School STO.

NIŇO ELEMENTARY SCHOOL Grade Level FIVE

Teacher GLEND FLORES AVENIDO Learning Area ENGLISH
DAILY LESSON Teaching APRIL 22-26, 2024 Quarter & Week FOURTH / FOUR
LOG Dates and V-AVENIDO (8:25-9:15 AM)
Time V-AVILA (1:00-1:50 PM)
V-DAGA (2:40-3:30 PM)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7:45-8:25 AM HRG Program DEAR Program DEAR Program DEAR Program DEAR Program
I. OBJECTIVES CATCH-UP
A. Content The learner demonstrates understanding of construction, deconstruction, and reconstruction of print, non-print, and The learner develops
Standards digital materials. various reading skills
to improve their
vocabulary, learn
new words and
expressions, and enhance
their
creativity and
imagination.
B. Performance The learner applies understanding of forms and conventions of viewing texts to appropriately create and recreate The learner reflects,
Standards meaning/messages. develop a deeper
understanding of
the text, and promote the
use of language
or newly learned words
creatively.
C. Learning Analyze how visual and multimedia elements contribute to the meaning of a text (EN5VC-IVd-1.7.1) At the end of the session,
Competencies  Knowledge: Identify examples of visual and multimedia elements; pupils are expected to:
with LC code  Skills: Give correct meaning of A. Understand
text with the aid of visual and multimedia elements; and the selection read;
 Attitude: Reflect on the relevance of visual and multimedia elements to contribute meaning to the text. B. Answer WH’s
questions
C. Participate
actively in the
given activities
II. CONTENT VISUAL AND MULTIMEDIA ELEMENTS NATIONAL READING
Integration: PROGRAM
Science – Compare the planets of the - READING
solar system (S6ES-IVg-h-6) COMPREHENSI
ON
III. LEARNING
RESOURCES
A. References K to 12 Curriculum Guide in English, MELC in English 5, Learning Activity Sheets in English 5, Joy in Learning Developmental Reading
English 5 Textbook and Teacher’s Manual, Online References Power 5,
Online Reference
1. Teacher’s pp. 188, 196g
Guide pages
2. Learner’s
Material pages
3. Textbook pages pp. 292, 306
4. Additional
Materials
from Learning
Resource
(LR) Portal
B. Other television, laptop, power point presentation slides, video lesson/ exemplar, pictures, activity sheets, graphic organizer, PowerPoint, laptop,
Learning handouts, etc. tv, activity card,
Resources word puzzle, pictures,
hardcopies of story
IV. PROCEDURE 4As Strategy, Cooperative Learning, Differentiated Instruction
A. Reviewing Ask the following to the pupils: A. Preparation
previous lesson 1. What was our lesson last meeting? (About the visual and multimedia elements) and Settling
or presenting 2. What are the visual elements you learned? (drawing, pictures, comics, cartoons, diagrams) - The learners will
the new lesson 3. How about the multimedia elements? (graphics, audio, video, animation, text) perform an energizer or
B. Establishing a • The teacher will present the learning objectives to the pupils by allowing them to read in chorus or one action song
purpose for by one. related to the story.
the lesson • Motivation: Spelling Bee! Reading Intervention:
Picture Puzzle –
• Literacy Enhancement: Read the story carefully and answer the questions that follow. (Teacher will
Arrange the pieces of
provide handouts for the material)
paper to form a picture
(fox and grapes)
Reading Enhancement:
Vocabulary development -
Arrange the jumbled
letters to form a word. Use
the meaning as the guide.
1. MBRULE (RUMBLE)
-
to make a deep, rolling
sound
2. TTUMRE (MUTTER)
 -
to speak in a very low
voice
3. ESBMTUL
(STUMBLE) - to lose
one’s balance or to almost
fall

B. Dedicated
Reading Time
- The teacher will let the
Comprehension Check-up: pupils read the story
1. What is the story all about? silently. After few
2. What is the moral lesson of the story? minutes, the class will
3. In the two versions of the story, which is read the story “The Fox
more appealing for you to read? Why? and the Grapes” in chorus.
4. Why did you not choose the other - Do the reading aloud,
story? reading by pair, and
5. Which part of the version do you think reading individually.
helped you liking the story more than - The pupils will
the other version? answer the following
C. Presenting ACTIVITY comprehension questions.
examples/ Individual Task: Story Analysis! Reading Intervention:
instances of Let the pupils read the story “The North 1) Who was the main
the new lesson Wind and the Sun” after the teacher character in this story?
and let them analyze the story as well a. a hungry fish
as the images shown from it. Then let them b. a hungry fox
answer the given questions correctly by c. a hungry bear
raising their right hands. d. a hungry lion
2) What did the fox see
hanging from a high
fence?
a. a bunch of flowers
b. a bunch of bananas
c. a bunch of grapes
d. a bunch of blueberries
3) In the beginning of the
story, how did the fox
describe the grapes?
a. tough and tart
b. mushy and bitter
c. hard and sour
d. ripe and sweet
1. What is the story all about?
 2. Who are the characters? 4) Why did the fox want
3. What did the sun and the wind do? the grapes?
4. Who was stronger? Why? a. to play marbles
5. What visual and multimedia elements b. to make a grape necklace
are present?

c. to eat them for his meal
D. Discussing new ANALYSIS d. to make grape jelly
concepts and Let the pupils analyze the given activity 5) How did the fox try to
practicing new through the following questions: get the grapes?
skills #1 a. He climbed up a latter.
1. How did you find the activity, class?
b. He threw rocks at the grapes.
2. Were you able to provide the correct
c. He shook the grape vine.
answers to the given questions? d. He jumped as high as he could.
3. What could be the correct answer for
question no. 1? no. 2? no. 3? no. 4? Reading Enhancement:
and no.5? 1. What was the fox
3. Did you find it challenging to do the looking for?
story analysis activity Why or why not?
2. What evidence from
4. How did this activity help you
the text tells that the
understand the concept of analyzing
grapes are delicious
visual and multimedia elements?
and ready to be
5. Why do you think you got the wrong
eaten?
answer?
3. What happened
6. What is your insight or learning gained
when the fox tried to
out from this story analysis activity?
get the grapes?
4. How did the fox
E. Continuation of ABSTRACTION
react to the
discussion of new • The teacher will present and discuss the
incident?
concepts leading lesson through PPT slides and with the
5. Was the fox able to
to formative help of video lesson/exemplar.
eat the grapes?
assessment
Why or why not?

C. Progress
Monitoring through
Reflection & Sharing
Ask the pupils the
following questions:
 Have you
also wanted
something so bad,
but you can’t.
Share your
experience to
the class.
 D. Wrap Up
Ask the pupils to write a
short reflection on the
statement below. They can
relate it to their personal
observations and
experiences at home and
in school.
F. Developing Individual Exercise (SCIENCE “Never despise what we
Mastery (leads INTEGRATION) can’t have; nothing comes
to formative Direction: Let the pupils watch a short easy.”
assessment 3) scientific film about the planets. Then let
them answer the following questions. Reflective Journaling
1. What is the short scientific film about? Complete the sentence.
2. What are the visual and multimedia
elements being shown by the 1. I learned that
presentation? _____________________
3. How will you put meaning to the _
given presentation? _____________________
_
G. Finding practical APPLICATION
_____________________
applications of Group Work: Differentiated Learning
_.
concepts and Activities (Differentiated Instruction)
skills in daily living 2. I realized that
 Group 1: TRUE OR FALSE?
_____________________
Direction: Read the following
_
statements carefully. Write T if the
_____________________
statement is correct and F if it is not.
_
_____1. Visual and multimedia
_____________________
elements contribute in understanding
_.
the meaning of the text.
_____2. The clenched teeth and fist of 3. I enjoyed the reading
the main character in comic strip show enhancement /
that he is happy and satisfied of how intervention activity
the things turned out. because
_____3. Multimedia elements cause _____________________
confusion to the readers. _
_____4. Videos about Simbang Gabi in _____________________
the Philippines also help readers ‘see’ _
and relate to the story about Christmas. _____________________
_____5. Horror stories need to be _.
accompanied by happy and light 4. Next Friday, I want to
background music to set the author’s learn about
tone. _____________________
 Group 2: PICTURE ANALYSIS! _
Directions: Study the picture below. _____________________
 Then answer the following questions. _
_____________________
_.

1. What is the message implied in the

picture?
2. Who is the target audience?
3. What do you think is the goal of the
picture?
4. What can you say about the elements
used in the picture? How is it being
used?
a. text -
______________________________
b. visual/graphic -
____________________
5. Why are visual and multimedia
elements important in contributing
meaning to the text?

___________________________________
___

H. Making Ask the following to the pupils:

generalizations  Why are visual and multimedia
and abstraction elements are important?
about the lesson (Possible answer: Visual and
multimedia elements are used to
catch the readers’ attention. They
also aid readers in understanding
the text.)
 What are the different examples of
visual elements?
(The different examples of visual
elements are line, symbol, color,
gaze, and framing.)
 What are the different examples of
 multimedia elements?
(The different examples of visual
elements are text, graphics,
animation, audio, video.)
I. Evaluating ASSESSMENT
learning Read each item and write the letter of the
correct answer on a separate sheet of paper.
1. Which of the following is a visual
element that can contribute to a text?
A. A drawing of a character’s home
B. An audio recording of a story
C. Sound effects during a scary story
D. Background music
2. Which of the following is an example of
a multimedia element that can contribute to
text?
A. An illustration at the ending of a story
B. A picture of a main character
C. A diagram about a new gadget
D. All of the above
3. It creates the mood or the atmosphere of
an artwork.
A. line
B. color
C. gaze
D. symbol
4. It is produced by vibration as perceived
by the sense of hearing.
A. video
B. text
C. animation
D. audio
5. You read a story on your tablet and there
are bold words throughout the story. When
you click on a bold word,
a box appears on the screen and gives you
the definition of the word. This is an
example of a multimedia element that
_____________.
A. helps set the tone of the story
B. clarifies the meaning of the word
C. helps you hear the sounds the main
character would hear
D. helps you visualize what events are
 happening in the story
J. Additional ASSIGNMENT
activities for
application
or remediation

V. REMARKS
_____ Lesson carried _____ Move on to the next objective _____ Lesson not carried

VI. REFLECTION

V-Avenido V-Avila V-Daga

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work?

No. of learners who have caught up with the lessons.

D. No. Learners who continue to require remediation

E. Which of my teaching strategies worked well?

Why did this work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?

G. What innovation or localized materials did I used/discover which I wish

to share with other teachers?

Prepared by: Checked and Reviewed: Noted:

GLEND F. AVENIDO GENALYN A. DAGA ROCHEN M. RANIEL

Teacher III MT-II / Instructional Leader Principal I / School Head
 Schoo STO. NIŇO Grade Level SIX
l ELEMENTARY
SCHOOL
DAILY Teach GLEND FLORES Learning Area ENGLIS
LESSO er AVENIDO H
N LOG Teach APRIL 22-26, 2024 Quarter & Week FOURTH
ing VI-RONQUILLO / FOUR
Dates (9:15-10:05 AM)
and VI-CACHO (1:50-2:40
Time PM)
VI-CAQUILALA
(3:30-4:20 PM)
MONDAY TUES WED THURSDAY FRIDAY
DAY NESD
AY
7:45-8:25 HRG Program DEAR DEAR DEAR Program DEAR
AM Progra Progra Program
m m
I. CATCH-
OBJECTI UP
VES
A. C ASYNCHRO HOLIDAYS The learner can follow The
o NOUS/ (DAY OF directions in learner
nt MODULAR VALOR answering develops
e DISTANCE & EID’L FITR) the summative test. various
nt LEARNING reading
St (PERFORM skills
a ANCE TASK to
n 1) improve
d their
ar vocabular
ds y, learn
new
words and
expression
 s, and
enhance
their
creativity
and
imaginatio
n.
B. P The learner can be The
er able to answer the learner
fo summative test. reflects,
r develop a
m deeper
a understan
n ding of
ce the text,
St and
a promote
n the use of
d language
ar or newly
ds learned
words
creatively.
C. L Present a coherent, At the end
ea comprehensive of the
r report on differing session,
ni viewpoints on an pupils are
n issue (EN10LC- expected
g IIId3.18) to:
C  Knowledge: A.
o Identify Understan
m correct d
p practices in the
et presenting selection
e differing read;
n viewpoints on B. Answer
ci an issue; WH’s
es  Skills: Present questions
w differing C.
it viewpoints Participate
h with actively in
L evidences the
C using a given
co graphic activities
 d organizer; and
e  Attitude:
Show fairness
in presenting
opposing
viewpoints.

II. PRESENTING A NATION

CONTEN COHERENT, AL
T COMPREHENSIVE READIN
REPORT ON G
DIFFERING PROGRA
VIEWPONTS ON M
AN ISSUE - REA
(EN10LC-IIId3.18) DIN
Integration: G
COM
Science - Recognize
PRE
that there is a need to
HEN
protect and conserve SION
the environment
(S3LT-IIi- j-16)
III.
LEARNI
NG

RESOUR
CES
A. R K to 12 Curriculum Developm
ef Guide in English, ental
er MELC in English 6, Reading
e Learning Activity Power 5,
n Sheets in English 6, Online
ce Joy in Learning Reference
s English 6 Textbook
and Teacher’s Manual,
Online References
1. pp. 209-210
Teacher’s
Guide
pages
2.
Learner’s
Material
pages
3. pp. 215-216
Textbook
pages
4.
Additional
Materials
from
Learning

Resource
(LR)
Portal
B. O television, laptop, PowerPoi
th power point nt, laptop,
er presentation slides, tv, activity
L video lesson/exemplar, card,
ea pictures, manila paper, word
r pentel pen, graphic puzzle,
ni organizer, hardcopies pictures,
n hardcopies
g of story
R
es
o
u
rc
es
IV. 4As Strategy, Cooperative & Discovery Learning, Differentiated
PROCED Instruction
URE
A. R Ask the following A.
ev review questions about Preparati
ie the previous lesson: on
w 1. What was our and
in previous topic Settling
g discussed, class? - The
pr 2. What do we mean learners
ev by the story element will
io called “point of perform
us view”? an
le 3. How can we energizer
ss determine the point of or action
o view of a given song
n narrative or story? related to
 or the story.
pr Reading
es Interventi
en on:
ti Picture
n Puzzle –
g Arrange
th the pieces
e of paper to
ne form a
w picture
le (fox and
ss grapes)
o
n Reading
Enhancem
B. E • The teacher will
ent:
st present the learning
Vocabular
ab objectives to the pupils
y
lis by allowing
developm
hi them to read in
ent -
n chorus or one by one.
Arrange
g
• Motivation: The the
a
teacher will provide a jumbled
p
group game called letters to
ur
“AGREE OR form a
p
DISAGREE” in word. Use
os
which the pupils tell the
e
whether if they agree meaning
fo
or disagree with as
r
the given statement. the guide.
th
(Refer to the PPT) 1.
e
• Unlocking of MBRULE
le
Difficult Words: The (RUMBL
ss
teacher will unlock the E) -
o
meaning of the to make a
n
following difficult or deep,
unfamiliar words rolling
found in the short sound
story. 2.
1. new normal - TTUMRE
unfamiliar (MUTTE
2. preventive R) -
measures - precautions to speak in
 3. ranting - angry a very low
4. modalities - voice
medicine 3.
5. pandemic - ESBMTU
widespread L
(STUMB
• Literacy
LE) - to
Enhancement: The
lose one’s
teacher will present a
balance or
short story and let the
to almost
pupils read it aloud
fall
by group, then by boys
and girls. After B.
reading, Dedicated
let them answer the Reading
questions that follow. Time
“THE NEW - The
NORMAL” teacher
will let
Before the world goes
the pupils
how it used to be
read the
Where it’s people can
story
move freely
silently.
Busy going in/out to
After few
work, school or own
minutes,
businesses
the class
But all these changes
will read
suddenly
the story
Oh! my world, my “The Fox
happened to us and the
Grapes” in
C. Pr ACTIVITY chorus.
es Group Task: - Do the
en JIGSAW ACTIVITY! reading
ti (Discovery Learning) aloud,
n Divide the class into reading by
g smaller groups and pair, and
ex assign each group a reading
a different viewpoint on individuall
m a specific issue. Then, y.
pl regroup the pupils so - The
es that each group has a pupils will
/ representative from answer the
In each viewpoint.
 st Instruct them to following
an discuss and share their comprehe
ce perspectives, aiming to nsion
s reach a comprehensive questions.
of understanding of the Reading
th issue. Let each group Interventi
e list down all the on:
ne presented viewpoints 1) Who
w on the different issues was the
le given using manila main
ss paper and pentel pen. character
o in this
n story?
D. D ANALYSIS a. a
is The teacher will let the hungry
cu pupils analyze the fish
ss given activity through b. a
in the following hungry
g questions: fox
ne (Cooperative c. a
w Learning) hungry
co 1. How did you find bear
nc the activity, class? d. a
ep 2. What made you hungry
ts think of your chosen lion
an viewpoint about the 2) What
d given issue? did the fox
pr 3. How many issues see
ac have you able to hanging
ti provide with various from a
ci viewpoints? high
n (Numeracy fence?
g Enhancement) a. a bunch
ne 4. Did you find it of flowers
w challenging to do the b. a bunch
sk task given? Why or of bananas
ill why not? c. a bunch
s (HOTS question) of grapes
# 5. Why do you think d. a bunch of
1 you came up with such blueberries
viewpoints? (HOTS 3) In the
question) beginning
6. How did this of the
activity help you story, how
 understand the concept did the fox
of presenting a describe
coherent and the
comprehensive report grapes?
on differing a. tough
viewpoints of an and tart
issue? b. mushy
(HOTS question) and bitter
7. What is your insight c. hard
or learning gained out and sour
from the activity? d. ripe and
(HOTS question) sweet
E. C ABSTRACTION 4) Why
o • Say: Today, we are did the fox
nt going to learn about want the
in presenting a coherent, grapes?
ua comprehensive a. to play
ti report on differing marbles
o viewpoints on an b. to make a
grape necklace
n issue.
of c. to eat them
• The teacher will for his meal
di present and discuss the d. to make
sc lesson through PPT & grape jelly
us video lessons 5) How
si did the fox
o try to get
n the
of grapes?
ne a. He
w climbed up a
co latter.
nc b. He threw
rocks at the
ep grapes.
ts c. He shook
le the grape vine.

ad d. He jumped as
high as he could.
in
g Reading
to Enhancem
fo ent:
r 1. What
m was the
at fox
iv
 e looking
as for?
se 2. What
ss evidence
m from
en the text
t tells
F. D Individual Exercise: that the
ev PICTURE grapes
el ANALYSIS! (Science are
o Integration) delicious
pi Present some pictures and
n depicting various ready to
g environmental issues be
M in the country. Let eaten?
as the pupils choose one 3. What
te picture and give their happened
ry viewpoints or opinion when
(L about it. Write the fox
ea it down in a whole tried
ds sheet of paper. (5 to get
to points) the
F grapes?
or 4. How
m did the fox
at react to
iv the
e
A incident?
ss 5. Was the
es fox able
s to eat
m the
en grapes?
t Why or
3) why not?
G. Fi APPLICATION
n Group Work: C.
di Differentiated Progress
n Learning Activities Monitori
g (Differentiated ng
pr Instruction) through
ac Reflection
 Group 1: &
ti
ca CHECK OR Sharing
l WRONG! Ask the
ap Direction: Directions: pupils the
pl Put a check mark (√) following
ic on your paper if the questions:
at practice in presenting  H
io differing viewpoints is a
ns correct and X if it is v
of not. Write your answer e
co on a sheet of a paper. y
nc ___1. Assuming that o
ep people have the same u
ts viewpoint all the time al
an ___2. Providing so
d support or evidences w
sk in presenting your a
ill viewpoint nt
s ___3. Considering the e
in viewpoints of others as d
da false despite so
il substantial evidences m
y ___4. Resolving et
li conflicts by weighing hi
vi opposite views n
n comprehensively g
g ___5. Reporting so
opposing viewpoints b
in clear, complete and a
well-organized d,
manner b
ut
y
o
u
ca
n’
t.
S
h
ar
e
y
o
 ur
e
x
p
er
ie
n
ce
to
th
e
cl
as
s.

D. Wrap
Up
Ask the
pupils to
write a
short
reflection
on the
statement
below.
They can
relate it
to their
personal
H. M observatio
ak ns and
in experience
g s at home
ge and in
ne school.
ra “Never
li despise
za what we
ti can’t
o have;
ns nothing
an comes
d easy.”
ab
 st
ra
ct Reflective
io Journalin
n g
ab Complete
o the
ut sentence.
th 1. I
e learned
le that
ss ________
o ________
n ____
I. E ASSESSMENT ________
va Direction: Read and ________
lu analyze the following ____
at questions then choose ________
in and write the letter of ________
g the best answer. ____
le
2. I
ar
realized
ni
that
n
________
g
________
J. A ASSIGNMENT
____
d Direction: Watch a tv, ________
di listen to the radio, or ________
ti
using online platform. ____
o
Choose one issue ________
na
________
l happening in our
____
ac country and give your
ti 3. I
own viewpoint enjoyed
vi
ti regarding that issue. the
es Do it in a short/A4 reading
fo size bond paper. enhancem
r ent /
ap interventio
pl n activity
ic because
at ________
io ________
 n ____
or ________
re ________
m ____
ed ________
ia ________
ti ____
o 4. Next
n Friday, I
want to
learn
about
________
________
____
________
________
____
________
________
____

V.
REMAR _____ Lesson carried _____ Move on to the next
KS objective _____ Lesson not carried
VI.
REFLEC
TION
VI- VI-
VI-Caquilala
Cacho Ronquillo
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
with the lessons.
D. No. Learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

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

Prepared by: Checked and Reviewed: Noted:

GLEND F. AVENIDO GENALYN A. DAGA ROCHEN M. RANIEL

Teacher III MT-II / Instructional Leader Principal I / School Head