Republic of the Philippines

Department of Education
Region VIII
Division of Eastern Samar
ORAS WEST DISTRICT
CAGPILE INTEGRATED SCHOOL
501932
Brgy. Cagpile, Oras, Eastern Samar

Daily Lesson Plan

ENGLISH 5
Q3, W2, D1

I. OBJECTIVES

The learner demonstrates understanding of various linguistic modes to

A. Content comprehend various texts and demonstrates understanding of oral
Standards standards of English in order to participate in various oral communication
demands (situation, purpose and audience).

The learner analyzes text types to effectively understand information/

B. Performance messages and prepares for and participates effectively in a range of
Standards conversations and collaboration with diverse partners, building on others’
ideas and expressing their own clearly and persuasively.
C. Learning
Competencies/ At the end of 50 minutes, 80% of the learners are expected to:
Objectives (Write 1.Provide evidence to support understanding EN5LC- 111b- 2.15
the code for each 2.Remind others to stay on topic EN5OL-111b- 2-7
LC)
II. CONTENT

A. Subject Matter Identifying Conclusions/ generalizations

1. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide p. 71
Pages
2. Learner’s Joy in English 5p. 312 ,English Expressways 5 p.191
Material Pages
3. Textbook Pages
4. Additional
https://mscregier.wikispaces.com/Making+Generalizations
Materials from
LR Portal
B. Other Learning
Resources Pictures, charts, copy of the song, laptop, flashcards, activity sheets

IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s

A. Reviewing
Introduce to the pupils an
previous lesson or
action song.
presenting the new
Every single cell of my body is
lesson
happy
Every single cell of my body is
well. (2x)
Thank you Lord, I feel so good
 Every single cell of my body is
well. (2x)”
B. Establishing a
purpose for the Identify conclusions to situations
lesson

Read aloud the situation below

to the pupils. Let them answer
each questions about the
paragraph. It gives information
about Rodel’s hobby.

Rodel cooked spaghetti last

Saturday. This morning he baked
cookies for his friend in the
C. Presenting neighborhood. Tomorrow he will
examples/ prepare pork adobo for lunch.
instances of the Rodel always helps his mother
new lesson cook for little house
parties.

Does Rodel like cooking? This

question asks you to make or
draw a conclusion. The sentences
above do not say directly that
Rodel likes cooking. But after
reading and analyzing the facts,
you can conclude that he likes
cooking.

The teacher will ask the pupils to

draw a conclusion from these
situations.

Mrs. Lobres frown at the children

and pointed at the stove. “Look at
that! The whole pot of adobo was
full, but now almost half of it has
been eaten”.
Vashni and Vincent kept their
D. Discussing new eyes firmly glued to the floor.
concepts and They did not say a word.
practicing new 1. What do you think
skills #1 happened to the adobo?
2. Experience clues
*Conclusions – a
statement readers make
after reading a passage
or a story. To draw a
conclusions, use story
clues and your
experience to figure out
things that were not
stated in the story.
E. Discussing new
concepts and Independent Practice:
practicing new Read aloud the situation below to
skills #2 the pupils. Let them answer each
question about the paragraph.
 The LRT is considered safe to
ride. But as the saying goes,
“accidents happen when least
expected”. Most often, the
commuters themselves fail to
allow regulation or heed
warnings. Their being unmindful
of the precautions causes them
harm or even death.

1. What kind of accidents

usually happen to
commuters of LRT? –
Stampede, got caught by
a closing door
2. How can we avoid getting
hurt or meeting an
accident on the LRT? –
Follow rules and
regulations being
imposed.
3. What safety precautions
should be observed? –
Do not lean on the door,
do not push one another,
wait for your turn at the
ticket booth
Note: Let them answer in
paragraph form to be able to
draw conclusions.

Dyad Activity:
Read the following passage.
Then draw a conclusion.
A flash of yellow- green light
was drawn across the sky. The
flash was followed by a distant
crack. Little Sambo’s father
looked up. The sky was thick with
F. Developing clouds. “That’s it for now, son”, he
mastery said, slowly walking through the
bushes and trees. “Let’s go. It
isn’t safe to be in the middle of
the forest,” he added.

What can you conclude about the

weather? What can you say about
the place where Little Sambo and
his father are?

Form small groups and have

G. Finding practical
a round table discussion.
applications of
Read carefully the conclusion
concepts and skills
inside each box. Bits of
in daily living
information are stated in two of
the ovals. Agree on other possible
information on which the
 conclusion may be based. Write
your answers on a piece of
cartolina. Be ready to present
your work in class.
(Activity Sheets attached to
another paper)

H. Making
What do you consider when
generalization and
drawing conclusion to the given
abstractions about
situation?
the lesson
I. Evaluating learning
Directions: Let the pupils listen to
the selection. Let them identify
the story clues that will help them
give the conclusions. Write the
letter of the correct answer.

1. Seated on throne, King Midas

wore a golden crown. He had
golden rings on each of his
fingers and held a golden scepter.
His vest was embroidered with
golden thread and even his shoes
had gold ornaments. He had a
golden box filled with gold coins.
He named his daughter Marigold.

a. King Midas loved gold

b. King Midas sold lots of gold
c. King Midas had a golden
heart

2. Galileo, as a little boy, was

different. He was always asking
questions. “Where does the rain
come from? Why do we have
night and day? What happens to
the sun at night? Why don’t we
fall up, instead of down?” he
would ask his father

a. Galileo was a naughty boy.

b. Galileo was a curious boy.
c. Galileo was a courteous boy.

3. At home, Melissa speaks in

Filipino with members of her
family. In school she speaks well
both in English and in Filipino.
Surprisingly, she uses Ilocano
min talking with her grandparents.

a. Melissa is a Filipino-
American.
b. Melissa speaks more than
one language.
c. Melissa has Ilocano
grandparents.
 4. Lucy was furious about her
spelling grade. She kicked her
desk and run out the classroom.
Why does the author use the
word furious instead of mad in the
example above?

a. Furious is a fancier word than

mad.
b. Lucy was really upset.
c. Lucy was going home.

5. Cristine was in her room

reading a book. Her mom called
her to come downstairs and help.
As Cristine entered the kitchen,
her mom handed her a pile of
plates, Cristine put them on the
table and went to get the silver
ware and glasses.

You can conclude that is

. a. dinnertime.
b. bedtime
c. time for school

Write one short paragraph and

J. Additional activities
provide sufficient evidence to
for application or
support/justify your conclusion/
remediation
generalization.

V. REMARKS

Prepared by: Checked/verified:

DEVIA ALBERT M. NOROMBABA LUSANTA CONRADA C. MADEJA

Teacher 1 Master Teacher II

Noted:

NARCISO R. NOGUIT
School Head

Republic of the Philippines

Department of Education
Region VIII
Division of Eastern Samar
ORAS WEST DISTRICT
CAGPILE INTEGRATED SCHOOL
501932
Brgy. Cagpile, Oras, Eastern Samar
 Daily Lesson Plan
ENGLISH 5
Q3, W2, D2

II. OBJECTIVES

The learner demonstrates understanding of that printed words are made

up of interconnected letter with separate sounds that are blended
D. Content
together to form coherent pattern of sounds and that words are compose
Standards
of different parts to know that their meaning changes depending in
context.

The learner uses knowledge of phonics (analytic and synthetic) to

E. Performance
effectively decode grade-appropriate words and uses strategies to
Standards
decode correctly the meaning of words in isolation and in context.

F. Learning At the end of 50 minutes, 80% 0f the learners are expected to:
Competencies/ 1.Infer the meaning of unfamiliar words (compound affixed) based on
Objectives (Write EN5V-IIIb- 20.3 given context clues (Synonyms Antonyms word parts)
the code for each and EN5V-IIIb- 20.4
LC) other strategies(health) EN5V- IIIb- 20.5

II. CONTENT

Inferring meaning of unfamiliar words(compound affixed) based on

B. Subject Matter context clues (synonyms, antonyms, word parts and other strategies
(health)
2. LEARNING
RESOURCES
C. References
5. Teacher’s Guide Curriculum Guide p 71
Pages
6. Learner’s Joy in English 5 pp.40, 216, 246 English Expressways Reading 5 pp 66-
Material Pages 67
7. Textbook Pages
8. Additional
pictures, strip of cartolina ,charts, short paragraph
Materials from
LR Portal

https://www.google.com.ph/search?q=short+stories+with+compound

D. Other Learning
Resources

IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s

G. Reviewing
Drill;
previous lesson or
exercise fitness height weight
presenting the new
diet calcium vitamins
lesson
carbohydrates obesity
 malnutrition diabetes insulin
hypertension appetite
nutrients recreation laughter
memory posture symptom
Subject Area integration:
Health
What are these words about?
Study how this words are
spelled? Be able to write down on
your paper the words your
teacher dictates and defines?

1. Motivational Activity

Study the picture. Tell something

about it.

1. What are the following pastries

cakes made of?

2. List down all ingredients in

making cupcakes or pancakes
etc.

Call on a pupil to volunteer to

say something about the picture.

Class, our lesson for today is

H. Establishing a about inferring the meaning of
purpose for the unfamiliar words compound
lesson affixed based on context clues
synonyms, antonyms
I. Presenting
Presentation (listening)
examples/
1. I have here a paragraph.
instances of the
Please listen as I read it loudly.
new lesson
2. Read the paragraph.

One Sunday afternoon Julian,

the baker is busy making
cupcakes, and cooking pancakes.
Cella his helper is busy packing
applesauce and strawberry jam.
They will brizing these to
Chinatown where anybody can
buy them anytime.

3. Discussion: Speaking
a. Who is Julian?
b. What is the work of the
baker?
c. What does Celia pack?
d. Where did the story happen?
 e. If you were a baker, what
bread should you prefer to
bake?
4. Ask them to pick out the
different compound words from
the paragraph mentioned above.

Modelling for pupils (Reading)

1.Look for the underlined words in

the story

2.Read the two words found in

each word.
Sunday= sun+day
afternoon=after+noon
cupcakes=cup+cake
pancakes=pan+cake
applesauce=apple+sauce
J. Discussing new Study the following words. What
concepts and did you observe?
practicing new unsafe= un + safe
skills #1 undo= un+ do
roofless = roof + less
lifeless = life +less
Compound Words-comes from
two different words that have
been put together to form a new
word with a new meaning
Lm. P 40
Affixes- are word elements
added to a root word that
changes its meaning .There are
affixes added at the beginning or
ending of a root word.

Oral language Development:

Engage the pupils to join a simple
contest. The contest about giving
words that will describe some
K. Discussing new
Objects:
concepts and
ball round, circle
practicing new
Pebble small, tiny
skills #2
Picture of an elephant big , huge
Flower fragrant, sweet
(showing of video clip on
synonyms, antonyms)

a. Group the pupils accordingly

L. Developing
mastery
b. Distributes activity cards and
other materials

c. Ask students to follow rules in

group activity

d. Have them do the activities.

Activity Cards for Group 1,2,3,4

Direction:
1.Read silently the directions and
the tasks

2.Discuss with your group

3.Write your answer on the

manila paper

4.Read it in your group loudly,

clearly, correctly

For Group 1.
The pupils will write the
compound word that mean the
following:
1. store where books are sold
_____
2. marker placed between the
pages of the book___________
3.room where classes are held
_________
4. cake fried on a pan ________

For Group 2.
Fill in the blanks with the correct
compound words in the box. Write
your answer in the blank.

passersby editor- in- chief

headline heat cramps
heart attack

1. Mr. Robert Tan has been

working as the ____ of the
leading entertainment magazine
in the country.
2. One morning his name was in
a _____ of a daily newspaper
3. Mr. Tan suffered ____ at work
due to poor ventilation in his office
4. In the evening he was rushed
in the hospital because of _____

For Group 3.
Fill in the blanks with the correct
word from the box that will
complete the sentences. Write the
answer on the blanks.

Shoeless untied unhappy

clueless careless

Shirly is _______ .She did

not know where her left shoe is.
She can’t go to school_______.
Everyone at home was
__________ where it is. The
last thing she remembers was
that she __________ it before
 going up the house. Her mother
was _________.

For Group 4.
Fill in the blank with the synonym
or antonym of the given word
Synonym Antonym
1.plenty _________ few
2.sick ill ________
3.narrow ________ broad
4. stout fat _______

Independent Practice: Writing

Pick out the compound words
from the sentence. Write it on the
board.
1. Daylight begins at early
G. Finding practical morning.
applications of 2. We put all our toys in the
concepts and skills in playground.
daily living 3. I get sunburn when we went to
the beach.
4. The teacher told the pupils to
underline the correct answer.
5. We have P.E. in the afternoon
.

What have you learned from

today’s lesson?
Give other examples of
H. Making compound affixed, based on
generalization and synonyms, antonyms
abstraction about the
lesson Values Infusion:
How did you work with your
group members?

Read each sentence and fill in the

blank with the correct compound
word it mean.
1. The ___________ did their
best to save the burning building.
2. Please go to the __________
I. Evaluating learning for some medicine.
3. Grandfather went to the barber
shop for ______________.
4. We will go to the ___________
to harvest fruits and vegetables.
5. I have ______________
maybe because I ate too much.

Write one short paragraph and

J. Additional activities
use some compound words you
for application or
learned.
remediation

W. REMARKS
Prepared by: Checked/verified:

DEVIA ALBERT M. NOROMBABA LUSANTA CONRADA C. MADEJA

Teacher 1 Master Teacher II

Noted:

NARCISO R. NOGUIT
School Head

Republic of the Philippines

Department of Education
Region VIII
Division of Eastern Samar
ORAS WEST DISTRICT
CAGPILE INTEGRATED SCHOOL
501932
Brgy. Cagpile, Oras, Eastern Samar
 Daily Lesson Plan
ENGLISH 5
Q3, W2, D3

III. OBJECTIVES
The learner demonstrates understanding of various linguistics nodes to
comprehend various texts; of text elements to comprehend various texts;
G. Content
of writing styles to comprehend the author’s message; and that reading a
Standards
wide range of texts provides pleasure and avenue for self-expression and
personal development.
The learner uses linguistic cues to appropriately construct meaning from
a variety of texts for a variety of purposes; uses knowledge of text types
H. Performance to correctly distinguish literary from informational texts; uses diction
Standards (choice of words) to accurately analyze author’s tone, mood, and point of
view; and uses literal information from texts to aptly infer and predict
outcomes.
I. Learning
At the end of the lesson, 80% of the pupils will be able to:
Competencies/
1.Distinguish text- types according to features (structural and language) –
Objectives (Write
Problem and solution EN5RC- IIIb – 3.2.5
the code for each
2 Observe politeness at all times EN5A- IIIb- 16
LC)
II. CONTENT
Distinguishing text- types according to features (structural and language)
C. Subject Matter
problem and solution.
3. LEARNING
RESOURCES
E. References
9. Teacher’s Guide Curriculum Guide p.71
Pages
10. Learner’s Joy in English 5 pp.219,233,290
Material Pages
11. Textbook
Pages
12. Additional
Materials from
LR Portal
F. Other Learning Charts, activity sheets, laptop, flashcards handouts
Resources
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s

Look-in the past!

M. Reviewing Recalling the different articles
previous lesson or that pupils have seen or have
presenting the new read from any
Pupils well enumerate the
lesson newspaper/books or
different articles they have read.
magazine.

Read the text. Find out how

N. Establishing a
this is different from other text
purpose for the
types. Note its structure and other
lesson
features.
O. Presenting
examples/ ( Reading of the story) Silent and
 oral. Read the story below and Do as told.
answer the questions later.
(Reading of the story by the
teacher ,whole class, individual)

Jermel was going to watch for

the first time a musical play
Beauty and the Beast at the
Cultural Center of the Philippines
(CCP) theater. The problem was
that Jermel didn’t know much
instances of the
about the presentation. So, to
new lesson
solve his dilemma, he took some
action. First, he went to the library
and read about musical plays.
Then, he borrowed a book in
which he could read about “The
Beauty and the Beast.” Little that
he know that his best friend’s aunt
was a stage performer. So, he
confidently watched the play with
his friends and was very
appreciative of the opportunity.

Guided Practice 1( Listening and

Speaking)
PairWork/DyadActivity
Let pupil draw& read the question The pupils will do the activities.
in the box while his/her partner
P. Discussing new will answer the question.(HOTS)
concepts and 1 .What problem is presented in
practicing new the text?
skills #1 2. What solutions are likewise
presented to solve the character’s
problem?
4. What signal words provide
hint’s that help you identify the
solutions?
Q. Discussing new
concepts and Guided Practice 2 ( Reading) Pupils will take turn in the reporting
practicing new Think- pair- share of output.
skills #2 Read the story and understand
well. Then answer the activities
later.
Problem – and- solution text may
be fiction (imaginary) or nonfiction
(factual)
The quails had a problem.
They lived in great fear of a quail-
catcher who would throw a net
over them, then stuff them into
a basket.
One day, the wisest of the
quails said, ”Listen Brothers, I
have a plan. When the quail-
catcher throws his net over us, let
us put our heads through the
mesh in the net. Then, let’s lift up
the net together and fly away with
 it. When we have flown some
distance away, let’s drop the net
on a thorn bush and escape from
under it.”

All agreed and so when the

quail- catcher came the next day,
the quails did as the wise quail
had told them to do. The quail-
catcher had a hard time taking the
net from the thorn bush.
1. Is the text a fiction?
2 .Why do you say so?
3 .What is the problem
presented?
4 .What solution or solutions were
given?

Writing :Independent Practice The pupils will answer in the activity

R. Developing
Copy on your notebook the sheet.
mastery
problem – and- solution text.
Encircle the problem and
underline the solution or
solutions.
Water shortage is becoming a
serious problem in the city
because of the growing
population. That is why the city
government has to 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 is very expensive.
Another solution that the city
officials are doing now is
educating the people so they do
not waste water. Meanwhile,
there is also a move of the
government to protect existing
water supplies
from being polluted. There are
some more ideas to help solve
the water supplies from being
polluted. There are some more
ideas to help solve the problem,
but maybe, the ultimate solution is
that everyone must become
actively involved.
Science Integration:
Is water shortage a serious
problem today? How can we help
solve this problem?

Value Infusion:
Remind each group to work
collaboratively with their group
and be polite in sharing your
 ideas with other.

Group Activity-
1. Form the pupils into small
groups.
2 .Distribute activity sheets, piece
of manila paper and pentel pens.
3. Let each group perform the
activity within 15 minutes.
For Group 1
Construct sentences that show
problem and solution
relationships based on the given
G .Finding practical problem. Reporting of outputs by group.
application of Problem: Water shortage is
concepts and skills in becoming a serious problem in
daily living the city because of the growing
pollution.
For Group 2
Compose a jingle on How to Save
Mother earth.
For Group 3
Act out how to save water while
washing clothes.
For Group 4
Write a four to five sentence
paragraph about the solution on
water shortage.

What important things have you Distinguish text types according to

learned from today’s lesson? features (structural and language) -
H. Making
Remember: Problem and solution.
generalization and
Being able to identify the problem
abstractions about the
and solution will help you
lesson
understand the text better.
Refer to LM p.219

Write the problem and solution Paper and pencil test.

based on the short story.
1 .Marian Bautista owned a gold
necklace when she was studying
in Iligan City. When her allowance
did not come one day, she don’t
have enough money for food.
Problem ________________
Solution ________________
S. Evaluating learning
2. The young woman is kind –
hearted. One day she heard a
little girl crying outside her
window. The young woman found
out that the child was being
teased by the bigger girls. The
young woman went out.
Problem ________________
Solution ________________
T. Additional activities
for application or Write a short story showing
remediation problem- solution relationship.
 X. REMARKS

Prepared by: Checked/verified:

DEVIA ALBERT M. NOROMBABA LUSANTA CONRADA C. MADEJA

Teacher 1 Master Teacher II

Noted:

NARCISO R. NOGUIT
School Head