss another your weekly t
going to recognize the going to recognize the type of expository
type of expository text type of expository text test.
used. used.
Yesterday, you learned Let us read this text. Another expository Give the instr
that sequencing is Take note of the text type is cause and in taking the
another type of important details. effect.
expository text. Let us The Farmer and the Let us read this text.
read this selection Fisherman Take note of the
order of events in the story
is helpful in understanding a
story better.
Let us read this text. Take
note of the important
details.
Handwashing Tips
Handwashing is very
important to prevent a virus
from spreading. There are
ways on how to do
handwashing. First, wet the
hands with water. Second,
use soap and rub it
thoroughly all over the
hands. Third, sing happy
birthday song twice to time
oneself while washing the
hands to make sure that the
dirt is totally washed away.
Next, rinse the hands with
water. Finally, make it dry
using a clean cloth.
Ask questions about the
text.
Say:
The text you have listened
to is an example of an
expository text developed
entitled “Frontliners.” by Benjar A. Sampilo important details.
Take note of the Roy and Lino are best Garry reads and
important details. friends but they live in answers his modules
Frontliners different places. Roy every day. He tries to
by Mabelle A. Fababier lives in a farm. He is a understand the
farmer. He plants rice, activities given and
Since the COVID-19 fruit-bearing trees, answer them. He asks
outbreak, the term vegetables, and other his parents questions
frontliners has been root crops. On the whenever he does not
widely used. It is heard otherhand, Lino is a understand the
over television and fisherman. He lives lessons. He reads his
radio programs almost near the shore. He books , too. Garry has
every day and often catches fishes, good study habits.
read in daily news seashells, and As a result, he gets
articles. But, what is seaweeds. high scores in the
the word all about? Both sell their different written
Who are referred products in the market. activities. Due to his
to as frontliners? They are really good study habits, he
The frontliners can be hardworking to earn is always on top of his
described as persons money for their class. Being an honor
who work in our families. They are also student makes his
community for a special role models to their parents proud of him.
purpose. They do neighbors. And
essential service to most of all, they are What does Garry do
people. Most of them God-fearing. whenever he does not
work outside of their understand the
homes consequently How are Roy and Lino lessons in the
putting themselves in similar? modules?
danger for the good of How are they different As a result, how does
others.For example, from each other? he perform in the
through a sequence or
order. The words first,
second, third, next, and
finally are signal words used
to introduce the steps in a
process or a sequence of
event. An expository text is
a form of writing in which
the purpose of the author is
to inform, explain, describe
or define his or her subject
to the reader (Haitram,
2020). Expository texts may
follow a sequence. To list
items or event , you use
numerical or chronological
order. You write to describe
a series of events or a
process in some sort of
order. Usually, this order is
based on time or
importance.
doctors and nurses are What words are used written activities?
the most important to signal comparison? Why is Garry always
frontliners today as we What words are used on top of his class?
face this great to signal contrast?
pandemic. Doctors heal Say:
sick people. Nurses Say: The text you have
assist the doctors. Both The text is an listened to is an
doctors and nurses are expository developed example of a
the frontline workers in through comparison cause and effect
hospitals. Soldiers, and contrast. In the expository text. The
along with policemen, first paragraph, the cause is the reason
are frontliners, too. writer explains the that makes other
They keep our country differences between things happen. It
safe and peaceful. Roy and Lino. Roy is a explains why
Farmers, as well as, farmer who lives in a something happens.
fishermen are farm. Lino is a The effect describes
frontliners. They fisherman who lives what happened or the
provide food to be near the shore. The results. Getting high
served on our table. In word on the other hand scores in the different
addition, teachers are is used to signal the activities is the effect
frontliners, too. They contrast between the of asking questions
encourage learners, like two. In the second whenever Garry does
you, to do learning paragraph, the writer not understand the
activities needed for gives the comparison lessons in the
youreducation.There by saying that both of modules. The signal
are more frontliners them sell their products word used is as a
around us. They do in the market. They are result. Due to his
specific work that will both hardworking, role good study habits is
be of great help for all models, and God- the cause or the
of us. All of them help fearing. The word both reason why he is
in building our nation
to be a safe and comparison.
healthy place to live in.
Ask questions about
the selection.
Say:
The listening text
”Frontliners” is an
example of expository
text developed by
description because the
writer described the
topic “frontliners” by
giving examples and
listing the
characteristics, and the
describing the things
that frontliners do.
Descriptive expository
texts tell what a person
or a thing is like. Its
purpose is to describe
and reveal the
characteristics of a
particular person,
place, or thing. The
words describe, refers
to, characterize, classify
is used to signal always on top of his
class. The signal word
due to is used
to indicate the cause.
Other signal words
like because,
since, therefore, so
that, and if-then may
be used to signal
cause-effect
relationship.
Let us read another
text. Then, answer the
following questions.
Linda, a Grade 2
pupil, has a problem
in reading. She is a
struggling reader in
English. She seldom
volunteers to read in
front of the class
because she cannot
read fluently
compared to her
other classmates. Ms.
Reyes, a reading
teacher, patiently
teaches Linda how to
read the words
and others are called correctly after
signal words used for class dismissal in the
description type of text. afternoon. She guides
Linda on how to
pronounce the sound
of each letter of the
alphabet and blend
these sounds to form
a word. She regularly
gives Linda reading
exercises before going
home and asks Linda’s
parents to monitor
her reading progress
at home. She also
conducts home visits
every Saturday. For a
month, these have
been the routine
for Linda and her
teacher. And to
everybody’s surprise,
Linda can now read
well and she has
developed love for
reading.

What is the problem

all about?
What did the teacher
do to solve Linda’s
problem?
Was the problem
solved? Why or why
not?

Say:
The text you have
listened to is an
example of expository
text written through a
problem-solution
structure. In this
form, the author
states the problem
first, then lists one or
more possible
solutions to the
problem. To analyze
this text, you have to
answer the following
questions: “What is
the problem? What
are the solutions?
What caused the
problem? Was the
problem solved?
Who worked to solve
the problem?” Words
like the problem is,

1. Guided Practice (1st Let us arrange the following
Assessment) events in the order that
they come in the text you
have listened to.
_____ Use soap and rub it
thoroughly all over the
hands
_____ Make your hands dry
dry using a clean cloth.
_____ Sing happy birthday
twice while washing the
hands.
_____ Wet the hands with
water.
_____ Rinse the hands with
water.
2. More Practice (2nd
Assessment)
because, so that, and
others are used to
signal problem -
solution structure.
Study the pictures Distribution o
below. They are the Read the text and Questions.
frontliners mentioned answer the questions
in the selection. Can that follow.
you tell who Eating Nutritious
they are? Foods
We are strong and
healthy because we
eat nutritious foods.
Fruits and vegetables
are examples of
nutritious foods.
These are rich in
vitamins and minerals
which protect us
against cancer,
diabetes, Reading the
hypertension, and instructions o
other diseases. Meat part of the te
and eggs are also
nutritious. They build
and repair our bones
and muscles because
they are rich in
protein.
1. What do we eat to
become strong and
healthy?
a. oily foods
b. fatty foods
c. sugary foods
d. nutritious foods
2. What do fruits and
vegetables contain?
a. vitamins only
b. minerals only
c. vitamins and
minerals
d. protein
3. Based on the text,
which foods are rich
in protein?
a. fruits
b. meat and eggs
c. vegetables
d. all of them
4. Based on the text,
what signal word is
used to indicate
the cause?
a. if
b. because
c. therefore
d. as a result
5. What type of
expository text is the
 paragraph?
a. description
b. cause and effect
c. sequence
d. comparison and
contrast
3. Independent Practice Identify the kind of Test Proper
frontliner who works in
each of the places
shown below.

C. After the lesson/Closure What is an expository text? Descriptive expository What type of What are the types of
(Summarizing/Generalizin texts tell what a person expository text have expository text?
g) or a thing is like. Its you learned today?
purpose is to describe
and reveal the
characteristics of a
particular person,
place, or thing.
The words describe,
refers to, characterize,
classify and others are
called signal words
 used for description
type of text.

2. Application Group Work: Group work: Group work: Group Work:

Make a short Write an example of Group 1: Write an
descriptive expository comparison and example of cause and
text. contrast expository effect expository text.
text.
Group 2: Write an
example of an
expository text
written through a
problem-solution
structure.

3. Evaluation (3rd Read the text and answer Read the text and Read the text and Read the text and Checking of it
assessment) the questions that follow. answer the questions answer the questions answer the questions
How to Bake a Cake that follow. that follow. that follow.
Sounds We Hear Sampaguita and Zambales Mango
Baking a cake is my by Mabelle A. Fababier gumamela are common by Mabelle A.
mother’s favorite hobby. flowers in our Fababier
She loves to teach me how We hear different community. They are
to do it. sounds everyday. We both beautiful and Mango, the
Here are the steps in enjoy hearing them all loved by many. They Philippine National
baking a cake my mother
taught me.First, prepare all
the things needed like
baking tin, bowl, spoon, and
other utensils. Second,
ready all the ingredients for
the cake like eggs, flour,
sugar, butter, and
chocolate. Next, mix all
ingredients in the bowl.
Then, pour the mixture in
the baking tin and place it
inside the oven. After an
hour, the cake will be ready.
Finally, put some icing
and fruits on top of the
cake.
We always enjoy eating
the cakes mother bakes
for us.
1. What is Mother’s favorite
hobby?
a. cooking c. sewing
b.gardening d. baking
2. According to the text,
which of the following is
NOT used in baking a cake?
a. sugar c. salt
b. flour d.egg
3. Which of the following
the way. For instance, can be reproduced by Fruit, is abundant in
from the melodic hums growing stem cuttings. the province of
of birds to the rackety But what makes them Zambales. Zambales
sound of trains, we can different from one mango, dinamulag
guess who or what another? Sampaguita or kinalabaw as it is
makes the sounds we has small and white called, is one of
hear. petals while gumamela best tasting mangoes
We also know when has a variety of in the country. Its
it’s time to go to colors such as red, sweet thick flesh is
school. The bell yellow, pink, white, and made into different
rings to call us. The orange petals. delicacies like dried
noisy train makes a Sampaguita has a mangoes, pies,
loud sound as it unique fragrance, but preserves, and others.
passes by. We hear the the gumamela has no When it is in season,
smooth “woof” of a scent. this golden or green
dog as itbarks at our 1. How are sampaguita colored
side. Likewise, some and gumamela similar? harvest is plentiful in
drummers beat the a. They are similar in fruit stands along the
drum with a loud colors. wide highways of the
“boom.” An airplane b. They are similar in province. Tourists or
makes a whirring sound scents. visitors around the
and up in the sky, it c. They are similar in area or passers-by
goes. Sounds are heard reproduction. surely grab a bag or
everywhere. Let’s d. They are similar in bags of this fruit on
thank God for giving us shapes. their way home.
listening ears. The 2. How are these two This fruit is one of the
world is truly an different from each many prides of
amazing place other? Zambaleños because
to live in. a. They are different in it is known to all that
1. What do we hear body and stems. Zambales mango is
words is used to describe
the initial step in baking a
cake?
a. first c. next
b. second d.finally
4. Which signal word is used
to indicate the last step in
baking a cake?
a. first c. next
b. then d. finally
5. What type of expository
text is used?
a. comparison and contrast
b. cause and effect
c. sequence
d. description
everyday? b. They are different in the best.
a. sounds c. sea leaves and roots. 1. What is the
b. wind d. cats c. They are different in selection about?
2. What organ do we petals and scents. a. Zambales mango
use for hearing? d. They are different in b. Zambales highways
a. ears c. nose pollens and scents. c. Zambales province
b. eyes d. skin 3. What signal word is d. Zambales tourists
3. According to the used to compare 2. When are Zambales
selection, why do we sampaguita and mangoes most
need to thank gumamela? abundant?
God? a. both c. like a. when it is in season
a. God gives us food. b. also d. the same as b. when it is raining
b. God gives us eyes. 4. What signal word is c. when it is winter
c. God gives us ears. used to contrast the d. when it is storming
d. All of these. two flowers? 3. Why is Zambales
4. How are the sounds a. while and but mango the best?
described in the b. but and different a. because it is sweet
selection? from b. because it is
a. by comparing the c. while and different delicious
sounds we hear from c. because it has thick
b. by contrasting the d. while, but, and flesh
sounds different from d. all of the above
c. by giving examples of 5. What type of 4. How is the
the sounds we hear expository text is the selection developed?
d. by giving the effects paragraph? a. by comparison and
of the sounds we hear a. comparison and contrast
5. What type of contrast b. by description
expository text is b. sequencing c. by sequence
presented? c. cause and effect d. by cause and effect
a. cause and effect d. description 5. What expression or
 b. comparison and phrase is used to give
contrast 1. the other
c. description name for Zambales
d. problem-solution mango?
a. as it is called
b. one of the many
c. when it is in season
d. known as
D. Additional activities for Make a short Instruct the c
application or remediation descriptive expository for the next t
text.

V. REMARKS
The lesson have The lesson have The lesson have The lesson have The lesson ha
successfully delivered due successfully delivered successfully delivered successfully delivered successfully d
to: due to: due to: due to: due to:
____pupils’ eagerness to ____pupils’ eagerness ____pupils’ eagerness ____pupils’ eagerness ____pupils’ e
learn to learn to learn to learn to learn
____complete/varied IMs ____complete/varied ____complete/varied ____complete/varied ____complet
____uncomplicated lesson IMs IMs IMs IMs
 ____worksheets ____uncomplicated ____uncomplicated ____uncomplicated ____uncomp
____varied activity sheets lesson lesson lesson lesson
____worksheets ____worksheets ____worksheets ____workshe
____varied activity ____varied activity ____varied activity ____varied a
sheets sheets sheets sheets
VI. REFLECTIONS
A.No. of learners who earned ___ of Learners who earned ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learn
80% in the evaluation 80% above earned 80% above earned 80% above earned 80% above earned 80% a

B.No. of learners who require ___ of Learners who require ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learn
additional activities for additional activities for require additional require additional require additional require a
remediation who scored below remediation activities for activities for activities for activities
80% remediation remediation remediation remediation
C.Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___N
No. of learners who have caught ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Lear
up with the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the
D.No. of learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Lear
require remediation continue to require continue to require continue to require continue to require continue to
remediation remediation remediation remediation remediation
E.Which of my teaching strategies Strategies used that work Strategies used that Strategies used that Strategies used that Strategies us
worked well? Why did these well: work well: work well: work well: work well:
work? ____Group collaboration ____Group ____Group ____Group
____Games ____Group collaboration collaboration collaboration
____Solving Puzzles/Jigsaw collaboration ____Games ____Games ____Games
____Answering preliminary ____Games ____Solving ____Solving ____Solving
activities/exercises ____Solving Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsa
____Carousel Puzzles/Jigsaw ____Answering ____Answering ____Answeri
____Dlads ____Answering preliminary preliminary preliminary
____Think-Pair-Share(TPS) preliminary activities/exercises activities/exercises activities/exe
____Re-reading of activities/exercises ____Carousel ____Carousel ____Carouse
 Paragraphs/poem/stories ____Carousel ____Dlads ____Dlads ____Dlads
____Differentiated ____Dlads ____Think-Pair- ____Think-Pair- ____Think-Pa
instruction ____Think-Pair- Share(TPS) Share(TPS) Share(TPS)
____Role Playing/Drama Share(TPS) ____Re-reading of ____Re-reading of ____Re-readi
____Discovery Method ____Re-reading of Paragraphs/poem/stori Paragraphs/poem/sto Paragraphs/p
____Lecture Method Paragraphs/poem/stori es ries ries
Why? es ____Differentiated ____Differentiated ____Differen
____Complete IMs ____Differentiated instruction instruction instruction
____Availability of instruction ____Role ____Role ____Role
Materials ____Role Playing/Drama Playing/Drama Playing/Dram
____Pupils’ eagerness to Playing/Drama ____Discovery Method ____Discovery ____Discover
learn ____Discovery Method ____Lecture Method Method Method
____Group Cooperation in ____Lecture Method Why? ____Lecture Method ____Lecture
doing their tasks Why? ____Complete IMs Why? Why?
____Complete IMs ____Availability of ____Complete IMs ____Complet
____Availability of Materials ____Availability of ____Availabil
Materials ____Pupils’ eagerness Materials Materials
____Pupils’ eagerness to learn ____Pupils’ eagerness ____Pupils’ e
to learn ____Group to learn to learn
____Group Cooperation in doing ____Group ____Group
Cooperation in doing their tasks Cooperation in doing Cooperation
their tasks their tasks their tasks
F.What difficulties did I encounter ____Bullying among pupils ____Bullying among ____Bullying among ____Bullying among ____Bullying
which my principal or supervisor ____Pupils’ pupils pupils pupils pupils
can help me solve? behavior/attitude____Scien ____Pupils’ ____Pupils’ ____Pupils’ ____Pupils’
ce/Computer/Intern behavior/attitude behavior/attitude behavior/attitude___ behavior/atti
____Colorful IMs ____Colorful IMs ____Colorful IMs _Science/Computer/I _Science/Com
____Unavailable ____Unavailable ____Unavailable nternet nternet
Technology Equipment Technology Equipment Technology Equipment ____Colorful IMs ____Colorful
(AVR/LCD) (AVR/LCD) (AVR/LCD) ____Unavailable ____Unavaila
 et Lab ____Science/ ____Science/ Technology Technology
____Additional Clerical Computer/Internet Lab Computer/Internet Lab Equipment (AVR/LCD) Equipment (A
works ____Additional Clerical ____Additional Clerical et Lab et Lab
works works ____Additional ____Addition
Clerical works Clerical work
F.What difficulties did I encounter ____Bullying among pupils ____Bullying among ____Bullying among ____Bullying among ____Bullying
which my principal or supervisor ____Pupils’ pupils pupils pupils pupils
can help me solve? behavior/attitude____Scien ____Pupils’ ____Pupils’ ____Pupils’ ____Pupils’
ce/Computer/Intern behavior/attitude behavior/attitude behavior/attitude___ behavior/atti
____Colorful IMs ____Colorful IMs ____Colorful IMs _Science/Computer/I _Science/Com
____Unavailable ____Unavailable ____Unavailable nternet nternet
Technology Equipment Technology Equipment Technology Equipment ____Colorful IMs ____Colorful
(AVR/LCD) (AVR/LCD) (AVR/LCD) ____Unavailable ____Unavaila
et Lab ____Science/ ____Science/ Technology Technology
____Additional Clerical Computer/Internet Lab Computer/Internet Lab Equipment (AVR/LCD) Equipment (A
works ____Additional Clerical ____Additional Clerical et Lab et Lab
works works ____Additional ____Addition
Clerical works Clerical work