School: Colegio de Sta.

Ana Grade Grade 5

de Victorias Level:
GRADES 1 to
12 DAILY
LESSON
PLAN Teacher: Jean Mae O. Makiling Learning
Area:
Beed3A English

Teaching 10:00am-11:00am
Date and
Time: Quarter: 3rd Quarter

I. OBJECTIVES

• Content Standards The learner demonstrate understanding that words are

composed of different parts to know that their meaning
changes depending in context.

• Performance The learner uses strategies to decode correctly the

Standards meaning of words in isolation and in context.
• Learning At the end of the lesson the student should be able to
Competencies infer the meaning of unfamiliar words (compound,
(LC)/Objectives affixed) based on given context clues(Synonyms
Write the LC code for
Antonyms word parts) and other strategies
each
(EN5V-IIIb-20.3) ( EN5V-IIIb-20.4)(EN5V-IIIb-20.5)

II.CONTENT Inferring the meaning of unfamiliar words

III. LEARNING
RESOURCES

A. References

1.Teacher’s Guide Joy in learning English page 124

(TG) pages
 2. Learner’s Material Page 206
(LM) pages
3. Textbook pages Joy in learning English page 206

4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning Power point presentation, laptop,
Resources
IV. PROCEDURES

A. Review the previous Read and study the following pairs or words in Column
lesson or presenting A and column B.
the new le
Column A. Column B

happy-joyful happy-sad
pretty-beautiful pretty-ugly
big-large big-small
hot-warm hot-cold
Start-begin start-end

Ask:
1. What can you say about the pairs of words in
column A? What do we call them?
2. How about the words in Column B? What are
they called?

B.Establishing a purpose Many say that laughter contributes to one's wellness,

for the lesson
not illness.
● Do you agree that laughter is the best medicine?
● Is the word illness the opposite of wellness?

C. Presenting examples During Reading

or instances of the new
lesson Read-aloud
Have you imagined not drinking water or any other
liquid within the next eight hours? This is what you
basically do while you sleep. Your body becomes slowly
dehydrated or water-deprived because it needs fluid for
the body organs to function or do their job while you are
sleeping. If you drink a large glass of water upon waking
up. it would fire up your energy for 90 minutes. Water

D. Discussing new
concepts and practicing new
skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
helps your body flush out toxins or poisonous
substances, especially thro rough your kidneys. Since
your brain tissue is 75% water, it needs to be hydrated
enough to operate well. You can feal exhausted or tired
if you lack water. So would you now start drinking a big
glass of water first thing in the moming? The choice is
yours.
Ask:
1. According to the text, what happens to our bodies
when we sleep?
2. What is the meaning of the word "dehydrated"? What
word synonymous with dehydrated was used in the text
to help us understand this unfamiliar word?
3. Can you identity some more unfamiliar words from
the text?
4. Can you infer the meaning of these words based on
the given context clues?
5. What lesson can we learn from the text we have just
read?
THINK-PAIR-SHARE Look for that Clue!
Remember that context clues are very important in
inferring the meaning of a word. Context clues can be a
definition, example, synonym or antonym, or the
general sense of the sentence For each sentence
below, use the context to help you determine the
meaning of the underlined word.
1. Mr. Reyes is already having difficulty to see objects
clearly so he went to an an ophthalmologist for a
check-up
A. a doctor who treats eye problems
B. a doctor who treats heart problems
2. Taking a bath everyday and brushing examples of
good hygiene.
A. ways to be successful
B. ways to maintain a clean body

3. We need to strengthen our biceps so we can have

strong arms that can carry heavier objects.
A. the large flexor muscle of the upper arm.
B. the large flexor muscle of the face

4. The dentist gave me vitamins for stronger gums

because she said I have gingivitis.
A. a disease in se in which teeth become soft and
broken
B. a disease in which gums become red and swollen

5. Our teacher told us to eat foods rich in calcium so we

can have strong bones.
A. a substance that is found in most plants important to
develop strong bones
B. a kind of frat that is good for our body

6. Marco does several exercises like push-ups and

curl-ups to strengthen his abdominal muscles
A. muscles in the upper arms
B. muscles in the abdomen
7. Some of the habits that will improve our mental
health are to stay away from stress, sleep adequately,
read books, and meditate to relax the mind
A. condition of the mind.
B. condition of the whole body

8. Our Science teacher told us that cardiac muscles

help in pumping blood from the heart h throughout the
body,
A. muscle in the stomach
 B. muscles surrounding the heart

G. Finding practical In cut everyday If we sometimes encounter unfamiliar

applications of concepts and words when reading or speaking with other people.
skills in daily living
What may happen if we are able to infer the meaning of
an unfamiliar word correctly?

What if we did not?

H. Making generalizations How can we infer the meaning of unfamiliar words?

and abstractions about the
lesson
I. Evaluating learning On your papers, write S if the word pairs are synonyms,
and A if antonyms.

1.contagious - communicate
2.supplement - additional
3.organic - in organic
4.obese - overweight
5.well - ill

Passing score = 5 and 4

5 = 25 Passed= 33
4= 8 Failed= 7
3= 2
2= 5
1=0
0=0

PL: 75%
ML: 33/40 = 83%
ID: proceed to the new lesson ( remedial)

J. Additional activities for On your notebook write 5 synonym words and 5

application or remediation antonym words.
V.REMARKS

VI.REFLECTION

No. of learners who earned _33/40_learners earned 75% and above in the
80% and above in the evaluation
evaluation
No. of learners who require _7/40__leaners require additional activities for
additional activities for remediation
remediation and who scored
below 80% in the evaluation

Did the remedial lesson oYes_/_ No__

work?

No. of learners who have

caught up with the lesson _7/7_leaners caught up with the lesson

No. of learners who continue _0/7_learners continue to require remediation

to require remediation

Which of my teaching
strategies worked well? Why
did this work?

What difficulties did I

encounter which my
principal or supervisor can
help me or solve?

What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?