School:
GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time:
MONDAY
A. Content Standards Compose clear and coherent
sentences using appropriate
grammatical structures: subject-
verb agreement, kinds of
adjectives, subordinate and
coordinate conjunctions, and
adverbs of intensity and
frequency
B. Performance Objective Determine the features and uses
of subject-verb agreement, kinds
of adjectives, coordinating and
subordinating conjunctions, and
adverbs of intensity and
frequency,
Compose clear and coherent
sentences,
Recognize the importance of
using appropriate grammatical
structures in composing
statements,
Apply subject and verb
agreement rules correctly.
C. Learning Competencies Compose clear and coherent
(Write the LC code for sentences using appropriate
each) grammatical structures: subject-
verb agreement, kinds of
adjectives, subordinate and
Grade Level: Five
Teacher:
TUESDAY
Compose clear and coherent
sentences using appropriate
grammatical structures: subject-
verb agreement, kinds of
adjectives, subordinate and
coordinate conjunctions, and
adverbs of intensity and
frequency
Determine the features and uses
of subject-verb agreement, kinds
of adjectives, coordinating and
subordinating conjunctions, and
adverbs of intensity and
frequency,
Compose clear and coherent
sentences,
Recognize the importance of
using appropriate grammatical
structures in composing
statements,
Apply subject and verb
agreement rules correctly.
Compose clear and coherent
sentences using appropriate
grammatical structures: subject-
verb agreement, kinds of
adjectives, subordinate and
Learning Area: English
Quarter: 1st Quarter – Week 7
WEDNESDAY THURSDAY FRIDAY
Compose clear and coherent Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate sentences using appropriate
grammatical structures: subject- grammatical structures: subject- grammatical structures: subject-
verb agreement, kinds of verb agreement, kinds of verb agreement, kinds of
adjectives, subordinate and adjectives, subordinate and adjectives, subordinate and
coordinate conjunctions, and coordinate conjunctions, and coordinate conjunctions, and
adverbs of intensity and frequencyadverbs of intensity and adverbs of intensity and
frequency frequency
Identify inverted sentences; Identify inverted sentences; Identify inverted sentences;
Distinguish inverted order Distinguish inverted order Distinguish inverted order
sentences from the natural order sentences from the natural order sentences from the natural order
sentences; sentences; sentences;
Identify the subject and the verb Identify the subject and the verb Identify the subject and the verb
of inverted sentences; of inverted sentences; of inverted sentences;
Write sentences in the inverted Write sentences in the inverted Write sentences in the inverted
order which also observe correct order which also observe correct order which also observe correct
subject and verb agreement; and subject and verb agreement; and subject and verb agreement; and
Apply subject and verb agreement Apply subject and verb Apply subject and verb
rules correctly. agreement rules correctly. agreement rules correctly.
Compose clear and coherent Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate sentences using appropriate
grammatical structures: subject- grammatical structures: subject- grammatical structures: subject-
verb agreement, kinds of verb agreement, kinds of verb agreement, kinds of
adjectives, subordinate and adjectives, subordinate and adjectives, subordinate and

I.CONTENT
(Subject Matter)
II.LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
Pages
3. Textbook pages
4. Additional Materials
from LRDMS
B. Other Learning
Resources
III.PROCEDURES
A. Reviewing past lesson
or Presenting the new
lesson (Drill/Review/
Unlocking of Difficulties)
coordinate conjunctions, and
adverbs of intensity and
frequency MELC # 4
EN5G-IIa-3.9
Composing Inverted
Sentences with Correct Subject
and Verb Agreement
CG, MELC, ENGLISH V Module
English V Module
PowerPoint Presentation,
ballpen, notebook, cut outs, and
other LMs
NEW LESSON
Classroom routine:
a. Prayer
b. Checking of attendance
d. Quick “kumustahan”
SETTING STANDARDS
REVIEW
Recall cause-and-effect and
problem-solution sentences
through HYPERLINK. (for ICT
coordinate conjunctions, and
adverbs of intensity and
frequency MELC # 4
EN5G-IIa-3.9
Composing Inverted
Sentences with Correct Subject
and Verb Agreement
CG, MELC, ENGLISH V Module
English V Module
PowerPoint Presentation, ballpen,
notebook, cut outs, and other LMs
Choose the letter of the correct Choose the letter of the correct
answer. answer.
coordinate conjunctions, and
adverbs of intensity and frequency
MELC # 4
EN5G-IIa-3.9
Composing Inverted
Sentences with Correct Subject
and Verb Agreement
CG, MELC, ENGLISH V Module
English V Module
PowerPoint Presentation, ballpen,
notebook, cut outs, and other LMs
coordinate conjunctions, and coordinate conjunctions, and
adverbs of intensity and adverbs of intensity and
frequency MELC # 4 frequency MELC # 4
EN5G-IIa-3.9 EN5G-IIa-3.9
Composing Inverted Composing Inverted
Sentences with Correct Subject Sentences with Correct Subject
and Verb Agreement and Verb Agreement
CG, MELC, ENGLISH V Module CG, MELC, ENGLISH V Module
English V Module English V Module
PowerPoint Presentation, PowerPoint Presentation,
ballpen, notebook, cut outs, and ballpen, notebook, cut outs, and
other LMs other LMs
Read each sentence carefully. QUIZ
Write S if the underlined word is
the subject of the inverted
sentence and write V if it is a
verb.
1. Inside the house is a cute little
dog named Aw-aw.
2. There goes the ambulance
again.
3. After the show spoke the
municipal mayor.
4. From the roof jumps the
vigilant cat.
5. Here comes your delicious
snack!
 integration)
Were you able to identify the
1. The school's sports day was subject and the verb easily?
cancelled because it was Why? Why not?
raining. Therefore, it was moved
to next week instead.
2. He failed the test last time, so
he studied hard to pass the next
exam.
3. I was soaking wet, so I
changed my clothes immediately.
4. Since we ran out of milk, I
couldn't make my coffee. So, I
had to go to the shop.
5. Now that I have my new
computer, I can play online
games with my friends
accordingly.
B. Establishing a purpose Engage students by asking them Supply the correct aspects of the Let’s check how much you A verb must agree with its
of the new lesson to identify subjects and verbs in verb for the following sets of already know about inverted subject, in number and in
(Motivation) given sentences. sentences. sentences. Read the sentences person, i.e. a subject in singular
1. The cat chased the mouse. below, then on the space provided form must have a singular verb,
2. Maria plays the piano before the number, put a check and the subject in the plural form
beautifully. mark “ √ ” if the sentence is must have a plural verb.
3. The sun sets behind the written in an inverted order, while
mountains. write an “X”
4. Birds sing in the morning. if it is not.
5. Mr. Johnson teaches math to ____1. Hidilyn Diaz is an Olympic
the students. champion.
Strategy that develops creative ____2. I saw five children inside
or higher-order thinking skill: the bus.
1. What composes a sentence? ____3. Inside the bag are two
2. How do the sentences begin? Self-Learning Modules (SLMs).
End? ____4. There is one way to solve
Remembering that verbs this problem.
must always agree with the ____5. Twenty plastic bottles
 subject in both number (single or were thrown away.
plural) and person (first, second,
or third) is important when
composing sentences. Your
sentences are more likely to be
truthful, understandable, and
creatively appropriate when there
is this kind of agreement.
C. Presenting Examples/ Let us examine the sentences Remember: Sentences are Let’s also check if you can still Complete each of the inverted
instances of the new below. important features of language. identify the correct form of the sentences by choosing the
lesson/ Presentation) A. Cats and dogs love to run. As a second language learner, verb in inverted sentences. correct form of the verb inside
B. He doesn't like chocolate. you must learn the different Choose the correct forms of the the parentheses.
C. Her friends or Sarah excel at conventions of writing sentences. verbs inside the parentheses.
volleyball. You should aim to be able to 1. Up to the last minute of the
D. Each of these have been compose clear and coherent 1. There (is, are) three stars in our show (watch, watches) the
ruined. sentences using appropriate Philippine National Flag. fanatic viewers.
E. Pants are baggy now. grammatical structures such as 2. From there (stand, stands) the 2. (Does, Do) they have the
F. The students, as well as the subject-verb agreement, kinds of school principal. same plan with us?
teacher, are nervous about the adjectives, subordinating and 3. Going back home (is, are) five 3. Beside the condominium
test. coordinating conjunctions, and cute puppies. building (stand, stands) a
G. The news are on at 10:00 adverbs of intensity and 4. Adjacent to my house (is, are) a carinderia restaurant.
tonight. frequency. bakery. 4. In that wide arena (run, runs)
H. My friend are a lot of fun. 5. In that corner (sit, sits) two the athletes in District Sports
I. Mathematics is hard for many. groups of dancers. Meet.
J. The director, with all the cast 5. (Has, Have) anyone notice the
members, works very hard. red mark on your shirt?
Classify the sentences above as
to correct and incorrect in terms
of subject-verb agreement by
placing the letters in their
appropriate columns.
Correct Incorrect
 Subject-Verb Agreement
portrays rules in terms of
agreement between the subject
and the verb. The subject and
verb of the sentence must agree
in number. If the subject is plural,
then the verb must be in its
simple form. If the subject is
singular, then the verb must be in
its –s form. Always remember,
the subject must always agree
with the verb, thus, agreement.
D. Discussing new Have students work in pairs to
concepts and practicing identify subjects and verbs in
new skills no.1. given sentences and check for
(Modeling) agreement.
1. My dog bark loudly at night.
2. The colorful flowers blooming
in the garden.
3. The children plays games at
the park.
4. The teacher write on the
chalkboard.
5. The adventurous boy climb the
tree quickly.
Guide the groups and address
any questions or difficulties they
may have.
Discuss their findings as a class
and clarify any misconceptions.
The subject and verb must
Continuation of discussion Correct agreement between a
subject and a verb requires that
the two must be of the same
number. This means that if the
subject is singular, (only one or
considered as one) then the verb
must also be singular. If the
subject is plural, (more than one)
then the verb must also be plural.
1. Alex likes / like watching
cartoons on weekends.
(Alex is a singular noun, and likes
is a singular verb. The subject and
the verb agree in number since
they are both singular.)
2. Alex and Marian studies/ study
their lessons on weekdays.
(Since Alex and Marian consist of
more than one person, they are
plural. Hence, they also need a
 agree with each other in number.
Perhaps the most important thing
for you to know is that singular
verbs end with -s except for I am,
and you are (second person
singular). If the subject is plural in
number, it takes the simple form
of the verb.
How to make the subject and
the verb agree with each other?
Just follow these simple steps;
First, identify the subject of the
sentence. Second, decide if the
subject is singular or plural.
Lastly, decide which verb form
will match with the subject.
E. Discussing new Let's explore different kinds
concepts and practicing of adjectives, subordinate and
new skills no.2 (Guided coordinate conjunctions, adverbs
Practice) of intensity, and adverbs of
frequency, along with examples
to illustrate their usage and how
they enhance sentence structure
and meaning.
plural verb which is study.)
These types of sentences are
simple because you can easily
identify the subject and the verb,
including their number (whether
singular or plural). However, if the
sentence is written in another
way, just like the one below, it
might not be easy to identify the
subject and the verb, and
consequently, whether they are
singular or plural. Consider this:
3. Inside the cave is / are
prehistoric drawings showing
horses and other animals.
What is the subject of Sentence
3? Is it the cave or the prehistoric
drawings? What about its verb?
Can you tell if the subject is
singular or plural? What is the
correct verb that will match the
subject?
Read each sentence carefully.
Write S if the underlined word is
the subject of the inverted
sentence and write V if it is a verb.
1. From the office, the manager
holds a meeting with his staff.
2. At the back of the valley live
many farmers.
3. Here are the flowers that you
sent me.
 4. In the center of the stage are
two chandeliers.
5. In the classroom is a teacher
who teaches clearly his lesson.

Were you able to identify the

subject and the verb easily? Why?
Why not?

By using these elements

effectively, you can create well-
structured and meaningful
sentences that provide clear
descriptions, establish
relationships between ideas,
emphasize actions or qualities,
and convey frequency or routine
in a more nuanced manner.
(Please find this on a separate sheet.)
F. Developing Mastery Choose the correct form of the Choose the correct form of the Copy the following sentences in Identify the subject and verb in
(Leads to Formative verb to complete each sentence. verb to complete each sentence. your notebook. When this is done, each of the following inverted
Assessment 3.) 1. My tennis shoes (is, are) on 1. Why (do, does) those two dead underline the subject once and sentences. Copy the sentences
(Independent top of the suitcase. plants still sit on your desk? the verb twice. into your notebook. Underline
Practice) 2. Two noble lions (rest, rests) in 2. The car keys (is, are) in your 1. Down the street live the man the verb ONCE and the subject
 a large cage at the zoo.
3. There (is, are) no clues to tell
who the robber is.
4. A yellow ribbon (stretch,
stretches) across the front
windows.
5. The lion (roar, roars) in the
jungle.
G. Finding practical Create 3 sentences using the
application of concepts concepts of subject-verb
and skills in daily living agreement, adjectives,
(Application/Valuing) conjunctions, and adverbs. Use
these concepts to describe
activities you do daily, or any
events happened this past week
at home.
H. Making Generalizations GROUPINGS (4 groups)
and abstraction about (consider Gender
the lesson Sensitivity/Awareness)
(Generalization) Groups organize their findings
and corrections into a clear,
concise presentation. The
Presenter prepares to explain the
errors and corrections to the
class.
Group 1: Subject-Verb Match-Up
coat pocket.
3. What (is, are) you planning to
wear on New Year’s Eve?
4. (Do, Does) anyone over six
really believe in the Tooth Fairy?
5.In that barn (live, lives) four
horses.
Use the following in sentences.
-am
-is
-are
Subject-Verb Agreement
portrays particular rules in terms
of agreement between the subject
and the verb. The subject and
verb of the sentence must agree
in number. If the subject is plural,
then the verb must be in its
simple form. If the subject is
singular, then the verb must be in
its –s form.
and his wife.
2. In a bottle is a beautiful flower.
3. Here are the apples you
wanted to eat.
4. Under the tree stands a tall
man.
5. In the middle of the night is a
troubled woman.
Talk about their answers in the
previous activity.
A verb must agree with its subject,
in number and in person, i.e. a
subject in singular form must have
a singular verb, and the subject in
the plural form must have a plural
verb.
TWICE.
1. Here is your school report
card from your teacher.
2. Inside your pocket is a rosary.
3. All day long prays a worried
mother for her daughter’s
successful operation.
4. At the bookstore are
informative and recreational
books waiting to be bought.
5. On the shiny floor spills the
hot milk from the broken glass.
Compose inverted sentences by
adding a verb and a subject to
the following phrases. Make sure
that the subject and verb agree.
Example:
Out of the cave _____________.
Out of the cave fly millions of
fruit bats.
1. Inside the chest __________.
2. Seated beside me ________.
3. Scattered along the beach __.
4. There _________________.
5. Above the hill ____________.
In an inverted order, the verb
comes first before the subject.
The nouns that serve as subjects
may either be singular or plural
in form. Remember to keep in
mind that when the subject is
singular it must take a singular
verb and when the subject
is plural it must take a plural
verb.
Inverted sentences have
 Objective: To reinforce subject- subjects come after the verb.
verb agreement by matching Nouns used as subjects can be
subjects with appropriate verbs. singular or plural in number.
A verb must agree with its
Group 2: Sentence Building subject, in number and in person
Objective: To create even when the sentence is in
grammatically correct sentences inverted order.
with appropriate subject-verb A singular subject takes a
agreement. singular verb, while a plural
subject takes a plural verb in that
Group 3: Verb Sorting manner.
Objective: To classify verbs as
singular or plural and match them
with appropriate subjects.

Group 4: Subject-Verb
Agreement Challenge
Objective: To emphasize subject-
verb agreement through a
different way of explaining how to
make the subject and the verb
agree with each other.
Manages learners’ behavior by
applying positive/non-violent
discipline. (for Values integration)
1. What do you feel every time
you win in a game?
2. Is it good to brag about your
achievement to your classmates
or friends?
3. What character trait you must
possess when you win in a game
or contest?
Is it nice to have a humble
friend?
I. Evaluating learning Supply a subject for each given Underline the subject twice and Complete the sentences below by Identify the inverted sentences in A. Underline the subject twice
 predicate to build a meaningful
sentence.
1. __________ takes much of my
father's time.
2. _________ teaches swimming
lessons during summer.
3. __________ bakes cookies for
the street children.
4. __________ climb mountains
in Mindanao.
5. __________ sew curtains and
table runners.
J. Additional activities for Construct 3 sentences showing
application and what you have learned on
remediation subject-verb agreement and
(Assignment) using adjectives, conjunctions,
and adverbs.
IV.REMARKS
underline the verb once.
1. Grandma and grandpa cook
dinner together.
2. The boys go hiking.
3. Ramon volunteers for the
difficult task.
4. Three tennis balls roll across
the court.
5. Abigail attends Leon’s birthday
party.
Discuss the subject and Study about inverted sentences.
predicate. Explain why they are
important in creating sentences.
writing the missing part. The first
one has been done for you.
1. At the center of the Philippine
National Flag is __________.
At the center of the Philippine
National Flag is a sun with eight
rays.
2. _________ are my classmates
who are trying to rub my back.
3. Inside a small house lives
_______________________.
the items below. Write the letter
which corresponds to your
choice.
Study and prepare for a quiz.
and underline the verb once.
1. Her brother sleeps under
these blankets.
2. A special trophy is on the
bookshelf.
3. Here is the latest magazine
about sports.
4. The president of the student
council is Bill.
5.Eagles fly through the air.
B. Find out if the following
inverted sentences employ
correct subject and verb
agreement. Copy the inverted
sentence if the subject and verb
already agree.
Otherwise, write the inverted
sentence with the correct verb.
1. There is five students in the
library.
2. Inside my pocket are my red
pen.
3. In front of the television sits my
two cousins.
4. Under the table are our cat.
5. To the school walks three
teachers.
V. REFLECTION
A. No. of learners who earned
80%
B . No. of learners who scored
below 80% (needs remediation)
C. 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 works well? Why?
F. What difficulties did I
encounter that my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover that I
wish to share w/other teachers?
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
with the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
Let's explore different kinds of adjectives, subordinate and coordinate conjunctions, adverbs of intensity, and adverbs of frequency, along with examples to illustrate their usage and how they
enhance sentence structure and meaning.

1. Adjectives:
Adjectives are words that describe or modify nouns or pronouns. They provide more information about the size, shape, color, condition, etc., of the noun they are modifying.
Examples:
 The big house is on the hill.
She bought a beautiful dress for the party.
Enhancement of Sentence Structure and Meaning:
Adjectives add detail and vividness to nouns, helping to create a clear and vivid image in the reader's mind.
2. Subordinate Conjunctions:
Subordinate conjunctions are words that join an independent clause (complete sentence) and a dependent clause (incomplete sentence). They show the relationship between the two clauses.
Examples:
I will go to the park after I finish my work.
She sings well because she practices daily.
Enhancement of Sentence Structure and Meaning:
Subordinate conjunctions create complex sentences by adding more information or providing a cause-effect relationship between ideas.
3. Coordinate Conjunctions:
Coordinate conjunctions are words that connect two or more items of equal grammatical importance (words, phrases, or clauses).
Examples:
I like tea and coffee.
She is both smart and talented.
Enhancement of Sentence Structure and Meaning:
Coordinate conjunctions help to combine ideas, giving equal importance to the items being connected and creating more fluid and cohesive sentences.
4. Adverbs of Intensity:
Adverbs of intensity modify verbs, adjectives, or other adverbs to indicate the degree, extent, or intensity of the action or quality being described.
Examples:
She spoke loudly during the presentation.
He is very skilled at playing the piano.
Enhancement of Sentence Structure and Meaning:
Adverbs of intensity add emphasis or provide a clearer picture of the action or quality, enhancing the descriptive power of the sentence.
5. Adverbs of Frequency:
Adverbs of frequency indicate how often an action is performed or a state is true.
Examples:
He exercises at the gym daily.
They visit their grandparents often.
Enhancement of Sentence Structure and Meaning:
Adverbs of frequency add important information about the action or state, allowing the reader to understand the routine or frequency of the activity, which is crucial for conveying
context and meaning.

By using these elements effectively, you can create well-structured and meaningful sentences that provide clear descriptions, establish relationships between ideas, emphasize actions or
qualities, and convey frequency or routine in a more nuanced manner.