Grade 5 & 6 School Ayungon Central School Grade Level Five (5)

Daily Lesson Log Ashley Kiersten Elum, Mienjiell Lapus,

Teacher Learning Area English
Argie Delos Santos
Teaching Dates and
Monday 8:30 AM Quarter 4th
Time

TEACHER’S ACTIVITY LEARNERS’ ACTIVITY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
I. OBJECTIVES and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards
The learner demonstrates understanding of different formats to write for a variety of audiences and purposes.

(Objective: To acquire knowledge on compare and contrast to show similarities and differences.)

B. Performance The learner publishes texts using appropriate text types for a variety of audiences and purposes.
Standards
(Objective: To write a paragraph presenting compare and contrast.)

C. Learning Write paragraphs showing: cause and effect, comparison and contrast and problem solution relationship (EN5WC-IIb-2.2.5 )
Competencies (Write
the LC Code for each) (Competencies for today’s lesson only focuses only on comparison and contrast.)

Objectives:

K- define compare and contrast.

S- write paragraphs showing comparison and contrast. (EN5WC-IIg-2.2.6)

A- Show tactfulness when communicating with others. (EN5A-IIg-17)

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
tackled in a week or two.
1. Writing a Paragraph Showing Compare and Contrast
A compare-and-contrast paragraph, is to analyze two subjects by comparing
them, contrasting them, or both. Meaning, it is required to explain how two people,
places, things/objects, events, or ideas are alike and different. When we compare, we
focus on the similarities of the two subjects and when we contrast, we focus on the
differences between the two.

2. Signal Words that can be used to indicate compare and contrast and the use of the Venn Diagram.
 3. Writing Methods of Compare and Contrast
A. Point-by-Point Method- is writing back and

forth of the subjects. First, talking about topic A, then about topic B, then right back to

topic A and then topic B again.

B. Blocked Method- only discusses one topic and

then finishes the paragraph with the other subject to be compared or contrasted with.

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING
Ensure that there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes
RESOURCES
concept development.
A. References
English Q4 Module 2: Writing a Paragraph SHowing Compare and Contrast from FlexiEd
(https://drive.google.com/file/d/1Thu2lBcbKkRUfTDORagtrhzJmnbkek94/view)

ENG5-Q4-MOD2-L2.pdf (depedtambayan.net)
(https://depedtambayan.net/wp-content/uploads/2022/05/ENG5-Q4-MOD2-L2.pdf)

B. Other Learning Baby Shark Song (https://www.youtube.com/watch?v=XqZsoesa55w)

Resources Picture of Sun and Moon (https://www.shutterstock.com/search/sun-moon-clip-art)
Picture of Pen and Pencil (https://pngtree.com/free-png-vectors/pen-clipart)

Laptop, speaker, cartolina, activity sheets, construction paper, printed out images and texts, stuffed animals etc.

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they
IV. PROCEDURES learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.

A. Reviewing previous I. Preliminaries

lesson or presenting
 A. Prayer:

“Let us pray before we start our class. (students name) Can you lead the (One learner leads the prayer in front of class)
prayer?”
Almighty Father,
we praise and thank You for this day.
Watch over us as we go about our work and
studies.
Help us in every way so that we may become the
children you want us to be.
Amen.

B. Greetings:

“Good Morning class!” Good morning, teacher!

“How are you today?” “We’re great, teacher!”

the new lesson “That’s great! Before you take your seats, kindly pick up the pieces of paper
and plastics under your chairs.”
(5As Approach with The learners pick up the pieces of paper and
Cooperative Learning plastics under their chairs.
Strategies and Thematic
Approach) “You may now take your seats.” “Thank you, teacher.”

C. Checking of Attendance (Systematic):

The learners count off from number 1 to the last
“Let us check our attendance. Please count off your assigned number in the number.
seat plan to check whether you are present or not.”

“Thank you, children.”

D. Reminders:

“Oh, we have a guest today. Do you have any idea who it might be?” “No, teacher.”

“Whenever we have our classes we always have rules to follow. Our guest
will help remind us of these rules.”

“Our special guest for today is… Barney! Everyone say hi to Barney.” “Hi, Barney!”

"Barney, wants us to read the rules together.”

 The learners read the classroom rules in unison.

“Great job, kids! Remember these rules all throughout our class. Okay?” “Okay, teacher.”
E. Review of the Previous Lesson:

“Very good! Now that we’re all ready for class, let’s have a review of our
“It was about Cause and Effect. “
previous lesson. What was it all about?”

“Wow! You got the right answer. You remembered our lesson.”

“Who can tell me more about this?” “A cause is an event or an action that tells why
something happens and the effect tells us what
happens as a result of an event or an action. “

“Wow! Let’s give the both of them a round of applause.” The learners clap their hands for their classmates.

F. Development of the Lesson Proper:

Motivation

“It’s amazing that you understood our last lesson. Now, would you like to sing “Yes, teacher!”
and dance?”
The teacher leads the learners to perform an action song entitled “Baby (The students perform the action song with their
Shark” accompanied by a video clip and music. teacher)

“Let’s give ourselves a “very good” applause for a job well done!” The learners perform the “very good” applause.

After performing the action song, the teacher will ask the following questions:
“The song was about a family of sharks!”
1. What was the song all about?
“They are all sharks and they live underwater.”
2. What are the similarities between the characters mentioned in the song?
“They differ in size and color.”
3. What about the differences?

The teacher give praises/acknowledgement to all answers.

“And now, what do you think is our lesson for today?” The learners give their ideas on what the lesson
may be about.
“Let us see if your answers are correct through an activity.”

G. Presentation:

ACTIVITY

Word Jumble!

“Let’s play a game to find out! I have here the words of the title of our lesson.
However, the letters are jumbled. You will work with a group to rearrange
these letters to create the correct word.”

The teacher hands out 2 folders containing the words “COMPARE” and
“CONTRAST”

“Once you have formed the letters, I want one representative from each
group to paste their word on the cloud.”
The learners arrange the words to the title of the
“You have 1 minute to rearrange these letters. The first group to form their lesson (Compare and Contrast).
word will receive a prize. You may start!”

One group will finish earlier.

“Let’s give a hand to Group __!”

“Now, please paste your outputs on the cloud that is on the board.” The learners clap their hands.

The learners paste their outputs on the board.

“Let’s read it together.”

“Our lesson for today is about Compare and Contrast.” “Our lesson for today is about Compare and
Contrast.”

“Let’s give ourselves a “hooray” applause.”

The teacher proceeds to the lesson proper. The learners perform the “hooray” applause.

“At this time, we will now learn what compare and contrast is and how we can
write a paragraph with it.”

Definition of Compare and Contrast

“What comes to your mind when we say “compare?”

“We look for similarities between two objects”
“How about contrast?”
“We look for differences.”
“Do you have any idea what their definitions might be?”
The learners give their own definition of compare
“Now, let’s us read what compare and contrast is all about.” and contrast.
The teacher encourages the learners to read the text together.

Writing a Paragraph Showing Compare and Contrast

A compare-and-contrast paragraph, is to analyze two subjects by
The learners (with the teacher) read the text
comparing them, contrasting them, or both. Meaning, it is required to explain together.
how two people, places, things/objects, events, or ideas are alike and
different. When we compare, we focus on the similarities of the two subjects
and when we contrast, we focus on the differences between the two.
 The teacher explains more about a paragraph showing compare and
contrast.
B. Establishing a A. Statement of the Objectives:
purpose for the
lesson “Before we proceed, I need you to read our objectives for today’s lesson.
1. AWARENESS After this discussion you will be able to:

The teacher calls one student at a time to read the objectives.

 define compare and contrast. The learners take turns in reading the objectives.

 write paragraphs showing comparison and contrast.

 Show tactfulness when communicating with others.

“Now that we know what compare and contrast is all about, I want to
show you something.“
The teacher presents the class with a magic box.
“What do you think is inside this magical box?” The learners share their ideas.
“Yes, teacher!”
2. ACTIVITY “Do you want to find out what’s inside?”
“We have to say the magic word for the box to open. The magic word is
“Abracadabra.”
“Let’s say it together three times.”
“Abracadabra, abracadabra, abracadabra!”
“Abracadabra, abracadabra, abracadabra!”

“Very good, children!”

The teacher takes out two stuffed animals. One is a cat and the other one is a
dog.

“Wow! It’s a dog and a cat.”

“I want you to look at them carefully and think about how you can compare The learners observe the stuffed animals and
 and contrast these two animals.” analyze how to compare and contrast the two.

The teacher asks the following questions:

 Do you like cute pets? “Yes, teacher!”

“Wow! Me too. I like cute pets.”

 Which of the two animals would you want as a pet? Answers may differ.

“You all have wonderful answers! However, before we make our final decision
on which pet is the best choice, let’s find the similarities and differences of the
two animals.”

 Can you compare or find similarities between the two animals? “The cat and the dog are both pets we can keep
inside our homes. They are both brown, have fur
and walk on four legs.”

 Can you contrast or find the differences of these animals? “The dog is a noisy pet because it barks a lot. On
the other hand, a cat is quiet. With dogs, you have
to bathe them yourself while a cat can clean itself.

 So have you made your choice? “Yes.”

 What helped you make your decision? “Comparing and contrasting the cat and the dog
helped us make our decision.“

 Is it important to find compare and contrast when making decisions? “Yes, it is important. “

The teacher give praises/acknowledgement to all answers.

Let’s give ourselves a “fireworks” applause! The learners perform the fireworks applause.

C. Presenting examples / “Going back to the cat and the dog, what else can we compare and contrast?”
instances of the new
lesson “Before you answer my question, I'd like to give more examples of things that
you can find similarities and differences in real life.”
 The teacher shows them printed materials of the following:

“We can compare a ballpen (permanent) and a pencil (can be erased) both
are writing materials.”

“We can compare the sun (hot, can be seen in the morning) and the moon
(can be seen at night) both can be seen in the sky.”

Now that you have seen more examples, what other examples can you give? Answers may vary.
What are their similarities and differences?

The teacher give praises/ acknowledgements to all answers.

D. Discussing new “Would you like to play another game children?” “Yes, teacher!”
concepts and
practicing new skills The teacher then presents a Venn Diagram about a shark and a fish and
#1 explains where the similar characteristics should be placed (compare) and
where the differences should be placed (contrast).
3. ANALYSIS

The teacher asks to play a game to distribute the three paragraphs to three
students. They have to pass around a box while singing "Leron Leron Sinta".
If the ball stops, the student holding the box has to go in front, read the
paragraph and paste it on the circle accordingly.

“Let’s begin the game! Leron leron sinta…” The students sing along and perform the game
asked by the teacher.
Sentences inside the box:
1. The shark is a big animal with big sharp teeth. Unlike the fish, other sea
animals and even people are afraid of sharks.

2. The shark and the fish both live under the sea. They are alike because
they can breathe under water. The learners who got the sentences will paste the
sentences on the Venn Diagram.
3. On the contrary, the fish is different from the shark. It is a small creature
and is harmless.

( After the activity)

The learners clap their hands.
Let's give ourselves a “darna” of applause!

“Let’s proceed”

"Did you know that when you compare and contrast two things, we have to “No, teacher.”
use signal words?”

“Then we will learn about them today.”

“These are some signal words we can use to indicate compare and contrast.
The graphic organizer we are using today is a Venn Diagram.”

The teacher asks the students to read the words inside the diagram.

The students read the words inside the Venn

Diagram.

“Yes, teacher.”
“Are you now familiar with the signal words?”

“Very good! Now, I’d like us to perform this activity. You have to paste
these words where they belong. Do they belong in compare or contrast?”

GROUP ACTIVITY(COOPERATIVE LEARNING):

Study the following group of words inside the box then write the word that
suggests comparison or contrast accordingly.
Likewise as well as different from similarly
unlike however equally whereas just as
 COMPARE CONTRAST

“You will be grouped according to your seating arrangement.”

The learners answer the activity on their activity
“Every group will answer this activity sheet for 3 minutes. Once youre done, sheet and presents it to the class.
you will send one representative to present your answers. You may begin.”

The teacher checks all their answers and gives them

praises/acknowledgement.

“Well done, everyone! Let’s give a hand to ourselves.” The learners clap their hands.

E. Discussing new “Since we are now familiar with the signal words, we need to learn about the
concepts and
different writing methods of compare and contrast.”
practicing new skills
#2
The teacher encourages all learners to read the two methods in unison.
A. Point-by-Point Method- is writing back and forth of the subjects. First,
talking about topic A, then about topic B, then right back to topic A and then
topic B again.

B. Blocked Method- only discusses one topic and then finishes the The learners will read each method out loud.
paragraph with the other subject to be compared or contrasted with.

The teacher expounds more about the new information.

“Now, I have here two paragraphs. Can you tell me which is using a Point-
by-Point method or which is using the Blocked Method?”

The teacher encourages oral recitation by asking for volunteers to read each
The learners will volunteer to read the essays and
 method. give their answers.
A student raises their hand and reads the
“Who can read the first paragraph?”
paragraph.

"What method does this paragraph use?” “It uses the Blocked Method, teacher.”

“Very good, (students name!)

A student raises their hand and reads the
“Now, who wants to read the second essay.” paragraph.

“Who would like to answer this item?” “It uses the Point-by-Point Method, teacher.”

The teacher gives praises/acknowledgement to all their answers.

“Well done, children!”

“Let’s have a group activity to check if you understood our lesson.”

With the same groups, the learners will be tasked to write a paragraph
F. Developing Mastery
(Leads to Formative showing compare and contrast relationship between BIRDS AND BEES.
Assessment) They are encouraged to use proper indention and punctuation in writing
sentences and paragraphs. In presenting this activity, the learners will have
(Cooperative Learning differentiated instructions.
and Differentiated
Instruction) Group 1- Song

Group 2- Speech Choir

Group 3- Interpretative Dance (while reading the output)

Group 4- Accompanied with Drawing

“Before you begin, this is the rubric that will be used in rating your
presentation”

Rubrics:
CATEGORY 3 2 1
Creativity

Content

Cooperation

Organization

“You are given 5 minutes to prepare for your presentation. You may start.” The learners prepare for their presentation.

After making the activity, the learners will be asked to present their work in
front of their class.

The teacher will give praises after each group. The rating will be given after
all groups have shown their performance.
“Everyone did an amazing job!. Let's celebrate by saying “Hep-hep, hooray!” “Hooray!”
 “Hep,hep…”
“You all did well in your group activity!”

“Now, I would like to check if you really understood the lesson.”

For the generalization, the teacher let the pupils give the generalization or
the rules on how to compare and contrast through the use of presenting
sentences where pupils have to fill up the blanks to complete the
generalization.
F. Making
generalizations and “Please raise your hand if you want to write your answer on the board.”
abstractions about
the lesson
Pupils raise their hands to answer and take turns
4. ABSTRACTION
to fill in the blanks with the appropriate words to
A ____________is a process of showing similarities while a ___________is a complete the generalization.
way of showing differences. We compare and contrast (3)
_________________or more different things. We also use
(4) ________________ when writing a comparison or contrast.

The teacher gives praises and acknowledgement to all answers.

“Let’s give ourselves a “Wow” applause!”

G. Finding practical (The lesson for today will be related to pupils' real-life situation. )
applications of
concepts and skills in “Now, I’d like to ask you some questions.”
daily living “Please raise your hand if you want to answer.”

5. APPLICATION The teacher will ask the following questions: The learners analyze their decision on their 2
1. What are their 2 priority ambitions in life? priority ambitions based on comparison and
contrast.
2. Can you state the similarities and differences of your 2 ambitions? Their answers will vary.
3. Did comparing and contrasting help you in making a decision? “Yes, teacher.”

“You all have amazing ambitions. Thank you for sharing your inputs.”

H. Evaluating Learning “I’d like you to get a one whole sheet of paper and read the instructions for The learners write a paragraph showing compare
and contrast based on the question provided.
 this activity. You will have 20 minutes to work. You may start.”

Question:
If you are to spend a vacation, would you rather go on a picnic or go for a
swim? Explain your choice by writing a paragraph in your notebook showing
comparison and contrast. A rubric is provided to evaluate your work.

“Pass your papers to the front silently.”

I. AGREEMENT/ “Now that we have all understood what compare and contrast is, I will give
Additional activities you an assignment to do at home.”
or application or
remediation “Let’s read the assignment together.”

Directions:
 Choose two subjects or objects to compare and contrast. You must make The learners copy their assignment in their
use of proper punctuation, grammar, writing methods and signal words. notebooks
Include pictures/drawings for these two objects. This will be submitted next
meeting on a short bondpaper.

“Please copy this in your assignment notebook.”

“Do you have any questions?”

“If there are none then we can proceed.”

“Let’s give ourselves an “Awesome” applause for the great job we did today!”

“Let’s end our class with a quote by Anthony J. D’Angelo, “Develop a passion
for learning. If you do, you will never cease to grow.””

“(Students name) can you lead the prayer?”

Dear God,
It’s great to find out new things about your world.
It’s fun trying out new skills
And learning to read and write.
Help us remember all we have learnt today.
We look forward to tomorrow and all the
wonderful things
We will be taught.
Amen.
“Kindly arrange your chairs and pick up any pieces of paper and plastics
before you leave the classroom.”

“Goodbye class!” Goodbye, teacher!

a. REMARKS ACCOMPLISHED
TO BE CONTINUED
b. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask relevant questions.

A. No. of learners who

earned 80% of the
formative assessment
B. No. of learners who
require additional activities
to remediation
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
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material did I
use/discover which I wish
to share with other
teachers?

CHECKED BY:
HAZEL E. ARGONCILLO
Public Schools District Supervisor

PREPARED BY: ASHLEY KIERSTEN ELUM, MIENJIELL ROSE G. LAPUS, Date: _______________
ARGIE DELOS SANTOS
Student - Teachers