GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas

Teaching Dates and Time July 4-8, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Realize the important of being polite at all times.
Express tactfulness when communicating with others.

A. Content Standards The learner... The learner... The learner... The learner... Weekly Test

Demonstrate understanding of the Demonstrate understanding of the Demonstrate understanding of the Demonstrate understanding of the
various forms and conventions of various forms and conventions of various forms and conventions of various forms and conventions of
print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various non-verbal elements in various non-verbal elements in various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating information orally communicating information orally communicating information

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various linguistics nodes to various linguistics nodes to various linguistics nodes to various linguistics nodes to
comprehend various texts comprehend various texts comprehend various texts comprehend various texts

B. Performance Standards The learner... The learner... The learner... The learner...

Evaluates effectively the message Evaluates effectively the message Evaluates effectively the message Evaluates effectively the message
constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various
viewing texts. viewing texts. viewing texts. viewing texts.

Orally communicates information, Orally communicates information, Orally communicates information, Orally communicates information,
opinions and ideas effectively to opinions and ideas effectively to opinions and ideas effectively to opinions and ideas effectively to
different audiences using a variety different audiences using a variety different audiences using a variety different audiences using a variety
of literary activities of literary activities of literary activities of literary activities

C. Learning Competencies/Objectives Identify the elements of literary Identify the elements of literary Identify the elements of literary Identify the elements of literary
Write the LC code for each texts texts texts texts

EN5LC-ID-2.17.3 EN5LC-ID-2.17.3 EN5LC-ID-2.17.3 EN5LC-ID-2.17.3

Compose clear and coherent Compose clear and coherent Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate sentences using appropriate sentences using appropriate
grammatical structures: grammatical structures: grammatical structures: grammatical structures:

EN5G-ID-3.6 EN5G-ID-3.6 EN5G-ID-3.6 EN5G-ID-3.6

II. CONTENT Fact and opinion Fact and opinion Style of speaking or writing Style of speaking or writing
Ideas and opinions after Ideas and opinions after

III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
reflection
English Expressways Language pp.
Charts
Pictures
Story
Audio video clip
Game: Pick out a strip (rolled with
ribbon) with a statement stating a
fact or an opinion inside a box.
Those who picked an opinion should
go to the left side; those who picked
a fact should go to the right side.
Pupils who did not get it correctly
should recite a poem; render a song
or a dance number.
Distinguish fact from opinion.
Ask: When you are watching a
debate how can you say that the
speaker is just giving her/his opinion
or her/his statement is a fact?
What are the right things to do if
someone is giving his opinion?
Do you think that giving a fact
should have documents to proof?
Why?
Why that it is important to hear your
opinion in a certain issue?
Group the class into three. Give
them a checklist of statement of fact
and opinion. Let them answer
it and compare their works
with the other group.
reflection
English Expressways Language pp.
Charts
Pictures
Story
Audio video clip
Game: Pick out a strip (rolled with
ribbon) with a statement stating a
fact or an opinion inside a box.
Those who picked an opinion should
go to the left side; those who picked
a fact should go to the right side.
Pupils who did not get it correctly
should recite a poem; render a song
or a dance number.
Distinguish fact from opinion.
Ask: When you are watching a
debate how can you say that the
speaker is just giving her/his opinion
or her/his statement is a fact?
What are the right things to do if
someone is giving his opinion?
Do you think that giving a fact
should have documents to proof?
Why?
Why that it is important to hear your
opinion in a certain issue?
Group the class into three. Give
them a checklist of statement of fact
and opinion. Let them answer
it and compare their works
with the other group.
PELC II 12
Pocket Charts
Shows different pictures in the class
(e.g. house Group the class into
two. Let the first class identify the
meaning of the word while the other
group must give their own meaning
about the pictures.
Distinguish text-types according to
purpose-To classify or describe
Today class we are going to discuss
about the connotation and
denotation of the words in Science.
Based on the game that we have we
simply identify the difference of the
two. So for more clarification let us
have the activity.
Divide the group into four. Give
them a manila paper and pictures.
Let them post the pictures on it and
make a column for connotation and
denotation. Refer to LM Find Out
and Learn
PELC II 12
Pocket Charts
Shows different pictures in the class
(e.g. house Group the class into
two. Let the first class identify the
meaning of the word while the other
group must give their own meaning
about the pictures.
Distinguish text-types according to
purpose-To classify or describe
Today class we are going to discuss
about the connotation and
denotation of the words in Science.
Based on the game that we have we
simply identify the difference of the
two. So for more clarification let us
have the activity.
Divide the group into four. Give
them a manila paper and pictures.
Let them post the pictures on it and
make a column for connotation and
denotation. Refer to LM Find Out
and Learn
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Let the pupils the activity in the LM
by shading the part of the box
before the number.
Shade the if the sentence states a
fact and for the sentence that states
an opinion cross it.
1. A forest is the best place to
relax.
2. Christmas is the best time of the
year.
3. Forest protects our wildlife; gives
homes; food and water to animals
and birds.
4. it is easier to wrap a big gift that a
small one.
5. Malunggay leaves is good for the
health.
Cite examples of facts and opinions.
What are facts?
What are opinions?
Read the short selection and the
sentences that follow. Draw a star
in a blank if the sentence is a fact
and a moon it is an opinion.
He was a Teodoro F. Valencia the
park commissioner himself. He was
in charge of Rizal Park and it was he
who managed to make the park one
of the most beautiful parks of its
kind in the world. He wanted to
make children happy. That is why
Let the pupils the activity in the LM Let the pupils do the activity in the Let the pupils do the activity in the
by shading the part of the box LM. LM.
before the number.
Shade the if the sentence states a Refer to LM Try and Learn Refer to LM Try and Learn
fact and for the sentence that states
an opinion cross it.
2. A forest is the best place to
relax.
2. Christmas is the best time of the
year.
3. Forest protects our wildlife; gives
homes; food and water to animals
and birds.
4. it is easier to wrap a big gift that a
small one.
5. Malunggay leaves is good for the
health.
Cite examples of facts and opinions. Cite examples of facts and opinions. Cite examples of facts and opinions.
What are facts? Denotation. The dictionary meaning Denotation. The dictionary meaning
What are opinions? of a word. The literal meaning of a of a word. The literal meaning of a
word. word.
Connotation. The emotional or Connotation. The emotional or
cultural meaning attached to a cultural meaning attached to a
word. word.
Diction. Style of speaking or writing Diction. Style of speaking or writing
as dependent upon choice of words as dependent upon choice of words
includes language, figurative includes language, figurative
language, and tone. language, and tone.
Read the short selection and the Refer to LM Do and Learn Refer to LM Do and Learn
sentences that follow. Draw a star
in a blank if the sentence is a fact
and a moon it is an opinion.
He was a Teodoro F. Valencia the
park commissioner himself. He was
in charge of Rizal Park and it was he
who managed to make the park one
of the most beautiful parks of its
kind in the world. He wanted to
make children happy. That is why
 Rizal Park has playground for
children a skating rink and palms.
Teenagers sit on the benches or
stroll around fountains and along
flowering hedges or watch carp and
goldfish swim gaily in ponds. A
planetarium stands beside a library
rich in magazines and books for
young and old.
Rizal Park has playground for
children a skating rink and palms.
Teenagers sit on the benches or
stroll around fountains and along
flowering hedges or watch carp and
goldfish swim gaily in ponds. A
planetarium stands beside a library
rich in magazines and books for
young and old.

_______1. Teodoro Valencia was the _______1. Teodoro Valencia was the
park commissioner in charge of Rizal park commissioner in charge of Rizal
Park. Park.
_______2. Rizal Park is one of the _______2. Rizal Park is one of the
most beautiful parks of its kind in most beautiful parks of its kind in
the world. the world.
_______3. Families enjoy having _______3. Families enjoy having
picnics on the clean thick grass. picnics on the clean thick grass.
_______4. In summer people sleep _______4. In summer people sleep
outdoors in the park. outdoors in the park.
_______5. The sunset looks prettiest _______5. The sunset looks prettiest
in summer when the sun paints the in summer when the sun paints the
clouds in gorgeous clouds in gorgeous
colors. colors.
J. Additional activities for application Write five statements describing the Write five statements describing the Give the denotation of the following Give the denotation of the following
or remediation Filipinos under the following Filipinos under the following words. words.
headings. headings.
Fact Opinion Fact Opinion a. Gorgeous d. Gorgeous
b. Neat e. Neat
c. inquisitive f. inquisitive
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time July 11-15, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Analyze sounds devices
(onomatopoeia, alliteration, assonance )
A. Content Standards The learner... The learner... The learner... The learner... Weekly Test

Demonstrate understanding of the various forms Demonstrate understanding of
and conventions of print, non-print and digital the various forms and
materials conventions of print, non-print
and digital materials
Demonstrate understanding of various non-
verbal elements in orally communicating Demonstrate understanding of
information various non-verbal elements in
orally communicating
Demonstrate understanding of various linguistics information
nodes to comprehend various texts
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
Demonstrate understanding
of the various forms and
conventions of print, non-
print and digital materials
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various linguistics nodes
to comprehend various texts
Demonstrate understanding
of the various forms and
conventions of print, non-
print and digital materials
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various linguistics nodes to
comprehend various texts

B. Performance Standards The learner... The learner... The learner... The learner...

Evaluates effectively the message constructed Evaluates effectively the
and conveyed in various viewing texts. message constructed and
conveyed in various viewing
Orally communicates information, opinions and texts.
ideas effectively to different audiences using a
variety of literary activities Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Evaluates effectively the
message constructed and
conveyed in various viewing
texts.
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Evaluates effectively the
message constructed and
conveyed in various viewing
texts.
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities

C. Learning EN5G-Ie-8.3/8.4 EN5G-Ie-8.3/8.4 EN5OL-Ie-3.9 EN5OL-Ie-3.9

Competencies/Objectives Compose clear and coherent sentences using Compose clear and coherent Use formal and informal Use formal and informal
Write the LC code for each appropriate grammatical structures: sentences using appropriate English when appropriate to English when appropriate to
-conjunctions grammatical structures: task and situation task and situation
-conjunctions
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
 2. Learners Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
EN5LC-Ie 2.11.1 / 2.11.2/ 2.11.3 EN5LC-Ie 2.11.1 / 2.11.2/
2.11.3
Story,article Story,article
Books Books
Thesaurus Thesaurus
Look at the picture. Look at the picture.
Analyze sounds devices Analyze sounds devices
(onomatopoeia, alliteration, assonance ) (onomatopoeia, alliteration,
assonance )
What do you see in the picture? What do you see in the
Can you imitate the sounds of it? picture?
Can you imitate the sounds of
it?
Say: Today we discuss about the sound devices Say: Today we discuss about
using onomatopoeia, alliteration, and the sound devices using
assonance. onomatopoeia, alliteration,
What is onomatopoeia? and assonance.
What is onomatopoeia?
Onomatopoeia is when a words pronunciation
imitates its sound. Onomatopoeia is when a
words pronunciation imitates
What is alliteration ? its sound.
Alliteration happens when words that start What is alliteration ?
with the same sound are used close together in
a Alliteration happens when
phrase or sentence. The sound is usually a words that start
consonant with the same sound are used
and the words dont have to always be right next
EN5OL -Ie 3.9 EN5OL -Ie 3.9
Internet
chart, pictures ,activity
sheet ,meta cards
Look at the picture . Try to
analyse which of them are
using the formal and
informal English based on
the situation portrayed .
Use formal and informal
English when appropriate to
task and situation
Say: What can you say
about the picture?
Can you tell something
about this?
Based on their actions.
Which do you think shows
the formal and informal
conversation ?
Say: Today we discuss
about using formal and
informal English based on
their task and situation.
Say: How do you
differentiate the formal and
informal English ?
Formal English - we use it
when writing essays for
school, cover letters, to
apply for jobs or e mails and
letters at work.
Internet
chart, pictures ,activity sheet
,meta cards
Look at the picture . Try to
analyse which of them are
using the formal and informal
English based on the situation
portrayed .
Use formal and informal
English when appropriate to
task and situation
Say: What can you say about
the picture?
Can you tell something about
this?
Based on their actions. Which
do you think shows the formal
and informal
conversation ?
Say: Today we discuss about
using formal and informal
English based on their task
and situation.
Say: How do you differentiate
the formal and informal
English ?
Formal English - we use it
when writing essays for
school, cover letters, to apply
for jobs or e mails and letters
at work.
 to one another. One of the fun features of close together in a
alliteration is phrase or sentence. The sound
when it becomes a tongue twister. is usually a consonant
and the words dont have to
What is assonance ? always be right next
to one another. One of the fun
Assonance takes place when two or more words features of alliteration is
close to one another repeat the same vowel when it becomes a tongue
sound but start with different consonant sounds. twister.
What is assonance ?
Example: represent ,
Finally
Informal English we use it
with friends, children and
relatives.
Example : stand for, In the
end
Example: represent , Finally
Informal English we use it
with friends, children and
relatives.
Example : stand for, In the
end

Assonance takes place when

two or more words close to
one another repeat the same
vowel sound but start with
different consonant sounds.

E. Discussing new concepts and
practicing new skills #2
The teacher will give more sample of sound The teacher will give more
devices ( onomatopoeia , alliteration, assonance) sample of sound devices (
onomatopoeia , alliteration,
assonance)
The teacher will give more
sample of formal and
informal English.
Refer to LM.
Say: What have you noticed
about the samples of the
formal and informal English?
Which of the two do you
want to use ?
The teacher will give more
sample of formal and informal
English.
Refer to LM.
Say: What have you noticed
about the samples of the
formal and informal English?
Which of the two do you
want to use ?

F. Developing mastery
(Leads to Formative Assessment 3)
The teacher will present new sentences to The teacher will present new The teacher will present The teacher will present new
analyze the sounds devices. Arrange it on the sentences to analyze the new sample of formal & sample of formal & informal
table below. sounds devices. Arrange it on informal English. English.
the table below.
The sheep went, Baa.
2. Silence your cellphone The sheep went, Baa.
so that it does not beep during the movie. 2.
3. We light fire on the Silence your cellphone so that
mountain. it does not beep during the
4. I feel depressed and movie.
restless. 3. We
5. Dans dog dove deep in light fire on the mountain.
the dam, drinking dirty water as he dove. 4. I feel
depressed and restless.
5. Dans
dog dove deep in the dam,
drinking dirty water as he
dove.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Group activity: Group activity: Group Activity Group Activity
Complete the table below . Complete the table below .
Analyzing the sound device used in the sentence. Analyzing the sound device
used in the sentence. Group 1: Abbreviation Group 1: Abbreviation
The large dog said, Bow-wow! Informal Informal
Both bees and buzzers buzz. The large dog said, Bow- Formal English Formal English
The birds chirp filled the empty night air wow! English English
Both bees and buzzers buzz.
Honesty is the best policy. The birds chirp filled the
empty night air Television Television
Let the cat out of the bag.
Photo Photo
Honesty is the best policy.
A stitch in time saves nine.
Alices aunt ate apples and acorns around Let the cat out of the bag.
August.
Beckys beagle barked and bayed, becoming A stitch in time saves nine. Group 2: Letter of Group 2: Letter of Expression
bothersome for Billy. Alices aunt ate apples and Expression Informal
Carrie's cat clawed her couch, creating chaos. acorns around August. Informal Formal English
Beckys beagle barked and Formal English English
bayed, becoming bothersome English
Group 1: List down the sentences sound devices for Billy. Hi
( onomatopoeia ) Carrie's cat clawed her couch, Hi Robert
Group 2: List down the sentences sound devices creating chaos. Robert
( alliteration ) Truly
Group 3: List down the sentences sound devices Truly Yours,
( assonance ) Group 1: List down the Yours,
sentences sound devices (
onomatopoeia )
Group 2: List down the
sentences sound devices (
alliteration )
Group 3: List down the
sentences sound devices (
assonance )
Differentiate the sound devices learned today. ( Differentiate the sound devices When do we use formal When do we use formal
onomatopoeia, alliteration, assonance ) learned today. ( English ? informal English? English ? informal English?
onomatopoeia, alliteration,
assonance )
Directions: Read and analyze the sound devices Directions: Read and analyze Directions: Arrange the Directions: Arrange the
used in the sentences ( onomatopoeia, the sound devices used in the words in the table below . words in the table below .
alliteration, assonance ). sentences ( onomatopoeia,
alliteration, assonance ).
The early bird catches the worm. Completely Completely
The early bird catches the loaded loaded
The squeaky wheel gets the grease. worm. Smart Smart
You can call me if you need You can call me if you need
Go and mow the lawn. The squeaky wheel gets the anything. anything.
Rich Rich
grease.

J. Additional activities for
application or remediation
intelligent intelligent
Go and mow the lawn. I look forward to having I look forward to having
Johnny went here and there and everywhere. from you. Please from you. Please do
do not hesitate to contact not hesitate to contact me.
The engineer held the steering to steer the Johnny went here and there me. Hope to hear from you soon.
Hope to hear from you totally
vehicle
and everywhere. soon. totally
Formal
The engineer held the steering Formal
Informal
to steer the vehicle
Informal
Give more examples of the sound devices. Give more examples of the Give more examples of the Give more examples of the
sound devices. formal and informal English. formal and informal English.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%
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
materials did I use/discover which I
wish to share with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time July 18-22, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Observe politeness at all times.

A. Content Standards The learner... The learner... The learner... The learner... Weekly Test

Demonstrate understanding of the Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various forms and conventions of print,
non-print and digital materials
Demonstrate understanding of various
non-verbal elements in orally
communicating information
Demonstrate understanding of various
linguistics nodes to comprehend various
texts
the various forms and
conventions of print, non-print
and digital materials
Demonstrate understanding of
various non-verbal elements in
orally communicating information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
the various forms and
conventions of print, non-print
and digital materials
Demonstrate understanding of
various non-verbal elements in
orally communicating
information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
the various forms and
conventions of print, non-print
and digital materials
Demonstrate understanding of
various non-verbal elements in
orally communicating
information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts

B. Performance Standards The learner... The learner... The learner... The learner...

Evaluates effectively the message
constructed and conveyed in various
viewing texts.
Orally communicates information,
opinions and ideas effectively to different
audiences using a variety of literary
activities
Evaluates effectively the message
constructed and conveyed in
various viewing texts.
Orally communicates information,
opinions and ideas effectively to
different audiences using a
variety of literary activities
Evaluates effectively the
message constructed and
conveyed in various viewing
texts.
Orally communicates
information, opinions and ideas
effectively to different
audiences using a variety of
literary activities
Evaluates effectively the
message constructed and
conveyed in various viewing
texts.
Orally communicates
information, opinions and ideas
effectively to different
audiences using a variety of
literary activities

C. Learning EN5LC-If-2.8.1/2.8.2/2.8.3 EN5LC-If-2.8.1/2.8.2/2.8.3 EN5V-If-12 and 13 EN5V-If-12 and 13

Competencies/Objectives Infer the speakers tone, mood and Infer the speakers tone, mood Infer the meaning of Infer the meaning of
Write the LC code for each purpose and purpose unfamiliar words unfamiliar words
( blended) based on given ( blended) based on given
context clues (synonyms, context clues (synonyms,
antonyms, word parts) and other antonyms, word parts) and other
strategies strategies
II. CONTENT

III. LEARNING RESOURCES

 A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
EN5LC If 2.B.1/ 2.B.2/ 2.B.3
EN5OL If 3.9
Enjoying Reading 5 pp. 2- 4
Do you feel the love and care of you
mother?
What are the instances that show your
mothers tender loving care?
Show tactfulness when communicating
with other.
Say: Class our lesson for today is about
inferring the speakers tone, mood and
purpose. When we infer the speakers
tone, mood and purpose we are giving our
idea on what maybe the feeling/intention
of the speaker in the poem.
It is giving the feeling/intention of the
speaker or writer in one scenario
EN5LC If 2.B.1/ 2.B.2/ 2.B.3
EN5OL If 3.9
Enjoying Reading 5 pp. 2- 4
Do you feel the love and care of
you mother?
What are the instances that show
your mothers tender loving care?
Show tactfulness when
communicating with other.
Say: Class our lesson for today is
about inferring the speakers
tone, mood and purpose. When
we infer the speakers tone, mood
and purpose we are giving our
idea on what maybe the
feeling/intention of the speaker in
the poem.
It is giving the feeling/intention of
the speaker or writer in one
scenario
Curriculum Guide EN5V If 12 Curriculum Guide EN5V If 12
and 13 and 13
Ask: Have you encountered
words such as brunch, motel,
smog etc.
Who among you knows the
meaning of these unfamiliar
words?
Infer the meaning of unfamiliar
words (blended) based on given
context clues, synonyms,
antonyms, word parts and other
strategies.
Say: Class our lesson for today is
about inferring the meaning of
unfamiliar words (blended). We
may use context clues,
synonyms, antonyms word parts
and other strategies to know the
meaning of these unfamiliar
words (blended).
Blended words are two words
joined together by taking parts of
both words and combining the
parts into a new word.
Synonyms are words with the
same meaning.
Antonyms are words with
opposite meaning.
Context clues are giving the
meaning from the sentence itself
Word parts by analyzing the
Ask: Have you encountered
words such as brunch, motel,
smog etc.
Who among you knows the
meaning of these unfamiliar
words?
Infer the meaning of unfamiliar
words (blended) based on given
context clues, synonyms,
antonyms, word parts and other
strategies.
Say: Class our lesson for today is
about inferring the meaning of
unfamiliar words (blended). We
may use context clues,
synonyms, antonyms word parts
and other strategies to know the
meaning of these unfamiliar
words (blended).
Blended words are two words
joined together by taking parts of
both words and combining the
parts into a new word.
Synonyms are words with the
same meaning.
Antonyms are words with
opposite meaning.
Context clues are giving the
meaning from the sentence itself
Word parts by analyzing the
 meaning of each word being meaning of each word being
combined. combined.

D. Discussing new concepts and
practicing new skills #1
Unlocking of difficulties Unlocking of difficulties Read the sentences orally. Read the sentences orally.
Context Clues Context Clues
A dagger is thrust into her heart. The A dagger is thrust into her heart.
word thrust means The word thrust means I ate my brunch at the canteen I ate my brunch at the canteen
since I havent eaten my since I havent eaten my
A. To push B. to play C. to B. To push B. to play breakfast and lunch. breakfast and lunch.
remain C. to remain
Elsa sends mail through her Elsa sends mail through her
If you feel secure when you are with your If you feel secure when you are electronic computer last night electronic computer last night
parents, you are with your parents, you are but Anna read her email the next but Anna read her email the next
morning. morning.
A. Afraid B. confident C. B. Afraid B. confident
angry C. angry What do you think is the What do you think is the
meaning of brunch? Email? meaning of brunch? Email?

Say Class these are example of Say Class these are example of
When a mother caresses her child, she When a mother caresses her blended words. We can find the blended words. We can find the
_____him/her. child, she _____him/her. meaning of these unfamiliar meaning of these unfamiliar
words using context clues or we words using context clues or we
A. Touches B. scolds C. B. Touches B. scolds can find the meaning of words in can find the meaning of words in
Reprimand C. Reprimand the sentence. Such as: the sentence. Such as:
breakfast + lunch = brunch breakfast + lunch = brunch
Sheila hurt herself when she touched the Sheila hurt herself when she
dagger. A dagger is _______. touched the dagger. A dagger is electronic + mail = email electronic + mail = email
_______.
A. round and smooth object
A. round and smooth object
B.An elongated and rough object
B.An elongated and rough object
c.A pointed and sharp object
c.A pointed and sharp object
It is for the sake of a child, then, it is for
his/her own________. It is for the sake of a child, then, it
is for his/her own________.
A.Misery B. benefit C. look out
A.Misery B. benefit C.
look out

C. Discussing new concepts and
practicing new skills #2
Say: What do you think is the speakers
tone, mood or purpose in the poem?
a. He/ She is happy.
b. He/ She is feeling
Say: What do you think is the What do you think is the What do you think is the
speakers tone, mood or purpose meaning of smassy? Multiplex? meaning of smassy? Multiplex?
in the poem? Say. Synonyms are words with Say. Synonyms are words with
d. He/ She is the same meaning. Unfamiliar the same meaning. Unfamiliar
happy. words can be defined through words can be defined through

D. Developing mastery
(Leads to Formative Assessment 3)
E. Finding practical applications of
concepts and skills in daily living
loved and cared by
his/her mother.
c. He/ She wants to show
her appreciation to
his/her mother.
Say: Class this might be the speakers
tone, mood or purpose in the poem?
Children, these are what we call inferring
the speakers tone, mood or purpose.
Teacher will read again the poem to the
pupils. Then they will infer the speakers
tone, mood or purpose.
Group I Stanzas 2 and 3
Group II Stanza 4
Group III Stanza 6
Group IV Stanza 8
The teacher will read the following
sentences and the pupil will infer the
speakers tone, mood or purpose.
Group I Mr. Ramirez had a dialogue with
the boys. During the interview, he noticed
that Arthur answered his questions
politely.
Group II One of the applicants was
praised as worthy of confidence by the
mayor and was given a recommendation.
e. He/ She is
feeling loved
and cared by
his/her
mother.
f. He/ She wants
to show her
appreciation
to his/her
mother.
Say: Class this might be the
speakers tone, mood or purpose
in the poem?
Children, these are what we call
inferring the speakers tone, mood
or purpose.
Teacher will read again the poem
to the pupils. Then they will infer
the speakers tone, mood or
purpose.
Group I Stanzas 2 and 3
Group II Stanza 4
Group III Stanza 6
Group IV Stanza 8
The teacher will read the
following sentences and the pupil
will infer the speakers tone,
mood or purpose.
Group I Mr. Ramirez had a
dialogue with the boys. During the
interview, he noticed that Arthur
answered his questions politely.
Group II One of the applicants
was praised as worthy of
confidence by the mayor and was
given a recommendation.
synonyms. Such as Smassy =
smart but rude, Multiplex =
multiple complex.
Antonyms are words with
opposite meaning. Unfamiliar
words be defined through
antonyms. Such as Smassy=
unwise timid, Multiplex =
multiple complex.
What do you is the meaning of
simulcast? Smog?
Say: These are example of
blended words. We can find the
meaning of these unfamiliar
words through their word parts.
Such as Simulcast = simultaneous
broadcast, smog = smoke and
fog.
Group I Look for the meaning
of the underlined words through
context clues. Report the answer
through singing.
Due to the smoke of kaingin and
the fog in the mountain the
farmers cannot see clearly
because of the smog.
a.Kaingin and forest
b.Fog and Mountain
c.Smoke and fog
Mang Juan used the hybrid
seedlings of squash that gave
synonyms. Such as Smassy =
smart but rude, Multiplex =
multiple complex.
Antonyms are words with
opposite meaning. Unfamiliar
words be defined through
antonyms. Such as Smassy=
unwise timid, Multiplex =
multiple complex.
What do you is the meaning of
simulcast? Smog?
Say: These are example of
blended words. We can find the
meaning of these unfamiliar
words through their word parts.
Such as Simulcast = simultaneous
broadcast, smog = smoke and
fog.
Group I Look for the meaning
of the underlined words through
context clues. Report the answer
through singing.
Due to the smoke of kaingin and
the fog in the mountain the
farmers cannot see clearly
because of the smog.
a.Kaingin and forest
b.Fog and Mountain
c.Smoke and fog
Mang Juan used the hybrid
seedlings of squash that gave

F. Making generalizations and
abstractions about the lesson
Mood is defined in poetry as the feelings
or emotions that are evoked in the reader
by the poem. Conversely, tone expresses
the attitude the author has towards the
subject or topic of the poem.
Inferring the speakers tone, mood or
purpose may be done by determining the
purpose of the author in writing the poem
or selection. It may be done through keen
observation on the way the speakers read
the lines and through analyzing of the
words used in the poem or selection.
Mood is defined in poetry as the
feelings or emotions that are
evoked in the reader by the
poem. Conversely, tone expresses
the attitude the author has
towards the subject or topic of
the poem.
Inferring the speakers tone,
mood or purpose may be done by
determining the purpose of the
author in writing the poem or
selection. It may be done through
keen observation on the way the
speakers read the lines and
through analyzing of the words
used in the poem or selection.
him an enormous and giant
harvest; he was able to sell his
ginormous products at high
price.
a.Giant and enormous
b.Seedlings and products
c.Hybrid and squash
Group II Arrange the jumbled
letter to get the synonyms or
antonyms of the following
words.
Report the answer through
poem.
INTERNATIONAL NETWORK T E
NINERT
PICTURE ELEMENT = EXLIP
Group III Look for the word
parts of the following words
inside the treasure box.
Report the answer through rap.
Cyborg = cybernetic + organism
Bash = bang + smash
(Game) Complete the statement
by filling in the blanks with the
words that you will get inside
the balloons.
Unfamiliar words (blended)may
be infer through
___________,___________,____
______,and__________.
(Real balloons)
him an enormous and giant
harvest; he was able to sell his
ginormous products at high
price.
a.Giant and enormous
b.Seedlings and products
c.Hybrid and squash
Group II Arrange the jumbled
letter to get the synonyms or
antonyms of the following
words.
Report the answer through
poem.
INTERNATIONAL NETWORK T E
NINERT
PICTURE ELEMENT = EXLIP
Group III Look for the word
parts of the following words
inside the treasure box.
Report the answer through rap.
Cyborg = cybernetic + organism
Bash = bang + smash
(Game) Complete the statement
by filling in the blanks with the
words that you will get inside
the balloons.
Unfamiliar words (blended)may
be infer through
___________,___________,____
______,and__________.
(Real balloons)
G. Evaluating learning The teacher will read the paragraph.
Pupils will analyze what will be the
speakers tone, mood and purpose.
Their cheers energized him and after
few more seconds, he was already on
top. I did it! I did it! he shouted
politely.
The teacher will read the Infer the meaning of the Infer the meaning of the
paragraph. Pupils will analyze unfamiliar words. unfamiliar words.
what will be the speakers tone,
mood and purpose. Their cheers
energized him and after few 1.Brunch 1.Brunch
more seconds, he was already on
top. I did it! I did it! he shouted 2.Email 2.Email
politely.
3.Motel 3.Motel

4.Simulcast 4.Simulcast

5.Smog 5.Smog

H. Additional activities for Answer LM Page _______. Answer LM Page _______. Write another 5 unfamiliar words Write another 5 unfamiliar words
application or remediation (blended) in your notebooks. (blended) in your notebooks.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to
share with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time July 25 July 29, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Show tactfulness when communicating with others

A. Content Standards The learner... The learner... The learner... The learner... Weekly Test

Demonstrate understanding of the Demonstrate understanding of the Demonstrate understanding of the Demonstrate understanding of the
various forms and conventions of various forms and conventions of various forms and conventions of various forms and conventions of
print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various non-verbal elements in various non-verbal elements in various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating information orally communicating information orally communicating information

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various linguistics nodes to various linguistics nodes to various linguistics nodes to various linguistics nodes to
comprehend various texts comprehend various texts comprehend various texts comprehend various texts

B. Performance Standards The learner... The learner... The learner... The learner...

Evaluates effectively the message Evaluates effectively the message Evaluates effectively the message Evaluates effectively the message
constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various
viewing texts. viewing texts. viewing texts. viewing texts.

Orally communicates information, Orally communicates information, Orally communicates information, Orally communicates information,
opinions and ideas effectively to opinions and ideas effectively to opinions and ideas effectively to opinions and ideas effectively to
different audiences using a variety different audiences using a variety different audiences using a variety different audiences using a variety
of literary activities of literary activities of literary activities of literary activities

C. Learning Competencies/Objectives EN5LC-Ig-2.3 EN5LC-Ig-2.3 EN5V-Ig-12 and 13 EN5V-Ig-12 and 13

Write the LC code for each Distinguish reality from fantasy Distinguish reality from fantasy Infer the meaning of unfamiliar Infer the meaning of unfamiliar
words words
( clipped) based on given context ( clipped) based on given context
clues clues
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages CG ENGLC-Ig-2.3, EN5OL-Ig-1.8 CG ENGLC-Ig-2.3, EN5OL-Ig-1.8 CG EN5V-Ig-12 and 13 CG EN5V-Ig-12 and 13
Enjoying Reading 4 Enjoying Reading 4
 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Pictures
Activity sheet
Crossword puzzle
Strips of cartolina
Ask: Do you love reading fairy tales?
What fairy tales story do you know?
Observe politeness at all times
Appreciate fairy tale stories.
Say : Class look at the pictures, what
is in the picture. This is a tooth fairy.
The story that we are going to read
has something to do with our lesson
for today, its all about Reality and
Fantasy.
Reality tells about things that could
happen in real life
Fantasy Tells about characters or
events that cannot really happen or
it is a product of imagination only.
Unlocking of Difficulties
Choose the meaning of the
underlined words.
To move in quick
A broad smile
Whisper
Pictures
Activity sheet
Crossword puzzle
Strips of cartolina
Ask: Do you love reading fairy tales?
What fairy tales story do you know?
Observe politeness at all times
Appreciate fairy tale stories.
Say : Class look at the pictures, what
is in the picture. This is a tooth fairy.
The story that we are going to read
has something to do with our lesson
for today, its all about Reality and
Fantasy.
Reality tells about things that could
happen in real life
Fantasy Tells about characters or
events that cannot really happen or
it is a product of imagination only.
Unlocking of Difficulties
Choose the meaning of the
underlined words.
To move in quick
A broad smile
Whisper
chart, pictures
Show the word Mathematics
If I removed the Mathematics.
Can you still recognize the word?
There are times when we do not
want to say the whole words, so we
shorten them.
Infer the meaning of unfamiliar
words (clipped) based on given
context clues (synonyms, antonyms,
word parts)
Observe politeness at all times
Class, our lesson for today is all
about the unfamiliar clipped words
Clipped words are often used to
shorten word for their convenience.
Notice the underlined shorten
words. Let the pupils guess its
original word
Their company spends a lot of
money on ads
Burger does not suit old people
The tourist bus broke down near
Pangasinan.
The copter forces landed in the
disturbed areas to stem the
chart, pictures
Show the word Mathematics
If I removed the Mathematics.
Can you still recognize the word?
There are times when we do not
want to say the whole words, so we
shorten them.
Infer the meaning of unfamiliar
words (clipped) based on given
context clues (synonyms, antonyms,
word parts)
Observe politeness at all times
Class, our lesson for today is all
about the unfamiliar clipped words
Clipped words are often used to
shorten word for their convenience.
Notice the underlined shorten
words. Let the pupils guess its
original word
Their company spends a lot of
money on ads
Burger does not suit old people
The tourist bus broke down near
Pangasinan.
The copter forces landed in the
disturbed areas to stem the

E. Discussing new concepts and
practicing new skills #2
Bend of hang download
settle
1. I snuggled down in my sleeping
bag.
2. James hid his face in his hands
and drooped his head.
3. He muttered something under his
breath.
4. OK, he said with a grin.
5. The remaining petals fluttered to
the ground.
Reading the story by the teacher
Reading the story by the pupils
Choose a pupil who will read the
story for the third time
Bend of hang download
settle
1. I snuggled down in my sleeping
bag.
2. James hid his face in his hands
and drooped his head.
3. He muttered something under his
breath.
4. OK, he said with a grin.
5. The remaining petals fluttered to
the ground.
Reading the story by the teacher
Reading the story by the pupils
Choose a pupil who will read the
story for the third time
communal violence
There are bundles of currency notes
inside the case.
Gas has become an expensive fuel
for low income group families.
My uncle goes to the gym early
morning.
Get me a kilo of mangoes.
This college has five labs.
What are the types of Clipping?
1. Backclipping (Apocopation) is the
loss of one or more syllables at the
end of a word.
Examples:
abs (abdominal muscle)
app (application)
bi (bisexual)
bra (brassiere)
2.Foreclipping (Aphaeresis) refers to
the omission of one or more
syllables at the beginning of a word.
Examples:
phone (telephone)
sample (example)
coon (raccoon)
3.Middle Clipping (Syncope) retains
the middle part of a word, getting
rid of the beginning and ending
parts.
communal violence
There are bundles of currency notes
inside the case.
Gas has become an expensive fuel
for low income group families.
My uncle goes to the gym early
morning.
Get me a kilo of mangoes.
This college has five labs.
What are the types of Clipping?
1. Backclipping (Apocopation) is the
loss of one or more syllables at the
end of a word.
Examples:
abs (abdominal muscle)
app (application)
bi (bisexual)
bra (brassiere)
2.Foreclipping (Aphaeresis) refers to
the omission of one or more
syllables at the beginning of a word.
Examples:
phone (telephone)
sample (example)
coon (raccoon)
3.Middle Clipping (Syncope) retains
the middle part of a word, getting
rid of the beginning and ending
parts.
 Examples: Examples:
flu (influenza) flu (influenza)
tec (detective) tec (detective)

4.Complex Clipping is the shortening 4.Complex Clipping is the shortening

of a compound word by preserving
and combining its initial parts (or
first syllables).
Examples:
sci-fi (science fiction)
midcult (middlebrow culture)
sitcom (situation comedy)
forex
(foreign exchange)
of a compound word by preserving
and combining its initial parts (or
first syllables).
Examples:
sci-fi (science fiction)
midcult (middlebrow culture)
sitcom (situation comedy)
forex
(foreign exchange)

F. Developing mastery Tooth Fairy
(Leads to Formative Assessment 3)
Jenny snuggled under for
blanket with her eyes wide open.
I will stay awake. Oh, I
want to see the fairy, she muttered
sleepily.
Tooth Fairy
Jenny snuggled under for
blanket with her eyes wide open.
I will stay awake. Oh, I
want to see the fairy, she muttered
sleepily.
Group the pupils into four. Give each
group a picture. Using the picture,
give its original word, clipped word,
and meaning and use it in a
sentence. Be able to present it to
the class.
Group the pupils into four. Give each
group a picture. Using the picture,
give its original word, clipped word,
and meaning and use it in a
sentence. Be able to present it to
the class.

That afternoon in school, That afternoon in school,

her milk tooth had wiggled and
turned for the last time. It fell on a
page of the book that Jenny was
reading. Now she had a space just as
most of her schoolmates had, right
in the middle of her beautiful grin.
her milk tooth had wiggled and
turned for the last time. It fell on a
page of the book that Jenny was
reading. Now she had a space just as
most of her schoolmates had, right
in the middle of her beautiful grin.

Before going to bed that Before going to bed that

night, Jenny put the tooth under her
pillow to see whether a fairy would
take it away and leaved a surprise in
its place. She wanted to stay awake,
but her eyelids drooped and closed.
night, Jenny put the tooth under her
pillow to see whether a fairy would
take it away and leaved a surprise in
its place. She wanted to stay awake,
but her eyelids drooped and closed.

The room was still quiet. The room was still quiet.
Then, a tinkle, like the sound of a Then, a tinkle, like the sound of a
music box, filled the air. Out of the music box, filled the air. Out of the
darkness, the shiniest little fairy any
could imagine, floated into the
room. She knelt down beside Jennys
pillow and found the hidden tooth.
The fairy dropped the
tooth into a golden purse and
whispered, Now I have another
pearl for my queens necklace.
Thanks to you Jenny. Out of
gratitude, I will leave you this coin. It
will be your reward and will bring
you luck, Jenny. The music began
again, and the fairy fluttered away.
Wake up, Child, Jennys
mother bent over her.
Before she opened her
eyes, Jenny reached under the
pillow. She was surprised when she
felt something there. When she saw
the coin, she sat up smiling.
Mother, she cried, did
the fairy come or was I dreaming?
Mother smiled and said,
You want to believe that she came,
dont you? So why dont we just
make believe that she did?
With that thought, Jenny
just smiled.
But I saw her, Mother. I
just dont know how. I wish I didnt
fall asleep, she said winking at
Mother. Oh, well, I still have baby
teeth anyway!
Ask the following questions:
What happened to Jennys tooth?
Why did she want to stay awake that
night?
From out of the darkness, who
floated into her room?
darkness, the shiniest little fairy any
could imagine, floated into the
room. She knelt down beside Jennys
pillow and found the hidden tooth.
The fairy dropped the
tooth into a golden purse and
whispered, Now I have another
pearl for my queens necklace.
Thanks to you Jenny. Out of
gratitude, I will leave you this coin. It
will be your reward and will bring
you luck, Jenny. The music began
again, and the fairy fluttered away.
Wake up, Child, Jennys
mother bent over her.
Before she opened her
eyes, Jenny reached under the
pillow. She was surprised when she
felt something there. When she saw
the coin, she sat up smiling.
Mother, she cried, did
the fairy come or was I dreaming?
Mother smiled and said,
You want to believe that she came,
dont you? So why dont we just
make believe that she did?
With that thought, Jenny
just smiled.
But I saw her, Mother. I
just dont know how. I wish I didnt
fall asleep, she said winking at
Mother. Oh, well, I still have baby
teeth anyway!
Ask the following questions:
What happened to Jennys tooth?
Why did she want to stay awake that
night?
From out of the darkness, who
floated into her room?

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Why did the fairy take Jennys
tooth?
If you lose a tooth, will you keep it
under your pillow? Why or why not?
If you were in Jennys place and you
found the coin under your pillow,
what would you do with it?
Do you believe that there is a tooth
fairy? Why do you think so?
1.Pantomiming
a. Tell you pupils to think of their
fantasy dream.
b.Let them pantomime it while their
classmates will guess what it is. Ask
them again to think their ambition.
Let them act it out again and class
will guess it.
c.Ask them also how they will
achieve their ambition
2,Raise R card if the event or action
is Reality and raise letter F if the
action is Fantasy.
Blankets should be cleaned after
use.
Through the Internet, people can
play games with each other. They
can do much more.
When the man hit the pot, diamond
came out.
A woodcutter cuts wood in the
forest.
Computers can cook our food.
Tell whether its a fantasy pr reality.
1. The swan wears a crown.
Why did the fairy take Jennys
tooth?
If you lose a tooth, will you keep it
under your pillow? Why or why not?
If you were in Jennys place and you
found the coin under your pillow,
what would you do with it?
Do you believe that there is a tooth
fairy? Why do you think so?
1.Pantomiming Read the meaning of each clipped Read the meaning of each clipped
words and give its original word. words and give its original word.
a. Tell you pupils to think of their
Write your answer on the space Write your answer on the space
fantasy dream. provided for. provided for.
b.Let them pantomime it while their
__________1. decaf = to remove the __________1. decaf = to remove the
classmates will guess what it is. Ask caffeine from coffee caffeine from coffee
__________2. prom = a formal __________2. prom = a formal
them again to think their ambition.
dance held for a school class toward dance held for a school class toward
Let them act it out again and class the end of the academic year the end of the academic year
__________ 3. croc = a large __________ 3. croc = a large
will guess it.
aggressive aquatic reptile with aggressive aquatic reptile with
c.Ask them also how they will massive jaws and a massive jaws and a
body covered with bony plates body covered with bony plates
achieve their ambition
__________ 4. mike = a device for __________ 4. mike = a device for
2,Raise R card if the event or action converting sound waves into converting sound waves into
electrical energy pop (music or art ) electrical energy pop (music or art )
is Reality and raise letter F if the
new and of general appeal, new and of general appeal,
action is Fantasy. especially among young people especially among young people
__________5. prom = a formal __________5. prom = a formal
Blankets should be cleaned after
dance held for a school class toward dance held for a school class toward
use. the end of the the end of the
academic year academic year
Through the Internet, people can
play games with each other. They
can do much more.
When the man hit the pot, diamond
came out.
A woodcutter cuts wood in the
forest.
Computers can cook our food.
Tell whether its a fantasy pr reality. What do you mean by clipped What do you mean by clipped
words? words?
1. The swan wears a crown.
Clipped words are often used in Clipped words are often used in
 2. The young girl is selling flowers at
the church.
3. The volcano is erupting.
4. The girls dead grandmother
comes to fetch her with a smile
5. The teacher is telling a story.
6. The witch stopped at the store
7. Antonio lives in the clouds
8. The park is full of children.
9. The farmer talked to the priest.
10. The genie granted Antonios
wish.
I. Evaluating learning Children, kindly differentiate reality
from Fantasy.
Reality refers to situations that may
happen in real life.
Fantasy refers to situations that are
magical or make believe and could
not happen in real-life
2. The young girl is selling flowers at
the church.
3. The volcano is erupting.
4. The girls dead grandmother
comes to fetch her with a smile
5. The teacher is telling a story.
6. The witch stopped at the store
7. Antonio lives in the clouds
8. The park is full of children.
9. The farmer talked to the priest.
10. The genie granted Antonios
wish.
Children, kindly differentiate reality
from Fantasy.
Reality refers to situations that may
happen in real life.
Fantasy refers to situations that are
magical or make believe and could
not happen in real-life
their shorten word for their
convenience.
Give the original word of the given
clipped word based on its meaning.
Choose the letter of the correct
answer.
1. coke = carbonated drink flavoured
with extract from Kola nuts
a. coconut b. cocaine c. cocain
d. coca-cola e. choke
2. co-ed = schooling attended by
members of both sexes
a. coedam b. coeddo c. coedit
d. coeditor e. coeducational
3. grannie, granny = the mother of
your father or mother
a. granary b. grand prix
c. grande dame d. grandfather
e. Grandmother
4. vet = a doctor who practices
veterinary medicine
a. veterinarian b. veteran c.
vetchworm d. vestrywoman e.
Vegetarian
5. gent = a man of refinement
a. genealogist b. general agent
their shorten word for their
convenience.
Give the original word of the given
clipped word based on its meaning.
Choose the letter of the correct
answer.
1. coke = carbonated drink flavoured
with extract from Kola nuts
a. coconut b. cocaine c. cocain
d. coca-cola e. choke
2. co-ed = schooling attended by
members of both sexes
a. coedam b. coeddo c. coedit
d. coeditor e. coeducational
3. grannie, granny = the mother of
your father or mother
a. granary b. grand prix
c. grande dame d. grandfather
e. Grandmother
4. vet = a doctor who practices
veterinary medicine
a. veterinarian b. veteran c.
vetchworm d. vestrywoman e.
Vegetarian
5. gent = a man of refinement
a. genealogist b. general agent

J. Additional activities for application Sequence the events that happened
or remediation
in the story. Write numbers 1-5 on
the space provided for.
_____1. That afternoon in school,
her milk tooth had wiggled and
turned for the last time.
_____2. The fairy dropped the tooth
into a golden purse and whispered,
Now I have another pearl for my
queens necklace.
_____3. Jenny snuggled under for
blanket with her eyes wide open.
_____4. Before she opened her
eyes, Jenny reached under the
pillow. She was surprised
when she felt something there.
When she saw the coin, she sat up
smiling.
_____5. But I saw her, Mother. I
Just dont know how. I wish I didnt
fall asleep, she said
winking at Mother. Oh, well, I still
have baby teeth anyway!
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
c. general team d. genitals e. c. general team d. genitals e.
Gentleman Gentleman
Sequence the events that happened Match the original/clipped words Match the original/clipped words
from its meaning. Write the letter of from its meaning. Write the letter of
in the story. Write numbers 1-5 on
the correct answer on the space the correct answer on the space
the space provided for. provided for. provided for.
_____1. That afternoon in school,
her milk tooth had wiggled and
turned for the last time.
_____2. The fairy dropped the tooth
into a golden purse and whispered,
Now I have another pearl for my
queens necklace.
_____3. Jenny snuggled under for
blanket with her eyes wide open.
_____4. Before she opened her
eyes, Jenny reached under the
pillow. She was surprised
when she felt something there.
When she saw the coin, she sat up
smiling.
_____5. But I saw her, Mother. I
Just dont know how. I wish I didnt
fall asleep, she said
winking at Mother. Oh, well, I still
have baby teeth anyway!

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time August 1-5, 2016
Monday
I. OBJECTIVES Recount events effectively
A. Content Standards The learner...
Demonstrate understanding of the
various forms and conventions of print,
non-print and digital materials
Demonstrate understanding of various
non-verbal elements in orally
communicating information
Demonstrate understanding of various
linguistics nodes to comprehend
various texts
B. Performance Standards The learner...
Evaluates effectively the message
constructed and conveyed in various
viewing texts.
Orally communicates information,
opinions and ideas effectively to
different audiences using a variety of
literary activities
C. Learning Competencies/Objectives EN5LC-Ih-2.3
Write the LC code for each Distinguish reality from fantasy
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages Developing Reading Power 6, A
Support Program to Reading, by
ClemenceUmaliAbadilla, Saint Marys
Tuesday
The learner...
Demonstrate understanding of the
various forms and conventions of print,
non-print and digital materials
Demonstrate understanding of various
non-verbal elements in orally
communicating information
Demonstrate understanding of various
linguistics nodes to comprehend
various texts
The learner...
Evaluates effectively the message
constructed and conveyed in various
viewing texts.
Orally communicates information,
opinions and ideas effectively to
different audiences using a variety of
literary activities
EN5LC-Ih-2.3
Distinguish reality from fantasy
Developing Reading Power 6, A
Support Program to Reading, by
ClemenceUmaliAbadilla, Saint Marys
Grade Level
Learning Areas
Wednesday
The learner...
Demonstrate understanding of the
various forms and conventions of
print, non-print and digital
materials
Demonstrate understanding of
various non-verbal elements in
orally communicating information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
The learner...
Evaluates effectively the message
constructed and conveyed in
various viewing texts.
Orally communicates information,
opinions and ideas effectively to
different audiences using a variety
of literary activities
EN5RC-Ih-2.3
Analyze figures of speech (simile,
metaphor, personification,
hyperbole) in a given text
(EN5RC-Ih-2.3)
Quarter
Thursday Friday
The learner... Weekly Test
Demonstrate understanding of the
various forms and conventions of
print, non-print and digital
materials
Demonstrate understanding of
various non-verbal elements in
orally communicating information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
The learner...
Evaluates effectively the message
constructed and conveyed in
various viewing texts.
Orally communicates information,
opinions and ideas effectively to
different audiences using a variety
of literary activities
EN5RC-Ih-2.3
Analyze figures of speech (simile,
metaphor, personification,
hyperbole) in a given text
(EN5RC-Ih-2.3)

4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Publishing Corporation, 1998
p. 174-175
Developing Reading Power 6, A
Support Program to Reading, by
ClemenceUmaliAbadilla
Picture/illustration of acarabao and
turtle
Picture/illustration of a lark and wren
Picture/illustration of a giraffe and
pullet
Real objects
Chart
Direction: Encircle the letter of the
meaning of the underlined words.
1.The schools foundation day is a
great event for them to remember.
a.Institution
b.Celebration
c. Collection
2.The principal orders the teachers to
submit their annual report.
a.Monthly
b.Yearly
c.Weekly
3.The teachers were overwhelmed at
their presentation in the program.
a.Surprised
Publishing Corporation, 1998
p. 174-175
Developing Reading Power 6, A
Support Program to Reading, by
ClemenceUmaliAbadilla
Picture/illustration of acarabao and
turtle
Picture/illustration of a lark and wren
Picture/illustration of a giraffe and
pullet
Real objects
Chart
Direction: Encircle the letter of the Listen as the teacher reads the Listen as the teacher reads the
meaning of the underlined words. Refer to LM, Think and Tell Refer to LM, Think and Tell
1.The schools foundation day is a
great event for them to remember. Say: Listen as I read the following Say: Listen as I read the following
stanzas of some poems. Tell the stanzas of some poems. Tell the
a.Institution two things being compared. Tell in two things being compared. Tell in
what way the two things are alike. what way the two things are alike.
b.Celebration
c. Collection
2.The principal orders the teachers to
submit their annual report.
a.Monthly
b.Yearly
c.Weekly
3.The teachers were overwhelmed at
their presentation in the program.
a.Surprised
 b.Bothered b.Bothered

c.Overjoyed c.Overjoyed

B. Establishing a purpose for the Distinguish reality from fantasy Distinguish reality from fantasy Analyze figures of speech (simile, Analyze figures of speech (simile,
lesson metaphor, personification, metaphor, personification,
hyperbole) in a given text hyperbole) in a given text

C. Presenting examples/instances of The teacher shows a diary
the new lesson Say: Do you have a diary at home?
What do you write on it?
The teacher will use a semantic web to
find out what the students know about
a diary.
The teacher shows a diary
Say: Do you have a diary at home?
What do you write on it?
The teacher will use a semantic web to
find out what the students know about
a diary.
Refer to LM, Try and Learn
Say: The following sentences
contain a metaphor. Identify the
metaphor by underlining the words
that tell the two objects being
compared.
Refer to LM, Try and Learn
Say: The following sentences
contain a metaphor. Identify the
metaphor by underlining the words
that tell the two objects being
compared.

D. Discussing new concepts and
practicing new skills #1
Say: Today, you are going to learn the
content of a diary. Im going to read a
sample entry in a diary. Carol a grade
VI pupil owns this diary.
Say: Today, you are going to learn the
content of a diary. Im going to read a
sample entry in a diary. Carol a grade
VI pupil owns this diary.
Refer to LM, Do and Learn A.
Say: Let us read the following lines
of poetry.
What are the human qualities
given to animals, objects or ideas?
Refer to LM, Do and Learn B.
Let the pupils decide the figure of
speech used in each sentence.
Afterwards, let them read all the
sentences.
Refer to LM, Do and Learn A.
Say: Let us read the following lines
of poetry.
What are the human qualities
given to animals, objects or ideas?
Refer to LM, Do and Learn B.
Let the pupils decide the figure of
speech used in each sentence.
Afterwards, let them read all the
sentences.

E. Discussing new concepts and
practicing new skills #2
The teacher will use an actual diary
while reading the things written on it.
The pupils can read silently. Refer to
LM, Read and Learn
Carols Diary
The teacher will use an actual diary
while reading the things written on it.
The pupils can read silently. Refer to
LM, Read and Learn
Carols Diary
Refer to LM, Learn Some More
Let the pupils study the lines of
poetry. Let them identify the object
personified and the give the human
quality given to the subject.
Refer to LM, Learn Some More
Let the pupils study the lines of
poetry. Let them identify the object
personified and the give the human
quality given to the subject.

On March 3, 2003 a great event took
place in our school. It was the start of
our annual foundation week. Many
contests and games were held and big
prizes were at stake. My friends and I
bagged the first place in the MTAP
competition for grade V pupils. We
were very happy and our teachers
congratulated us for being the winner.
The next day I led the program
intended for our teachers and
principal. The pupil-participants of the
program showed their best in singing,
dancing and even acting. It was a
On March 3, 2003 a great event took
place in our school. It was the start of
our annual foundation week. Many
contests and games were held and big
prizes were at stake. My friends and I
bagged the first place in the MTAP
competition for grade V pupils. We
were very happy and our teachers
congratulated us for being the winner.
The next day I led the program
intended for our teachers and
principal. The pupil-participants of the
program showed their best in singing,
dancing and even acting. It was a

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
tiresome afternoon but an exciting
day.
On the 3rd day, we heard a mass in our
schools chapel and in the afternoon a
sportsfest was held. Being with my
friends and classmates, while
participating in all the sports events is
an experience. We joined the relay
contest, volleyball and badminton.
We launched the school project
dubbed as May PerasaBasura a day
before the end of the week-long
celebration. We also served the
community through tree planting and
cleaning the environment.
Finally, the much awaited moment for
us was the fifth day of the celebration,
the awarding ceremony was held and
we received our awards and prizes. I
felt so happy and relaxed during the
afternoon for I could already rest. I
thanked God because I learned many
things.
(Retrieved from: Lesson Guides in
Elementary English Grade 5, DepEd
2008)
Say: I have here a story grid. The
number of squares in the grid
corresponds to the number of
events/scenes in the story. You are
going to arrange the events using the
grid.
Discussion Questions:
What do people usually write in their
diaries?
How do you sequence or arrange the
events of the story?
Lead the pupils in formulating
generalizations.
Say: How can we recount events
effectively?
tiresome afternoon but an exciting
day.
On the 3rd day, we heard a mass in our
schools chapel and in the afternoon a
sportsfest was held. Being with my
friends and classmates, while
participating in all the sports events is
an experience. We joined the relay
contest, volleyball and badminton.
We launched the school project
dubbed as May PerasaBasura a day
before the end of the week-long
celebration. We also served the
community through tree planting and
cleaning the environment.
Finally, the much awaited moment for
us was the fifth day of the celebration,
the awarding ceremony was held and
we received our awards and prizes. I
felt so happy and relaxed during the
afternoon for I could already rest. I
thanked God because I learned many
things.
(Retrieved from: Lesson Guides in
Elementary English Grade 5, DepEd
2008)
Say: I have here a story grid. The Give the difference of each figure Give the difference of each figure
number of squares in the grid of speech. of speech.
corresponds to the number of
events/scenes in the story. You are
going to arrange the events using the
grid.
Discussion Questions: How can figure of speech affects How can figure of speech affects
What do people usually write in their literature. literature.
diaries?
How do you sequence or arrange the
events of the story?
Lead the pupils in formulating
generalizations.
Say: How can we recount events
effectively?
H. Making generalizations and
abstractions about the lesson
The sentences that follow are taken
from the story. In the space before
each number, write reality if the
sentence states a situation that can
happen in real life. Write fantasy if it
can only happen in fairy tales or fables.
The sentences that follow are taken What are the different kinds of What are the different kinds of
from the story. In the space before figure of speech? figure of speech?
each number, write reality if the
Give example on each. Give example on each.
sentence states a situation that can
happen in real life. Write fantasy if it
can only happen in fairy tales or fables.

I. Evaluating learning Write wheter its a reality or fantasy. Write wheter its a reality or fantasy. Tell what kind of figure of speech Tell what kind of figure of speech
Refer to LM. Refer to LM. are the following. are the following.
J. Additional activities for application Write 5 reality and 5 fantasy. Write 5 reality and 5 fantasy. Write 5 example for each figure of Write 5 example for each figure of
or remediation speech. speech.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time August 8-12,2016
Monday
I. OBJECTIVES Recount events in a story read
A. Content Standards The learner...
Demonstrate understanding of
the various forms and
conventions of print, non-print
and digital materials
Demonstrate understanding of
various non-verbal elements in
orally communicating
information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
B. Performance Standards The learner...
Evaluates effectively the
message constructed and
conveyed in various viewing
texts.
Orally communicates
information, opinions and ideas
effectively to different
audiences using a variety of
literary activities
C. Learning EN5OL-Ii-1.8
Competencies/Objectives Recount events effectively
Write the LC code for each
II. CONTENT
III. LEARNING
RESOURCES
Tuesday
The learner...
Demonstrate understanding of
the various forms and
conventions of print, non-print
and digital materials
Demonstrate understanding of
various non-verbal elements in
orally communicating
information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
The learner...
Evaluates effectively the
message constructed and
conveyed in various viewing
texts.
Orally communicates
information, opinions and ideas
effectively to different
audiences using a variety of
literary activities
EN5OL-Ii-1.8
Recount events effectively
Grade Level
Learning Areas
Wednesday
The learner...
Demonstrate understanding of the various forms
and conventions of print, non-print and digital
materials
Demonstrate understanding of various non-verbal
elements in orally communicating information
Demonstrate understanding of various linguistics
nodes to comprehend various texts
The learner...
Evaluates effectively the message constructed and
conveyed in various viewing texts.
Orally communicates information, opinions and
ideas effectively to different audiences using a
variety of literary activities
EN5VD-Ii-8.1/8.2/8.3
Clarify meaning of words using dictionaries,
thesaurus, and/or online resources
Quarter
Thursday Friday
The learner... Weekly Test
Demonstrate understanding of the various forms
and conventions of print, non-print and digital
materials
Demonstrate understanding of various non-verbal
elements in orally communicating information
Demonstrate understanding of various linguistics
nodes to comprehend various texts
The learner...
Evaluates effectively the message constructed and
conveyed in various viewing texts.
Orally communicates information, opinions and
ideas effectively to different audiences using a
variety of literary activities
EN5VD-Ii-8.1/8.2/8.3
Clarify meaning of words using dictionaries,
thesaurus, and/or online resources
 A. References
1. Teachers Guide pages
2. Learners Material pages EN5OL-Ii-1.8
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Show bundle of sticks
lesson or presenting the
new lesson Say: What can you say about the
pictures?
Let the pupils break the bundle
of sticks.
B. Establishing a purpose for the To appreciate the value of unity
lesson Observe politeness at all times
C. Presenting Say: Class, our lesson for today is
examples/instances of the about recounting events
new lesson effectively.
To recount events means that
to tell the details of a given
events
To recount events effectively
one must;
Listen or read the stories very
well.
Be specific in giving the events in
the story
Organize the events properly
D. Discussing new concepts and Let the pupils read the story A
practicing new skills #1 Bundle of Sticks
A Bundle Sticks
Once upon a time, an old man
lived with his three sons in a
village. All his three sons were
EN5OL-Ii-1.8 EN5OL-Ii-1.8 EN5OL-Ii-1.8
Show bundle of sticks Show a Picture of Maria Makiling Show a Picture of Maria Makiling
What can you say about the picture? What can you say about the picture?
Say: What can you say about the
pictures?
Let the pupils break the bundle
of sticks.
To appreciate the value of unity Note details in a story viewed Note details in a story viewed
Observe politeness at all times
Say: Class, our lesson for today is Say: Class, our lesson for today is about recounting Say: Class, our lesson for today is about recounting
about recounting events events effectively in a story viewed events effectively in a story viewed
effectively.
To recount events means that
to tell the details of a given
events
To recount events effectively
one must;
Listen or read the stories very
well.
Be specific in giving the events in
the story
Organize the events properly
Let the pupils read the story A The teacher will tell the students to watch The The teacher will tell the students to watch The
Bundle of Sticks Legend of Maria Makiling Legend of Maria Makiling
https://www.youtube.com/watch?v=CycU0owzEMw https://www.youtube.com/watch?v=CycU0owzEMw
A Bundle Sticks Ask the Following Questions Ask the Following Questions
Who are the characters in the stories? Who are the characters in the stories?
Once upon a time, an old man
lived with his three sons in a What are the good things Maria Makiling do the the What are the good things Maria Makiling do the the
village. All his three sons were
hard workers. Still, none of them
agreed with each other and
quarreled all the time. The old
man tried a lot to unite them
but he failed. While the villagers
were surprised at their hard
work and efforts, they also made
fun of them on their fights.
Months passed by and
the old man fell sick. He talked
to his sons to stay united, but
none of his sons heard his
words. So, he decided to teach
them a practical lesson so that
they would shed off their
differences and stay united.
The old man called as
his sons. He told them, I will
give you a bundle of sticks.
Separate each stick and you will
have to break each stick into
pieces of two. The one who
breaks the sticks quickly will be
rewarded more.
All sons agreed.
The old man gave a
bundle of 10 sticks to everyone
of them and asked to break it
into pieces. All the sons broke
the sticks into pieces in minutes.
And again they started
to quarrel among themselves as
who came first.
The old man said,
Dear sons, the game is not over.
Now I will give another bundle
of sticks to all of you. You will
have to break the sticks as a
bundle, not as separate sticks.
The sons agreed and
began to break the bundle of
sticks. Unfortunately, they could
not break the bundle. They tried
very hard but failed to complete
the task.
All sons said to the
father about their failure.
The old man replied,
Dear sons, See! You could easily
hard workers. Still, none of them town people? town people?
agreed with each other and
quarreled all the time. The old
man tried a lot to unite them Why are they surprised when they see the farm of Why are they surprised when they see the farm of
but he failed. While the villagers the man Maria Makiling fall in love with? the man Maria Makiling fall in love with?
were surprised at their hard
work and efforts, they also made
fun of them on their fights. What kind of letter did the young man received? What kind of letter did the young man received?
Months passed by and
the old man fell sick. He talked
to his sons to stay united, but Did the Young man enlist in the army? Did the Young man enlist in the army?
none of his sons heard his
words. So, he decided to teach
them a practical lesson so that What did he do in order not to enlist in the army? What did he do in order not to enlist in the army?
they would shed off their
differences and stay united.
The old man called as
his sons. He told them, I will
How did Maria Makiling took up the news when she How did Maria Makiling took up the news when she
give you a bundle of sticks.
Separate each stick and you will learned that his beloved man will get married?What learned that his beloved man will get married?What
have to break each stick into did she do after that? did she do after that?
pieces of two. The one who
breaks the sticks quickly will be
rewarded more. How will you describe the the mountain of Maria How will you describe the the mountain of Maria
All sons agreed. Makiling if you are in a plane land? Makiling if you are in a plane land?
The old man gave a
bundle of 10 sticks to everyone
of them and asked to break it
into pieces. All the sons broke
the sticks into pieces in minutes.
And again they started
to quarrel among themselves as
who came first.
The old man said,
Dear sons, the game is not over.
Now I will give another bundle
of sticks to all of you. You will
have to break the sticks as a
bundle, not as separate sticks.
The sons agreed and
began to break the bundle of
sticks. Unfortunately, they could
not break the bundle. They tried
very hard but failed to complete
the task.
All sons said to the
father about their failure.
The old man replied,
Dear sons, See! You could easily

E. Discussing new concepts and
practicing new skills #2
break the single sticks into
pieces, but you were not able to
break the bundle! The sticks
were same. So, if you stay
united, nobody can make any
harm to you. If you quarrel every
time with your brothers, anyone
can easily defeat you. I request
you to stay united.
The three sons understood
the power of unity and promised
their father that whatever be
the problem, they would all stay
together.
Comprehension Questions.
1. Who are the character
in the stories?
2. Where did the story
happened?
3. How will you describe
the three brothers?
4. Why did the man
called the three
brothers? What did he
told them to do?
5. Did the three brothers
break the sticks during
their first try? What
did happened during
the second time they
tried it?
6. What is the moral
lesson of the story?
Give the events that happens in
the story by placing it inside the
box and it must be in the right
sequence.Choose from the
sentences below the boxes.The
group who finish first will be the
winner.
The three sons understood the
power of unity and promised their
father that they will resovlved
problems together
The old man let his sons quarelled
break the single sticks into
pieces, but you were not able to
break the bundle! The sticks
were same. So, if you stay
united, nobody can make any
harm to you. If you quarrel every
time with your brothers, anyone
can easily defeat you. I request
you to stay united.
The three sons understood
the power of unity and promised
their father that whatever be
the problem, they would all stay
together.
Comprehension Questions.
1. Who are the character
in the stories?
2. Where did the story
happened?
3. How will you describe
the three brothers?
4. Why did the man
called the three
brothers? What did he
told them to do?
5. Did the three brothers
break the sticks during
their first try? What
did happened during
the second time they
tried it?
6. What is the moral
lesson of the story?
Give the events that happens in Watch Again the Legend Of Maria Makilin. Give the Watch Again the Legend Of Maria Makilin. Give the
the story by placing it inside the events that happened in the story. Place it inside the events that happened in the story. Place it inside the
box and it must be in the right crcle. crcle.
sequence.Choose from the
sentences below the boxes.The
group who finish first will be the
winner.
The three sons understood the
power of unity and promised their
father that they will resovlved
problems together
The old man let his sons quarelled

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
all the time.
There lived an old old and three
brothers who alayas quarelled
with each other.
The old man told his sons and told
them to break the sticks again but
as a bundle.
The old man told them the moral
lessons of the bundle of sticks..
The old man summoned his sons
and asked them to separate the
bundle of sticks and break each
one of it.
The teacher will ask each groups
to phantomine some of the events
in the story. The group who gives
the best detailt events will be the
winner.
The three brothers are all are hard
working but always quarreled with
each other.
The old man summoned his sons
and asked them to separate the
bundle of sticks and break each
one of it.
The three sons understood the
power of unity and promised their
father that they will resovlved
problems together.
Group Activity
How to recount events
effectively?
To recount events means that
to tell the details of a given
events
To recount events effectively
one must;
Listen or read the stories very
well.
all the time.
There lived an old old and three
brothers who alayas quarelled
with each other.
The old man told his sons and told
them to break the sticks again but
as a bundle.
The old man told them the moral
lessons of the bundle of sticks..
The old man summoned his sons
and asked them to separate the
bundle of sticks and break each
one of it.
The teacher will ask each groups Watch the story of Of Malakas and Maganda. Watch the story of Of Malakas and Maganda.
to phantomine some of the events Recount the events in the story using a series event Recount the events in the story using a series event
in the story. The group who gives chains.] chains.]
the best detailt events will be the
winner.
The three brothers are all are hard
working but always quarreled with
each other.
The old man summoned his sons
and asked them to separate the
bundle of sticks and break each
one of it.
The three sons understood the
power of unity and promised their
father that they will resovlved
problems together.
Group Activity Group Activity Group Activity
How to recount events How to recount events effectively? How to recount events effectively?
effectively? To recount events means that to tell the details of a To recount events means that to tell the details of a
To recount events means that given events given events
to tell the details of a given
events To recount events effectively one must; To recount events effectively one must;
To recount events effectively Watch and understand the stories very well. Watch and understand the stories very well.
one must;
Be specific in giving the events in the story Be specific in giving the events in the story
Listen or read the stories very
well. Recall all the major events Recall all the major events
 Be specific in giving the events in
the story
Organize the events properly
I. Evaluating learning Recount the events in the
following story. Write at least
five sentence to recount the
following events
Fight Among the Fingers
by kathavarta
Once there was a fight
among the fingers. Each of them
was fighting, I am the king of
the fingers, I am the greatest, I
am the most important. All of
them went to the court and
stood in front of the judge for
his decision.
In the court, the
thumb stood in front of the
judge and said: I am the king,
because I am the strongest and
firmest. Without me no one is
able to do work. Hence I am the
king. The judge heard all that.
Next the index finger
got up and said, I am the king,
because I threaten everyone. I
point to things, direct people
and show things. Hence I have
names like threatener, shower,
and pointer. The judge heard all
that.
Next, the middle finger
got up and said, I am the
strongest and longest of all the
fingers. Hence I deserve to be
the king. The judge heard all
that.
Next the ring finger
stood and said, I am the richest,
because I wear a ring made of
gold, studded with all the
precious gems. Hence I am the
king.
Be specific in giving the events in Organize the events properly Organize the events properly
the story
Organize the events properly
Recount the events in the Recount the story by using number 1-10. Recount the story by using number 1-10.
following story. Write at least
five sentence to recount the
following events
Fight Among the Fingers
by kathavarta
Once there was a fight
among the fingers. Each of them
was fighting, I am the king of
the fingers, I am the greatest, I
am the most important. All of
them went to the court and
stood in front of the judge for
his decision.
In the court, the
thumb stood in front of the
judge and said: I am the king,
because I am the strongest and
firmest. Without me no one is
able to do work. Hence I am the
king. The judge heard all that.
Next the index finger
got up and said, I am the king,
because I threaten everyone. I
point to things, direct people
and show things. Hence I have
names like threatener, shower,
and pointer. The judge heard all
that.
Next, the middle finger
got up and said, I am the
strongest and longest of all the
fingers. Hence I deserve to be
the king. The judge heard all
that.
Next the ring finger
stood and said, I am the richest,
because I wear a ring made of
gold, studded with all the
precious gems. Hence I am the
king.
 Next, the little finger
stood up with eyes filled with
tears and said, I am not strong
like the thumb. I cannot
threaten others. I am very small
and negligible. I am very poor
and do not wear a gold ring. But
when I do Namaskara, there I
stand in front. I am lucky to have
the first sight (Darshan) of all the
great people.
Having heard that, the
judge decided that the little
finger deserves to be the king of
all the fingers.
Next, the little finger
stood up with eyes filled with
tears and said, I am not strong
like the thumb. I cannot
threaten others. I am very small
and negligible. I am very poor
and do not wear a gold ring. But
when I do Namaskara, there I
stand in front. I am lucky to have
the first sight (Darshan) of all the
great people.
Having heard that, the
judge decided that the little
finger deserves to be the king of
all the fingers.

J. Additional activities for Recount the events that happened Recount the events that happened Recount the events that happened to you yesterday. Recount the events that happened to you yesterday.
application or remediation to you yesterday. to you yesterday.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%
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
materials did I use/discover which
I wish to share with other
teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August15-19,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Clarify meaning of words using dictionaries, thesaurus, and / or online resources

A. Content Standards The learner... The learner... Review Periodical Test Periodical Test

Demonstrate understanding of the Demonstrate understanding of the

various forms and conventions of various forms and conventions of
print, non-print and digital materials print, non-print and digital materials

Demonstrate understanding of Demonstrate understanding of

various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating information

Demonstrate understanding of Demonstrate understanding of

various linguistics nodes to various linguistics nodes to
comprehend various texts comprehend various texts

B. Performance Standards The learner... The learner...

Evaluates effectively the message Evaluates effectively the message

constructed and conveyed in various constructed and conveyed in various
viewing texts. viewing texts.

Orally communicates information, Orally communicates information,

opinions and ideas effectively to opinions and ideas effectively to
different audiences using a variety different audiences using a variety
of literary activities of literary activities

C. Learning Competencies/Objectives EN5V-Ij-8.1/8.2/8.3 EN5V-Ij-8.1/8.2/8.3

Write the LC code for each Clarify meaning of words using Clarify meaning of words using
dictionaries, thesaurus, and/or dictionaries, thesaurus, and/or
online resources online resources

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5OL-Ii-1.8 EN5OL-Ii-1.8
English Textbook Expressway English Textbook Expressway
Language and Reading Language and Reading

4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Teachers Guide Grade IV. Lesson Teachers Guide Grade IV. Lesson
guide in English V guide in English V
Lakat- travel blogspot.com. Lakat- travel blogspot.com.
picture/illustration of events. picture/illustration of events.
song Pila March song Pila March
chart. Graphic organizer chart. Graphic organizer
Refer to LM, Think and Tell
Games: How strong is your
vocabulary? Choose the correct
meaning of a words.
Read as quickly as possible the
words in each line. Circle those that
have the same or similar meanings
as the keyword.
beautiful- lovely
cranky sickly pretty
Show a dictionary to the class. What
do you want to know about the
dictionary?
Write your answer in the KWL Chart.
(I know, want to know, what I
learned chart)
Clarify meaning of words using Clarify meaning of words using
dictionaries, thesaurus, and / or dictionaries, thesaurus, and / or
online resources online resources
Say: Are you a Scout? What does it Say: Are you a Scout? What does it
mean to be a scout? Do you take the mean to be a scout? Do you take the
scouts oath to the heart? What scouts oath to the heart? What
good deeds have you done for good deeds have you done for
others lately? others lately?
Refer To LM., Try and Learn Refer To LM., Try and Learn
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
The teacher will show to the class a
dictionary entry with a list of several
meaning and part of speech to
clarify the meaning of a word in a
sentence.
How many meanings are given for
round?
What parts of speech are listed?
What does the word round mean in
the following sentence?
Read the sentences:
The Barangay Tanod
makes a round in the
Barangay to catch the
robber.
Manny Pacquiao won the
games for only five rounds.
Row, row your boat is a
kind of round song.
Her face is round.
Refer to LM, Learn some more
Choose the meaning of the first
word as used in the given sentence.
Write the letter on the blank (use
the dictionary entry)
Group Activity:
Activity 1
Divide the class into four groups
Provide a dictionary for each group
Assigned each group 5 words
Tell them to look for the meanings
of that word.
Activity 2
Divide the class into four groups
Give them a word with multiple
meanings used in a sentence
Let them choose the meaning of the
assigned word that fits each
The teacher will show to the class a
dictionary entry with a list of several
meaning and part of speech to
clarify the meaning of a word in a
sentence.
How many meanings are given for
round?
What parts of speech are listed?
What does the word round mean in
the following sentence?
Read the sentences:
The Barangay Tanod
makes a round in the
Barangay to catch the
robber.
Manny Pacquiao won the
games for only five rounds.
Row, row your boat is a
kind of round song.
Her face is round.
Refer to LM, Learn some more
Choose the meaning of the first
word as used in the given sentence.
Write the letter on the blank (use
the dictionary entry)
Group Activity:
Activity 1
Divide the class into four groups
Provide a dictionary for each group
Assigned each group 5 words
Tell them to look for the meanings
of that word.
Activity 2
Divide the class into four groups
Give them a word with multiple
meanings used in a sentence
Let them choose the meaning of the
assigned word that fits each
 sentence. sentence.

H. Making generalizations and Using the metacards let the learners Using the metacards let the learners
abstractions about the lesson paste on the circle and read what paste on the circle and read what
they learn in using they learn in using
Dictionary/Thesaurus Dictionary/Thesaurus

I. Evaluating learning LM, Try and Learn LM, Try and Learn
Read the following sentence and Read the following sentence and
then copy the number of the then copy the number of the
meaning of the underline word meaning of the underline word
(model, echo, park) (model, echo, park)
J. Additional activities for application Look for the meaning of the Look for the meaning of the
or remediation following: following:

1. Inquisitive 4. Inquisitive
2. Gorgeous 5. Gorgeous
3. expired 6. expired

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 22-26,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Identify signal words from text heard

A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to news reports and listens critically to news reports and listens critically to news reports and listens critically to news reports and
other radio broadcasts and other radio broadcasts and other radio broadcasts and other radio broadcasts and
expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral
and in written forms; and in written forms; and in written forms; and in written forms;

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
C. Learning Competencies/Objectives EN5LC-IIa-4
Write the LC code for each Identify signal words from text heard
II. CONTENT
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5LC-IIa-4
Identify signal words from text heard
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5G-IIa-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
-subject-verb agreement
( inverted sentences)
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5G-IIa-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
-subject-verb agreement
( inverted sentences)

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5LC- IIa- 4 EN5LC- IIa- 4 EN5G-IIa-3.9 EN5G-IIa-3.9
Lesson Guides in Elem. Eng. 5 p.7-8 Lesson Guides in Elem. Eng. 5 p.7-8 EN5A-IIa-16 EN5A-IIa-16
EN5A-IIa-17 EN5A-IIa-17
Expanding English Skills for Expanding English Skills for
Empowerment I p. 357 Empowerment I p. 357

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Selections, pictures Selections, pictures paragraph, laptop paragraph, laptop

IV. PROCEDURES
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Ask the pupils about their favourite
food. Ask them if they cook at home.
Ask also if they follow the right
procedure in cooking their favourite
food.
Identify signal words from text
heard.
Provide accurate instructions
Observe politeness at all times.
Observe care and accuracy in giving/
following directions.
Say: At this time you have to listen
to the selection about how to make
apple and hazelnut crunch. After
listening, you will answer the
questions that follow.
Before proceeding to the selection,
there will be unlocking of difficulties
Read the sentences. Select the
meaning of the underlined words
from the box.
I sliced the cake into three pieces.
The best way to purify water at
home is to simmer it.
Sprinkle water on
the clothes before ironing it.
Have the pupils listen to the
selection.
Ask the pupils about their favourite
food. Ask them if they cook at home.
Ask also if they follow the right
procedure in cooking their favourite
food.
Identify signal words from text
heard.
Provide accurate instructions
Observe politeness at all times.
Observe care and accuracy in giving/
following directions.
Say: At this time you have to listen
to the selection about how to make
apple and hazelnut crunch. After
listening, you will answer the
questions that follow.
Before proceeding to the selection,
there will be unlocking of difficulties
Read the sentences. Select the
meaning of the underlined words
from the box.
I sliced the cake into three pieces.
The best way to purify water at
home is to simmer it.
Sprinkle water on
the clothes before ironing it.
Have the pupils listen to the
selection.
Ask:
Have you ever experienced being
teased by somebody?
How do you feel?
Who is your best friend?
Does he/she defend you while you
are in trouble?
Do you think making fun of
somebody is a good act?
Compose clear and coherent
sentences using appropriate
grammatical structures- subject-verb
agreement (inverted sentences)
Today, you will be learning the
subject verb agreement. There are
times that a sentence is in inverted
order. If we say inverted sentence, it
is a sentence in which the verb
comes before the subject. Here is a
selection for you to read and
analyze. After reading the
paragraph, I will be asking you some
comprehension questions, then, you
will be given sentences in the
inverted order to analyze.
Lily is a thin girl. She is quiet and shy.
Every time she sits at the canteen,
she is always alone. Every day, at the
hallway, are Nestors friends.
Making fun of Lily is their hobby. In
Lilys bag are books. Carlo, one of
the naughty boys, teases Lily, grabs
the handbag, passes it with his
friends, and scatters all the books on
the floor. Bamboo Stick is what
they call her. From Room 3 comes
Marina. She defends Lily and argues
with the boys. In simple way Marina
helps. Later on, Lily and Marina
became friends. At the canteen, they
Ask:
Have you ever experienced being
teased by somebody?
How do you feel?
Who is your best friend?
Does he/she defend you while you
are in trouble?
Do you think making fun of
somebody is a good act?
Compose clear and coherent
sentences using appropriate
grammatical structures- subject-verb
agreement (inverted sentences)
Today, you will be learning the
subject verb agreement. There are
times that a sentence is in inverted
order. If we say inverted sentence, it
is a sentence in which the verb
comes before the subject. Here is a
selection for you to read and
analyze. After reading the
paragraph, I will be asking you some
comprehension questions, then, you
will be given sentences in the
inverted order to analyze.
Lily is a thin girl. She is quiet and shy.
Every time she sits at the canteen,
she is always alone. Every day, at the
hallway, are Nestors friends.
Making fun of Lily is their hobby. In
Lilys bag are books. Carlo, one of
the naughty boys, teases Lily, grabs
the handbag, passes it with his
friends, and scatters all the books on
the floor. Bamboo Stick is what
they call her. From Room 3 comes
Marina. She defends Lily and argues
with the boys. In simple way Marina
helps. Later on, Lily and Marina
became friends. At the canteen, they
 Making an Apple and Hazelnut
Crunch
First, we sliced the apples. Then, we
simmered them in a saucepan until
they were tender. Next, we added
sugar and left the stewed apples to
cool. When it was cold, we stirred in
yogurt. We then spooned the
stewed apple into dishes and
sprinkled each one with crushed
fruit and hazelnut bars. Finally, we
decorated each dish with apple
slices.
Answer the comprehension
questions based on the story heard.
What is the first step in making
apple and hazelnut crunch?
How long will you simmer the apple?
After adding sugar, what will you do
next?
What will you do when the stewed
apple becomes cold?
What is the last step?
Ask: What words in the paragraph
give the step-by-step direction or
sequence?
(first, next, then, finally)
Say: The words that give the step-
by-step direction or sequence are
called signal words.
Making an Apple and Hazelnut
Crunch
First, we sliced the apples. Then, we
simmered them in a saucepan until
they were tender. Next, we added
sugar and left the stewed apples to
cool. When it was cold, we stirred in
yogurt. We then spooned the
stewed apple into dishes and
sprinkled each one with crushed
fruit and hazelnut bars. Finally, we
decorated each dish with apple
slices.
Answer the comprehension
questions based on the story heard.
What is the first step in making
apple and hazelnut crunch?
How long will you simmer the apple?
After adding sugar, what will you do
next?
What will you do when the stewed
apple becomes cold?
What is the last step?
Ask: What words in the paragraph
give the step-by-step direction or
sequence?
(first, next, then, finally)
Say: The words that give the step-
by-step direction or sequence are
called signal words.
eat together. In going home, walk
Marina and Lily. They share stories,
review their lessons and help each
other.
Answer the following questions.
Who is the thin girl?
Why do you think Lily is always
alone?
Who makes fun of Lily?
What does Carlo do with Lilys
handbag?
Who helps Lily?
If you were Nestors friends, will you
do the same?
If you were Marina, will you also
defend Lily?
What kind of person is Marina?
Say: Here are some inverted
sentences from the selection.
Analyze how verbs agree with the
subjects.
a. Every day at the hallway, are
Nestors friends.
b. In Lilys bag are books.
v s
c. From Room 3 comes Marina.
v s
d. In going home, walk Marina and
Lily.v s Lily.v
Ask: Which comes first in the
inverted order of a sentence?
What happens to the verb when the
subject is singular? When the
subject is plural?
eat together. In going home, walk
Marina and Lily. They share stories,
review their lessons and help each
other.
Answer the following questions.
Who is the thin girl?
Why do you think Lily is always
alone?
Who makes fun of Lily?
What does Carlo do with Lilys
handbag?
Who helps Lily?
If you were Nestors friends, will you
do the same?
If you were Marina, will you also
defend Lily?
What kind of person is Marina?
Say: Here are some inverted
sentences from the selection.
Analyze how verbs agree with the
subjects.
a. Every day at the hallway, are
Nestors friends.
v s v s
b. In Lilys bag are books.
v s
c. From Room 3 comes Marina.
v s
d. In going home, walk Marina and
s
Ask: Which comes first in the
inverted order of a sentence?
What happens to the verb when the
subject is singular? When the
subject is plural?
E. Discussing new concepts and
practicing new skills #2
The class will play Advance Game.
Each group will be given small
banners with signal words written
on it. The leader will hold and raise it
once the teacher is asking for the
answer.
Tell the pupils to form four lines with
an equal number of members. Read
the directions to the class once.
Then, say it again with one missing
signal word. The leader will raise the
banner with the corresponding
signal word. If a group got the
correct answer, they will step
forward two times. The group that
makes the most number of steps will
be the winner.
(The underlined signal word will be
the missing one later on)
First, get a partner from your group.
Next, raise your right hands then,
clasp them together. Finally, bow at
the same time and wave your hands.
First, form a diagonal line. Next, put
you left hand on the right shoulder
of the classmate in front of you.
Then, bend your knees and lastly,
raise your left hand and make a
peace sign.
First, group yourselves into three.
Next, those on both sides, hold
hands. Then, enclose your classmate
in the middle in your arms. Finally,
still holding together, raise your
hands and say Open the Basket.
First, boys will put hands on waist.
Next, girls will hold theirs skirt. Then,
point right foot forward. And then,
go to the original position. Finally,
turn around clockwise and bow your
head.
The class will play Advance Game. Write the following sentences in the Write the following sentences in the
Each group will be given small inverted order. inverted order.
banners with signal words written Everybody cares about the climate Everybody cares about the climate
on it. The leader will hold and raise it change. change.
once the teacher is asking for the
answer. The boys go in hiking. The boys go in hiking.
Tell the pupils to form four lines with
an equal number of members. Read Ramon volunteers for the difficult Ramon volunteers for the difficult
the directions to the class once.
task. task.
Then, say it again with one missing
signal word. The leader will raise the
Nobody cares about the spoiled Nobody cares about the spoiled
banner with the corresponding
signal word. If a group got the food. food.
correct answer, they will step
forward two times. The group that Abigail attends the birthday party. Abigail attends the birthday party.
makes the most number of steps will
be the winner.
(The underlined signal word will be
the missing one later on)
First, get a partner from your group.
Next, raise your right hands then,
clasp them together. Finally, bow at
the same time and wave your hands.
First, form a diagonal line. Next, put
you left hand on the right shoulder
of the classmate in front of you.
Then, bend your knees and lastly,
raise your left hand and make a
peace sign.
First, group yourselves into three.
Next, those on both sides, hold
hands. Then, enclose your classmate
in the middle in your arms. Finally,
still holding together, raise your
hands and say Open the Basket.
First, boys will put hands on waist.
Next, girls will hold theirs skirt. Then,
point right foot forward. And then,
go to the original position. Finally,
turn around clockwise and bow your
head.
F. Developing mastery Group Activty Group Activty Compose coherent sentences in the Compose coherent sentences in the
(Leads to Formative Assessment 3) inverted order using the given verbs inverted order using the given verbs
that agree with the subjects in each that agree with the subjects in each
item. item.
disagree the men disagree the men
on their plan on their plan

in the spelling bee join in the spelling bee join

Rosa Rosa

come the meteor come the meteor

in meteorites in meteorites

on the moon on the moon

astronauts footprints astronauts footprints
left. left.

on a topic for a report Alexis on a topic for a report Alexis

decide decide

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Refer to LM, __________
Signal words give step-by-step
direction or sequence in a
paragraph/selection.
First, next, then, lastly, finally,
furthermore, next to that, second,
after that, moreover are examples of
signal words.
Refer to LM, __________
Signal words give step-by-step
direction or sequence in a
paragraph/selection.
First, next, then, lastly, finally,
furthermore, next to that, second,
after that, moreover are examples of
signal words.
Group Activity
Inverted sentence is a sentence in
which the verb comes before the
subject.
The verb agrees with the subject of
the sentence.
If the subject of the inverted
sentence is singular, the verb takes
its s-form.
Group Activity
Inverted sentence is a sentence in
which the verb comes before the
subject.
The verb agrees with the subject of
the sentence.
If the subject of the inverted
sentence is singular, the verb takes
its s-form.

If the subject of the inverted If the subject of the inverted

sentence is plural, the verb takes its sentence is plural, the verb takes its
base form. base form.

I. Evaluating learning Arrange the following events based Arrange the following events based Refer to LM_______. Refer to LM_______.
on the story. Take note of the signal on the story. Take note of the signal
words. words.

J. Additional activities for application Make a short story using the signal Make a short story using the signal Refer to LM________. Refer to LM________.
or remediation words. words.
 V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 29-Sep 2,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Listens carefully critically to news reports and other radio broadcasts and expresses ideas accurately in oral and written forms.

A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to news reports and listens critically to news reports and listens critically to news reports and listens critically to news reports and
other radio broadcasts and other radio broadcasts and other radio broadcasts and other radio broadcasts and
expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral
and in written forms; and in written forms; and in written forms; and in written forms;

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
C. Learning Competencies/Objectives EN5LC-IIb-3.19
Write the LC code for each Identify informational text-types
II. CONTENT
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5LC-IIb-3.19
Identify informational text-types
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5G-IIb-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
-subject-verb agreement
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5G-IIb-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
-subject-verb agreement

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages Curriculum Guide: CG in English 5 Curriculum Guide: CG in English 5 EN5G-IIb-3.9 EN5G-IIb-3.9
Quarter 2 Week 2 Quarter 2 Week 2
EN5LC IIb 3.19 EN5LC IIb 3.19
EN5SS IIb 3.9 EN5SS IIb 3.9

4. Additional Materials from pictures of internet, smartphones, pictures of internet, smartphones, dictionary, thesaurus dictionary, thesaurus
Learning Resource (LR) portal newspaper, magazines newspaper, magazines word flashcards word flashcards
reading materials reading materials

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or Show titles of shows or movies and Show titles of shows or movies and Group the pupils into four groups. Group the pupils into four groups.
presenting the new lesson ask them to classify if it is fiction or ask them to classify if it is fiction or Give each group a three set of Give each group a three set of
nonfiction. nonfiction. words. Ask them to write the words. Ask them to write the

B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
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)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Identify informational text-types.
Use card catalogue to locate
resources.
Show the students a newspaper, a
magazine, or an encyclopedia. Ask
the students if they have read one.
Ask them if they have used them in
doing research.
Show them a card catalogue. Ask
them if they have used one in doing
research.
Today we are going to learn about
the informational text, its type and
their use.
We will also study how to use a
card catalogue.
Have the students listen to news
from the newspaper or an article
from a magazine.
Then ask them what they have
learned from what theyve just
listened to.
Ask: What have you noticed
about the article?
How many topics were there?
Was it informational?
Choose one book from the Library
and make a card catalogue.
Use of an index card.
Ask:
How does card catalog helps you
locate books?
Informational texts are nonfictional
writing, written with the intention to
Identify informational text-types.
Use card catalogue to locate
resources.
Show the students a newspaper, a
magazine, or an encyclopedia. Ask
the students if they have read one.
Ask them if they have used them in
doing research.
Show them a card catalogue. Ask
them if they have used one in doing
research.
Today we are going to learn about
the informational text, its type and
their use.
We will also study how to use a
card catalogue.
Have the students listen to news
from the newspaper or an article
from a magazine.
Then ask them what they have
learned from what theyve just
listened to.
Ask: What have you noticed
about the article?
How many topics were there?
Was it informational?
Choose one book from the Library
and make a card catalogue.
Use of an index card.
Ask:
How does card catalog helps you
locate books?
Informational texts are nonfictional
writing, written with the intention to
synonym and antonym of the words
in a manila paper.
Give precise information on a given
topic.
Identify meaning content of specific
words (denotation and connotation)
Say: Today we are going to
learn about how to give precise
information on a given topic and
how to define words using
connotation and denotation
Now ask the students to read the
words in Find Out and Learn on
the LM page ____. Ask them the
ways on how they would define or
give meaning to the words. Write
their answer on their notebook.
Using their dictionary ask the
students to find the precise meaning
of the following word:
Have the students answer Try and
Learn on the LM on page ____.
Perform Do and Learn on the LM
page ____.
Perform Do and Learn on the LM
page ____.
In giving precise information on a
given topic, we may do the
synonym and antonym of the words
in a manila paper.
Give precise information on a given
topic.
Identify meaning content of specific
words (denotation and connotation)
Say: Today we are going to
learn about how to give precise
information on a given topic and
how to define words using
connotation and denotation
Now ask the students to read the
words in Find Out and Learn on
the LM page ____. Ask them the
ways on how they would define or
give meaning to the words. Write
their answer on their notebook.
Using their dictionary ask the
students to find the precise meaning
of the following word:
Have the students answer Try and
Learn on the LM on page ____.
Perform Do and Learn on the LM
page ____.
Perform Do and Learn on the LM
page ____.
In giving precise information on a
given topic, we may do the
 of informing the reader about a
specific topic. It is typically found in
magazines, newspaper, science
books, autobiographies, and
instruction manuals.
It uses special text which allows its
users to easily find key information
and understand the main topic. This
is done by placing a header over
certain sections. It may also use
visual representation with captions
which includes pictures, graphs,
tables, diagrams, and charts.
A card catalogue is a file of cards
uniform in size arranged in some
definite order and listing the items
in the collection of a library or group
of libraries. Each card identifies a
single item.
The parts of a card catalogue are (1)
call number; (2) author; (3) Title
Entry; (4) publisher; (5) series title;
and (6) subject headings.
I. Evaluating learning Identify if the following books if
there are informational text or not.
Write for informational text else
write if it is not.
1. newspaper
2. magazines
3. instructional manuals
4. fairy tales
5. autobiography
J. Additional activities for application Bring Dictionary
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
of informing the reader about a
specific topic. It is typically found in
magazines, newspaper, science
books, autobiographies, and
instruction manuals.
It uses special text which allows its
users to easily find key information
and understand the main topic. This
is done by placing a header over
certain sections. It may also use
visual representation with captions
which includes pictures, graphs,
tables, diagrams, and charts.
A card catalogue is a file of cards
uniform in size arranged in some
definite order and listing the items
in the collection of a library or group
of libraries. Each card identifies a
single item.
The parts of a card catalogue are (1)
call number; (2) author; (3) Title
Entry; (4) publisher; (5) series title;
and (6) subject headings.
Identify if the following books if
there are informational text or not.
Write for informational text else
write if it is not.
1. newspaper
2. magazines
3. instructional manuals
4. fairy tales
5. autobiography
Bring Dictionary
following:
1. We must have a reliable source
which is verifiable. This means that
the information that we get must be
true and real, not made up or
unsure.
2. We must have supporting
information.
Connotations and denotations are
two principal methods of describing
the meaning of words.
Connotations refer to the wide array
of positive and negative associations
that most naturally carry them while
denotation is the precise, literal
definition of a word that might be
found in a dictionary.
Who are your parents?
What is your father/mothers work?
Where does he/she work?
In what barangay do you live? In
which purok?
What would you like to be when you
grow up?
Where would you like to spend your
vacation?
Give examples of denotation and
cannotation.
following:
1. We must have a reliable source
which is verifiable. This means that
the information that we get must be
true and real, not made up or
unsure.
2. We must have supporting
information.
Connotations and denotations are
two principal methods of describing
the meaning of words.
Connotations refer to the wide array
of positive and negative associations
that most naturally carry them while
denotation is the precise, literal
definition of a word that might be
found in a dictionary.
Who are your parents?
What is your father/mothers work?
Where does he/she work?
In what barangay do you live? In
which purok?
What would you like to be when you
grow up?
Where would you like to spend your
vacation?
Give examples of denotation and
cannotation.
B. No. of learners who require additional
activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 5-9,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to news
reports and other radio
broadcasts and expresses
ideas accurately in oral and
in written forms;
listens critically to news
reports and other radio
broadcasts and expresses
ideas accurately in oral and
in written forms;
listens critically to news reports and other listens critically to news reports and
radio broadcasts and expresses ideas other radio broadcasts and expresses
accurately in oral and in written forms; ideas accurately in oral and in written
forms;

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and
gets relevant information
from various text types.
C. Learning EN5LC-IIc-3.19
Competencies/Objectives Identify informational text-
Write the LC code for each types
II. CONTENT
demonstrates confidence in demonstrates confidence in the use of the
the use of the language to language to meet everydays needs; and
meet everydays needs; and reads independently and gets relevant
reads independently and information from various text types.
gets relevant information
from various text types.
EN5LC-IIc-3.19 EN5V-IIc-20.1.1
Identify informational text- EN5V-IIc-20.2.1
types Identify different meanings of content
specific words (denotation and
connotation)
(Science)
demonstrates confidence in the use of
the language to meet everydays
needs; and reads independently and
gets relevant information from various
text types.
EN5V-IIc-20.1.1
EN5V-IIc-20.2.1
Identify different meanings of
content specific words (denotation
and connotation)
(Science)

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5LC-IIc-3.19, EN5RC-IIc- EN5LC-IIc-3.19, EN5RC-IIc- EN5V-IIc20.1.1, EN5V-IIc-20.2.1, EN5A-IIc-17 EN5V-IIc20.1.1, EN5V-IIc-20.2.1, EN5A-
3.2.1,EN5OL IIc-1.3.1, 3.2.1,EN5OL IIc-1.3.1, IIc-17
EN5A-IIc-17 EN5A-IIc-17

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Puzzle, Paragraphs, Puzzle, Paragraphs, Pictures,Story, dictionary
Diagram Diagram
IV. PROCEDURES
 A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
Pupils will arrange the
given puzzle to get the two
exact words.
Identify informational text
types
Show pictures regarding
the lesson.
Our lesson for today is
about informational text
and its types.
Informational text are text
that provide factual
information to readers.
Types:
Description- Sensory and
descriptive details that help
the reader visualize
information. Ask yourself:
what specific person, place,
Pupils will arrange the
given puzzle to get the two
exact words.
Identify informational text
types
Show pictures regarding
the lesson.
Our lesson for today is
about informational text
and its types.
Informational text are text
that provide factual
information to readers.
Types:
Description- Sensory and
descriptive details that help
the reader visualize
information. Ask yourself:
what specific person, place,
Have you seen a frog?
What are the characteristics of a frog? Size?
Color?
What is its contribution to our environment?
Identify different meanings of content
specific words (denotation and connotation)
Our lesson is about identifying the meaning
of content specific words through
denotation and connotation
Let me define first denotation and
connotation.
Denotation is generally defined as literal or
dictionary meanings of a word in contrast to
its connotative or associated meanings.
Connotation refers to a meaning that is
implied by a word apart from the thing
which it describes explicitly. Words carry
cultural and emotional associations or
meanings in addition to their literal
meanings or denotations.
The teacher will read a story to the pupils.
The Boys and the Frogs
Some boys, playing near a pond, saw a
number of Frogs in the water and
began to pelt them with stones.
They killed several of them, when one of the
Frogs, lifting his head out of
the water, cried out:
"Pray stop, my boys: what is sport to you, is
death to us."
Have you seen a frog?
What are the characteristics of a frog?
Size? Color?
What is its contribution to our
environment?
Identify different meanings of content
specific words (denotation and
connotation)
Our lesson is about identifying the
meaning of content specific words
through denotation and connotation
Let me define first denotation and
connotation.
Denotation is generally defined as
literal or dictionary meanings of a
word in contrast to its connotative or
associated meanings.
Connotation refers to a meaning that
is implied by a word apart from the
thing which it describes explicitly.
Words carry cultural and emotional
associations or meanings in addition
to their literal meanings or
denotations.
The teacher will read a story to the
pupils.
The Boys and the Frogs
Some boys, playing near a pond, saw a
number of Frogs in the water and
began to pelt them with stones.
They killed several of them, when one
of the Frogs, lifting his head out of
the water, cried out:
"Pray stop, my boys: what is sport to

thing, or idea is being
described. Description
shares the who, what,
when, where, why or how
of a topic/subject. Clue
words are such as, for
instance, in addition, also,
specifically.
Sequence- Presents events
in a sequence from
beginning to end, or
organizes how-to text in a
series of directions. Look
for steps or references to
time such as dates. Clue
thing, or idea is being
described. Description
shares the who, what,
when, where, why or how
of a topic/subject. Clue
words are such as, for
instance, in addition, also,
specifically.
Sequence- Presents events
in a sequence from
beginning to end, or
organizes how-to text in a
series of directions. Look
for steps or references to
time such as dates. Clue
Say: As a continuation, He wanted to save
other frogs but he has a problem.
He needs to identify the connotative
meanings of the words in the leaves in order
to save other frogs.
Do you want to help the frog in saving other
lives?
You need to answer the problems below.
Connotation:Observe to see
Environment -the air, water, organisms, and
other natural resources that surround us.
Science- a conclusion
Fact reality
Weather- sky and wind conditon
you, is death to us."
Say: As a continuation, He wanted to
save other frogs but he has a problem.
He needs to identify the connotative
meanings of the words in the leaves in
order to save other frogs.
Do you want to help the frog in saving
other lives?
You need to answer the problems
below.
Connotation:Observe to see
Environment -the air, water,
organisms, and other natural
resources that surround us.
Science- a conclusion
Fact reality
Weather- sky and wind conditon

words are first, second, words are first, second,

third, then, next, before, third, then, next, before,

after, and finally. after, and finally.

Compare and Contrast- Compare and Contrast-

Comparisons are used to Comparisons are used to

describe ideas. Ask describe ideas. Ask

yourself: what is being yourself: what is being

compared? Clue words are compared? Clue words are

similar, same, alike, unlike, similar, same, alike, unlike,

and different. and different.

Cause and Effect- Cause and Effect-

Descriptions of events and Descriptions of events and

the reasons (causes) for the reasons (causes) for


E. Discussing new concepts and
practicing new skills #2
why the event happened.
Ask yourself: What
happened and why did it
happen? Clue words are
since, because, if, due to, as
a result of , causes, leads
to, and therefore.
Problem and Solution-The
text introduces a problem
and presents one or more
solutions. Ask yourself:
What is the problem and
what is the solution? Clue
words are problem, issue,
since, as a result, and idea.
Pupils will listen to the
parangraph below and
answers the questions
orally.
Questions:
What is the topic of the
paragraph?
What does cyber bullying
includes?
Who is the writer of the
paragraph?
What do you think is the
type of informational text
being used in tha
paragraph?
How do you say so that this
is a descriptive text?
why the event happened.
Ask yourself: What
happened and why did it
happen? Clue words are
since, because, if, due to, as
a result of , causes, leads
to, and therefore.
Problem and Solution-The
text introduces a problem
and presents one or more
solutions. Ask yourself:
What is the problem and
what is the solution? Clue
words are problem, issue,
since, as a result, and idea.
Pupils will listen to the
parangraph below and
answers the questions
orally.
Questions:
What is the topic of the
paragraph?
What does cyber bullying
includes?
Who is the writer of the
paragraph?
What do you think is the
type of informational text
being used in tha
paragraph?
How do you say so that this
is a descriptive text?
Say: What you have answered are the
connotations of the given words related to
science baesd on your own understanding.
Here are the denotation or their meanings
from the dictionary.
Observe - notice or perceive (something)
and register it as being significant.
Environment - the surroundings or
conditions in which a person, animal, or
plant lives or operates.
Science refers to a system of acquiring
knowledge. This system uses observation
and experimentation to describe and explain
natural phenomena.
Fact -a piece of information used as
evidence or as part of a report or news
Say: What you have answered are the
connotations of the given words
related to science baesd on your own
understanding. Here are the
denotation or their meanings from the
dictionary.
Observe - notice or perceive
(something) and register it as being
significant.
Environment - the surroundings or
conditions in which a person, animal,
or plant lives or operates.
Science refers to a system of acquiring
knowledge. This system uses
observation and experimentation to
describe and explain natural

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Pupils will read the
paragraph and identify the
type of text used.
Arrange the jumbled letters
to get the exact word.
Answer it orally.
USECA NDA FECFET -
Descriptions of events and
the reasons (causes) for
why the event
happened.
QESUECEN - QESUECEN
Presents events in a
sequence from beginning to
end
SDPCTNEIIOR - SDPCTNEIIOR
Pupils will read the
paragraph and identify the
type of text used.
Arrange the jumbled letters
to get the exact word.
Answer it orally.
USECA NDA FECFET -
Descriptions of events and
the reasons (causes) for
why the event
happened.
-
Presents events in a
sequence from beginning to
end
-
article.
Weather -
the state of the atmosphere at a given time
and place, with respect to variables such as t
emperature, moisture,wind velocity, and bar
ometric pressure.
Below are groups of words which are often
used to describe people. What are the
connotations of the words? Underline your
answer.
Childlike - Youthful, Childish, Young
Disabled, - Crippled, Handicapped, Retarded
Relaxed - Laid-back, Lackadaisical, Easy-
going
Slim - Skinny, Slender, Thin
Cheap - Frugal, Miserly, Economical
Young - Immature, Juvenile, Youthful
Inquisitive - Interested, Curious, Convivial
Confident - Secure, Proud, Egotistical
Lovely - Knockout, Beautiful, Stunning
Talkative - Conversational, Chatty, Noisy
Match the words in Column A with the
denotation meaning in Column B.
phenomena.
Fact -a piece of information used as
evidence or as part of a report or news
article.
Weather -
the state of the atmosphere at a given
time and place, with respect to variabl
es such as temperature, moisture,win
d velocity, and barometric pressure.
Below are groups of words which are
often used to describe people. What
are the connotations of the words?
Underline your answer.
Childlike - Youthful, Childish, Young
Disabled, - Crippled, Handicapped,
Retarded
Relaxed - Laid-back, Lackadaisical,
Easy-going
Slim - Skinny, Slender, Thin
Cheap - Frugal, Miserly, Economical
Young - Immature, Juvenile, Youthful
Inquisitive - Interested, Curious,
Convivial
Confident - Secure, Proud, Egotistical
Lovely - Knockout, Beautiful, Stunning
Talkative - Conversational, Chatty,
Noisy
Match the words in Column A with the
denotation meaning in Column B.

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Sensory and descriptive
details
What is informational text?
What are the types of
informational text?
Listen to the following and
tell the types of
informational texts used.
Read the descriptions and
identify the type of
informational text.
Sensory and descriptive
details
What is informational text?
What are the types of
informational text?
Listen to the following and
tell the types of
informational texts used.
Read the descriptions and
identify the type of
informational text.
Identify the connotation of the given words.
Home
A. suggests family, comfort and security.
B. the place where one lives permanently,
especially as a member of a family or
household.
Mom and Dad
A. a father or mother or parents
B. Mom and Dad when used in place of
mother and father connote loving parents.
3. Pushy
A. excessively or unpleasantly self-assertive
or ambitious.
B. refers to someone loud-mouthed and
irritating.
Identify the denotation of the given words.
1. Love
A. an intense feeling of deep affection.
B. Symbol of affection
2. Hope
Identify the connotation of the given
words.
Home
A. suggests family, comfort and
security.
B. the place where one lives
permanently, especially as a member
of a family or household.
Mom and Dad
A. a father or mother or parents
B. Mom and Dad when used in place
of mother and father connote loving
parents.
3. Pushy
A. excessively or unpleasantly self-
assertive or ambitious.
B. refers to someone loud-mouthed
and irritating.
Identify the denotation of the given
words.
1. Love
A. an intense feeling of deep affection.
B. Symbol of affection
 A. a feeling of expectation and desire for a 2. Hope
certain thing to happen
A. a feeling of expectation and desire
B. faith for a certain thing to happen

B. faith
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%
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
materials did I use/discover which I
wish to share with other teachers?
 GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time September 12-16,2016
Monday
I. OBJECTIVES Summarize narrative texts based on elements
A. Content Standards The learner.
listens critically to news reports and
other radio broadcasts and
expresses ideas accurately in oral
and in written forms;
B. Performance Standards The learner...
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
C. Learning Competencies/Objectives EN5RC-IId-3. 2.1
Write the LC code for each Distinguish text-types according to
purpose
-To classify or describe
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages K to 12 Curriculum Guide:
EN5LC-Id-2.17.3 EN5OL-Id-2.23
Ateneo Lesson Guides in
Elementary English, pages 11-12
English Expressways in Reading,
page 35
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Power point presentation, lap top,
projector, pictures, activity cards,
Tuesday
The learner.
listens critically to news reports and
other radio broadcasts and
expresses ideas accurately in oral
and in written forms;
The learner...
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5RC-IId-3. 2.1
Distinguish text-types according to
purpose
-To classify or describe
K to 12 Curriculum Guide:
EN5LC-Id-2.17.3 EN5OL-Id-2.23
Ateneo Lesson Guides in
Elementary English, pages 11-12
English Expressways in Reading,
page 35
Power point presentation, lap top,
projector, pictures, activity cards,
Learning Areas
Wednesday
The learner.
listens critically to news reports and
other radio broadcasts and
expresses ideas accurately in oral
and in written forms;
The learner...
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5G-IId-2.2.6
EN5G-IId-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
- collective nouns and verb
agreement
K to 12 Curriculum Guide:
EN5G-Id-3.6 EN5WC-Id-2.2.4
Ateneo Lesson Guide in Elementary
English, pages 70-73
pictures, power point presentation,
lap top, activity cards, metacards
Grade Level
Quarter
Thursday Friday
The learner. Weekly Test
listens critically to news reports and
other radio broadcasts and
expresses ideas accurately in oral
and in written forms;
The learner...
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5G-IId-2.2.6
EN5G-IId-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
- collective nouns and verb
agreement
K to 12 Curriculum Guide:
EN5G-Id-3.6 EN5WC-Id-2.2.4
Ateneo Lesson Guide in Elementary
English, pages 70-73
pictures, power point presentation,
lap top, activity cards, metacards
 improvised ball improvised ball
IV. PROCEDURES
A. Reviewing previous lesson or (Picture talk-Dyad) (Refer to LM (Picture talk-Dyad) (Refer to LM Picture clue and dialog (Refer to LM
presenting the new lesson Think and Tell) Think and Tell) Think and Tell)
Answer the questions orally.
Ask: Who among you here Ask: Who among you here 1. What can Mark and Reiner make?
know how to draw? What picture do know how to draw? What picture do 2. Who helped Mark build the sand
you love to draw? you love to draw? castle?
3. What may Jasmine be able to do?
We are going to do this activity in We are going to do this activity in 4. What reminder did Reiner give
pairs. pairs. her?
5. Do you go to the beach? When do
we usually spend time at the beach?
What can we
make along the seashore? If your
brother or sister made a sandcastle,
are you going to
break/destroy it? Why or why not?
Values: What characteristics do the
children in the dialog possess? How
can you show your love to your
brother and sister?
B. Establishing a purpose for the Identify the elements of literary Identify the elements of literary Compose clear and coherent
lesson texts texts sentences using appropriate
grammatical structures:
C. Presenting examples/instances of Show pictures Show pictures Picture clue and dialog (Refer to LM
the new lesson Think and Tell)
Answer the questions orally.
1. What can Mark and Reiner make?
2. Who helped Mark build the sand
castle?
3. What may Jasmine be able to do?
4. What reminder did Reiner give
her?
5. Do you go to the beach? When do
we usually spend time at the beach?
What can we
make along the seashore? If your
brother or sister made a sandcastle,
are you going to
break/destroy it? Why or why not?
Values: What characteristics do the
children in the dialog possess?
How can you show your love to
your brother and sister?
Picture clue and dialog (Refer to LM
Think and Tell)
Answer the questions orally.
1. What can Mark and Reiner make?
2. Who helped Mark build the sand
castle?
3. What may Jasmine be able to do?
4. What reminder did Reiner give
her?
5. Do you go to the beach? When do
we usually spend time at the beach?
What can we
make along the seashore? If your
brother or sister made a sandcastle,
are you going to
break/destroy it? Why or why not?
Values: What characteristics do the
children in the dialog possess? How
can you show your love to your
brother and sister?
Compose clear and coherent
sentences using appropriate
grammatical structures:
Picture clue and dialog (Refer to LM
Think and Tell)
Answer the questions orally.
1. What can Mark and Reiner make?
2. Who helped Mark build the sand
castle?
3. What may Jasmine be able to do?
4. What reminder did Reiner give
her?
5. Do you go to the beach? When do
we usually spend time at the beach?
What can we
make along the seashore? If your
brother or sister made a sandcastle,
are you going to
break/destroy it? Why or why not?
Values: What characteristics do the
children in the dialog possess?
How can you show your love to
your brother and sister?
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)
Listen to the story that I am going to
read. From the story you are going
to identify the elements of the
story.
The teacher will read the story to
the pupils. (Teacher may use power
point presentation) (Refer to LM
Find out and Learn).
Use the questions in guiding the
students to identify the elements of
the literary texts. Write the answer
in the organizer.
1. What is the theme of the story?
2. Where does the story happen?
3. Who are the characters in the
story?
4. How does the story begin? What
is the problem encountered in the
story?
How does the story end?
The organizer explains the content
of the elements of literary text
based on the selection that you have
read.
These elements of the literary texts
are helpful in summarizing a story or
narrative text.
The elements of literary texts are:
Theme- is a central message or
purpose of a story. The theme of a
story is the message or the lesson
given by the story to its readers.
Setting- tells where and when the
Listen to the story that I am going to
read. From the story you are going
to identify the elements of the
story.
The teacher will read the story to
the pupils. (Teacher may use power
point presentation) (Refer to LM
Find out and Learn).
Use the questions in guiding the
students to identify the elements of
the literary texts. Write the answer
in the organizer.
1. What is the theme of the story?
2. Where does the story happen?
3. Who are the characters in the
story?
4. How does the story begin? What
is the problem encountered in the
story?
How does the story end?
The organizer explains the content
of the elements of literary text
based on the selection that you have
read.
These elements of the literary texts
are helpful in summarizing a story or
narrative text.
The elements of literary texts are:
Theme- is a central message or
purpose of a story. The theme of a
story is the message or the lesson
given by the story to its readers.
Setting- tells where and when the
Say: Our lesson for today is about
modals can and may.
Modal verbs are used to
express two different types of
ability: open possibility, generally
expressed by forms of the
modal verb can, and authority or
potential ability, generally
expressed by forms of the
modal verb may.
Use of Can
1. To talk about what you are able to
do
2. To talk about a general possibility
3. To say that something is
allowed
Use of May
1. It is used for permissions.
2. It is used to express probability or
prediction.
Read the sentences below. Explain
how the modals can and may used in
sentences. (Refer
to LM Find out and Learn)
Ask:
a. What Mother can do?
b. What Mark can do?
c. What Jasmine may build?
d. What she may use for drinking?
e. What are the modal verbs used in
sentences?
f. When do we use can?
g. When do we use may?
h. What do these two modals
express?
Teacher will provide pictures and
activity cards for group activity.
(Refer to LM, Try and Learn)
Group 1
1. Look at the pictures below. The
pictures are activities that a grade
five can do in
school.
Say: Our lesson for today is about
modals can and may.
Modal verbs are used to
express two different types of
ability: open possibility, generally
expressed by forms of the
modal verb can, and authority or
potential ability, generally
expressed by forms of the
modal verb may.
Use of Can
1. To talk about what you are able to
do
2. To talk about a general possibility
3. To say that something is
allowed
Use of May
1. It is used for permissions.
2. It is used to express probability or
prediction.
Read the sentences below. Explain
how the modals can and may used in
sentences. (Refer
to LM Find out and Learn)
Ask:
a. What Mother can do?
b. What Mark can do?
c. What Jasmine may build?
d. What she may use for drinking?
e. What are the modal verbs used in
sentences?
f. When do we use can?
g. When do we use may?
h. What do these two modals
express?
Teacher will provide pictures and
activity cards for group activity.
(Refer to LM, Try and Learn)
Group 1
1. Look at the pictures below. The
pictures are activities that a grade
five can do in
school.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
story happens and how the story
begins.
Characters (Heroes and Villains) - are
the people or animated objects that
interact in the story.
Plot- tells the order of events
Plot has three important parts:
1. Beginning- is where the characters
and setting are established
2. Middle- introduction of the
problem or conflict, the high point
and the
winding point
3. End- it is the conclusion of the
story, the conflicts are resolved
Give important discussion on the
sequence of these elements.
Values: Do you also make promise to
your mother or father? Do you fulfil
what you have promised to them? Is
it important that we should fulfil our
promise? Why do you say so?
The teacher will present another
story. (Refer to LM Try and Learn)
Read the story. Identify the
elements of the story.
Group Activity
1. Group the pupils into 4. Distribute
to each group the photocopy of the
story.
2. Summarize the story by writing
the elements of the story in the
semantic web
3. Report the group output to the
class.
The teacher will provide a ball,
wrapped in it are strips of paper
with questions. The pupils
will play Pass the Ball. They may
sing, or recite a poem while passing
the ball to each classmate.
When the teacher tells the pupils to
stop, whoever holding the ball
story happens and how the story
begins.
Characters (Heroes and Villains) - are
the people or animated objects that
interact in the story.
Plot- tells the order of events
Plot has three important parts:
1. Beginning- is where the characters
and setting are established
2. Middle- introduction of the
problem or conflict, the high point
and the
winding point
3. End- it is the conclusion of the
story, the conflicts are resolved
Give important discussion on the
sequence of these elements.
Values: Do you also make promise to
your mother or father? Do you fulfil
what you have promised to them? Is
it important that we should fulfil our
promise? Why do you say so?
The teacher will present another
story. (Refer to LM Try and Learn)
Read the story. Identify the
elements of the story.
Group Activity
1. Group the pupils into 4. Distribute
to each group the photocopy of the
story.
2. Summarize the story by writing
the elements of the story in the
semantic web
3. Report the group output to the
class.
The teacher will provide a ball,
wrapped in it are strips of paper
with questions. The pupils
will play Pass the Ball. They may When do we sue the modals can and
sing, or recite a poem while passing
the ball to each classmate.
When the teacher tells the pupils to
stop, whoever holding the ball
2. Name other things that you can
do in school.
3. Write your sentences on strips of
paper.
4. Read the sentences in front of the
class.
Group 2
1. The diagram is the activities a
child in grade five may do at home.
2. Write sentences of other activities
that you may do at home.
3. Write your answer on a manila
paper.
Group 3
1. Look at the picture below.
2. Write two to three paragraphs
using modal can and may about the
activities the
children do.
3. Write your answer in a manila
paper.
Write sentences about the pictures
using modals can or may. (Refer to
Do and Learn)
What did you learn today?
When do we use the modal can?
When do we use the modal may?
When do we sue the modals can and
may?
2. Name other things that you can
do in school.
3. Write your sentences on strips of
paper.
4. Read the sentences in front of the
class.
Group 2
1. The diagram is the activities a
child in grade five may do at home.
2. Write sentences of other activities
that you may do at home.
3. Write your answer on a manila
paper.
Group 3
1. Look at the picture below.
2. Write two to three paragraphs
using modal can and may about the
activities the
children do.
3. Write your answer in a manila
paper.
Write sentences about the pictures
using modals can or may. (Refer to
Do and Learn)
What did you learn today?
When do we use the modal can?
When do we use the modal may?
may?
 he/she will answer the question. he/she will answer the question.

Answer the following: Answer the following:

1. What are the elements of the 1. What are the elements of the
literary texts? literary texts?
2. What is a theme? 2. What is a theme?
3. What is a setting? 3. What is a setting?
4. Give examples of characters. 4. Give examples of characters.
5. What is a plot? What are the parts 5. What is a plot? What are the parts
of a plot? of a plot?
I. Evaluating learning The teacher reads the short story The teacher reads the short story Look at each picture. Complete each Look at each picture. Complete each
and instructs the pupils to fill in the and instructs the pupils to fill in the sentence by writing may or can on sentence by writing may or can on
blanks to complete the statement. blanks to complete the statement. each blank. each blank.
(Refer in LM Do and Learn) (Refer in LM Do and Learn)
1. Carlo ________ write a letter to 1. Carlo ________ write a letter to
The theme of the story is The theme of the story is his friend. his friend.
______________. ______________.
The story happened in The story happened in 2. You ________ go home now. 2. You ________ go home now.
________________. ________________.
The characters were The characters were 3. Susie ________ help her teacher. 3. Susie ________ help her teacher.
______________________. ______________________.
J. Additional activities for application Present the details of your favourite Present the details of your favourite Cut a picture or draw your answers Cut a picture or draw your answers
or remediation fairy tale using the elements of the fairy tale using the elements of the in each circle. Then use it in your in each circle. Then use it in your
literary texts. Write your work literary texts. Write your work own sentence. own sentence.
in your notebook. in your notebook.
1. Something you can do on a 1. Something you can do on a
weekday. weekday.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 19-23,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Distinguish fact from opinions
A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to news reports and listens critically to news reports and listens critically to news reports and listens critically to news reports and
other radio broadcasts and other radio broadcasts and other radio broadcasts and other radio broadcasts and
expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral
and in written forms; and in written forms; and in written forms; and in written forms;

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
C. Learning Competencies/Objectives EN5LC-IIe-2.10
Write the LC code for each Distinguish fact from opinion
II. CONTENT Fact and Opinion
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5LC-IIe-2.10
Distinguish fact from opinion
Fact and Opinion
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5RC-IIe-3.2.2
Distinguish text-types according to
purpose
-To recall a series of events/
information
Sequencing of events
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5RC-IIe-3.2.2
Distinguish text-types according to
purpose
-To recall a series of events/
information
Sequencing of events

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5LC-IIe-2.10 EN5LC-IIe-2.10 EN5RC-IIe-3.2.2 EN5RC-IIe-3.2.2
English for All Times Language 5 p. English for All Times Language 5 p. Developing Reading Power 5 p.77- Developing Reading Power 5 p.77-
246-247 246-247 79 79
Reading Power Worktext 5 p. 19-21 Reading Power Worktext 5 p. 19-21

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Game: Pick out a strip with a
statement stating a fact or an
opinion inside the box. Those who
picked a fact should post on the
right side of the board and to those
Game: Pick out a strip with a
statement stating a fact or an
opinion inside the box. Those who
picked a fact should post on the
right side of the board and to those
Class look at the picture. Do you Class look at the picture. Do you
have pets at home? Who among you have pets at home? Who among you
have a pet cow at home? Can you have a pet cow at home? Can you
describe your pet? describe your pet?
 who picked an opinion should post
on the left side of the board.
All people can dance.
Jose Rizal is our National Heroes.
Plants and animals are living things.
Food is one of the basic needs in
order to live.
B. Establishing a purpose for the Determine images/ideas that are
lesson explicitly used to influence viewers
C. Presenting examples/instances of Say: Today we discuss about
the new lesson distinguishing fact and opinion.
A fact is a statement which
experiences and experiments have
proven to be true. It is directly
observable.
An opinion is a view or guess which
may or may not be true .It tells what
someone thinks or feel about
something. It can be verified but
only indirectly.
D. Discussing new concepts and The teacher will read the
practicing new skills #1 paragraphs.
Bryan works with animals. In fact,
he spends every spare moment in a
neighborhood pet store. After
school, he helps feed the animals
and clean their cages. He spends a
lot of time training the animals so
who picked an opinion should post
on the left side of the board.
All people can dance.
Jose Rizal is our National Heroes.
Plants and animals are living things.
Food is one of the basic needs in
order to live.
Determine images/ideas that are
explicitly used to influence viewers
Say: Today we discuss about
distinguishing fact and opinion.
A fact is a statement which
experiences and experiments have
proven to be true. It is directly
observable.
An opinion is a view or guess which
may or may not be true .It tells what
someone thinks or feel about
something. It can be verified but
only indirectly.
The teacher will read the
paragraphs.
Bryan works with animals. In fact,
he spends every spare moment in a
neighborhood pet store. After
school, he helps feed the animals
and clean their cages. He spends a
lot of time training the animals so
Distinguish text types according to
purpose
To recall a series of events /
information
Read with automaticity grade level
frequently occurring content area
words
Today we are going to read
information about The Cows Four
Stomachs. After I was read the story
you are going to recall a series of
events /information .
Events arranged in order help us in
different ways. It is easier to
understand a story remember it and
tell it again if it is in order. The order
in which things happen is what we
call a sequence. Seeing ideas in
sequence can help us remember
things more easily.
Teachers read the information .
The Cows Four Stomachs
A cow has four stomachs ! It may
sound unbelievable but it is true.
A cow do not have ordinary
digestive system. These animals do
not have
Upper front teeth. They eat grass by
Distinguish text types according to
purpose
To recall a series of events /
information
Read with automaticity grade level
frequently occurring content area
words
Today we are going to read
information about The Cows Four
Stomachs. After I was read the story
you are going to recall a series of
events /information .
Events arranged in order help us in
different ways. It is easier to
understand a story remember it and
tell it again if it is in order. The order
in which things happen is what we
call a sequence. Seeing ideas in
sequence can help us remember
things more easily.
Teachers read the information .
The Cows Four Stomachs
A cow has four stomachs ! It may
sound unbelievable but it is true.
A cow do not have ordinary
digestive system. These animals do
not have
Upper front teeth. They eat grass by

E. Discussing new concepts and
practicing new skills #2
that they get along with people.
Bryan believes that being a
veterinarian and working with
animals would be a wonderful thing
for him to do when he grows up. He
thinks he will become an excellent
veterinary doctor in the future.
Say: Which paragraph expresses
truth of facts? ( a)
The sentences in a express facts.
These can be proven true and can be
verified.
Say: Which paragraph expresses a
view or a belief? (b)
These sentences express opinion.
They tell what someone thinks or
believes.
The teacher will present new
sentences to the pupils and to
distinguish if the sentence is fact or
opinion.
Mayor Rodrigo Duterte is our new
that they get along with people.
Bryan believes that being a
veterinarian and working with
animals would be a wonderful thing
for him to do when he grows up. He
thinks he will become an excellent
veterinary doctor in the future.
Say: Which paragraph expresses
truth of facts? ( a)
The sentences in a express facts.
These can be proven true and can be
verified.
Say: Which paragraph expresses a
view or a belief? (b)
These sentences express opinion.
They tell what someone thinks or
believes.
The teacher will present new
sentences to the pupils and to
distinguish if the sentence is fact or
opinion.
Mayor Rodrigo Duterte is our new
wrapping their tongue around it and
pulling it from the ground .They
have back teeth but they cannot
chew the grass properly.
Cow swallow grass without
chewing up. When it is swallowed,
the grass goes into the cows first
stomach, called rumen. In the
rumen, the grass is broken up by
some digestive juices and forms into
a ball. The ball of grass is called cud.
The cow brings back the cud into its
mouth. Then the cow chews
the cud into a pulp with its back
teeth and re-swallows it. After the
cud is swallowed the second time, it
goes into the cows second stomach
called reticulum. The reticulum
filters the food and takes out
Out small stones or any non-food
matter. Then the food goes into the
cows third stomach called omasum.
The orsum further filters the food.
Any undigested food is sent back to
the rumen. Then the cow chews it
some more. The digested food from
the omasum goes into the
abomasum, the cows fourth
stomach. The digested food
becomes a part of the cows body.
Say : Which is the first stage in
digesting the cows food?
What does the cow do with the cud
in its mouth ?
What happens to the undigested
food in the omasum ?
What happens to the digested food
in the abomasum ?
Why Is any undigested food sent
back to the rumen ?
Number in order the stages in
digesting the cows food.
__ a. The cow chews the cud into
pulp with its back teeth and re-
swallow it.
__b. The reticulum takes out any
wrapping their tongue around it and
pulling it from the ground .They
have back teeth but they cannot
chew the grass properly.
Cow swallow grass without
chewing up. When it is swallowed,
the grass goes into the cows first
stomach, called rumen. In the
rumen, the grass is broken up by
some digestive juices and forms into
a ball. The ball of grass is called cud.
The cow brings back the cud into its
mouth. Then the cow chews
the cud into a pulp with its back
teeth and re-swallows it. After the
cud is swallowed the second time, it
goes into the cows second stomach
called reticulum. The reticulum
filters the food and takes out
Out small stones or any non-food
matter. Then the food goes into the
cows third stomach called omasum.
The orsum further filters the food.
Any undigested food is sent back to
the rumen. Then the cow chews it
some more. The digested food from
the omasum goes into the
abomasum, the cows fourth
stomach. The digested food
becomes a part of the cows body.
Say : Which is the first stage in
digesting the cows food?
What does the cow do with the cud
in its mouth ?
What happens to the undigested
food in the omasum ?
What happens to the digested food
in the abomasum ?
Why Is any undigested food sent
back to the rumen ?
Number in order the stages in
digesting the cows food.
__ a. The cow chews the cud into
pulp with its back teeth and re-
swallow it.
__b. The reticulum takes out any

F. Developing mastery
(Leads to Formative Assessment 3)
elected president.
Sun is the center of the solar system.
One week is composed of five days.
Health is wealth.
We dont need food in order to live.
The teacher will present new
sentences to the pupils and to
distinguish if the sentence is fact or
opinion.
Mayor Rodrigo Duterte is our new
elected president.
Sun is the center of the solar system.
One week is composed of five days.
Health is wealth.
We dont need food in order to live.
elected president.
Sun is the center of the solar system.
One week is composed of five days.
Health is wealth.
We dont need food in order to live.
The teacher will present new
sentences to the pupils and to
distinguish if the sentence is fact or
opinion.
Mayor Rodrigo Duterte is our new
elected president.
Sun is the center of the solar system.
One week is composed of five days.
Health is wealth.
We dont need food in order to live.
non-food matter in the pulp.
__c. The unchewed grass is broken
up by the digestive juices into a cud
here.
__d. The cow eats grass by wrapping
its tongue against and pulling it from
The ground.
__e. Any undigested food is sent
back to the rumen so it can be sent
back to. The mouth to be further
chewed.
__f. Then it swallows the grass
without chewing it and sends to the
rumen.
__g. The cow brings back the cud
into the mouth.
__h. After the pulp is re-swallowed it
goes to the reticulum.
__i. The digested food in the
reticulum is sent to the omasum.
__j. From the omasum , the digested
food is absorbed by the cows body.
Group 1
Read the information below.
Sequence the events by writing
numbers1-4 on the lines according
to how they happened in the story.
Did you know that every drop of
water makes a journey? This journey
is called the water cycle. When
water on the ground ( like in a
puddle, lake or ocean ) is heated by
the sun, the water changes into a
gas, called water vapor. The water
vapor rises up into the sky and then
becomes part of a cloud. Wind
carries the cloud across the sky.
Water droplets begin to fall from the
sky as rain, falling into puddles, lakes
and oceans on the ground.
___ Wind carries the water in
clouds.
___ Water is heated by the sun and
forms water vapor.
___ Raindrops fall from the sky.
___ Water vapor rises into the sky.
non-food matter in the pulp.
__c. The unchewed grass is broken
up by the digestive juices into a cud
here.
__d. The cow eats grass by wrapping
its tongue against and pulling it from
The ground.
__e. Any undigested food is sent
back to the rumen so it can be sent
back to. The mouth to be further
chewed.
__f. Then it swallows the grass
without chewing it and sends to the
rumen.
__g. The cow brings back the cud
into the mouth.
__h. After the pulp is re-swallowed it
goes to the reticulum.
__i. The digested food in the
reticulum is sent to the omasum.
__j. From the omasum , the digested
food is absorbed by the cows body.
Group 1
Read the information below.
Sequence the events by writing
numbers1-4 on the lines according
to how they happened in the story.
Did you know that every drop of
water makes a journey? This journey
is called the water cycle. When
water on the ground ( like in a
puddle, lake or ocean ) is heated by
the sun, the water changes into a
gas, called water vapor. The water
vapor rises up into the sky and then
becomes part of a cloud. Wind
carries the cloud across the sky.
Water droplets begin to fall from the
sky as rain, falling into puddles, lakes
and oceans on the ground.
___ Wind carries the water in
clouds.
___ Water is heated by the sun and
forms water vapor.
___ Raindrops fall from the sky.
___ Water vapor rises into the sky.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Group Activity
Group 1: Arranging the sentences in
the table.
Group 2: Article Reading.
Group 3: Reflection
Differentiate a fact from opinion.
Direction: Write F if statement is a
fact and O if the statement is an
opinion.
The Pasig River connects Laguna Bay
and Manila Bay.
We have a common national
language- Filipino.
Many foreign countries are far
better than our country.
The Philippines is known to be the
pearl of the Orient Seas with 7,107
islands.
Computers will soon replace
Group Activity
Group 1: Arranging the sentences in
the table.
Group 2: Article Reading.
Group 3: Reflection
Differentiate a fact from opinion.
Direction: Write F if statement is a
fact and O if the statement is an
opinion.
The Pasig River connects Laguna Bay
and Manila Bay.
We have a common national
language- Filipino.
Many foreign countries are far
better than our country.
The Philippines is known to be the
pearl of the Orient Seas with 7,107
islands.
Computers will soon replace
Group 2
Use Sequence Map
___ Wind carries the water in
clouds.
___ Water is heated by the sun and
forms water vapor.
___ Raindrops fall from the sky.
___ Water vapor rises into the sky.
Group Activity
What have you learned from todays
lesson?
Events arranged in order help us in
different ways. It is easier to
understand a story remember it and
tell it again if it is in order.The order
in which things happenis what we
call a sequence. Seeing ideas in
sequence can help us remember
things more easily.
Read the short stories below.
Sequence the events by writing 1-5
on the lines.
Pia got off te train. Tita Susan ran
over and gave her a big hug. Im so
glad you could spend the day with
me here in Manila, Tita Susan said,
smiling. Pia and Tita Susan left the
train station and walked to the
aquarium. After looking at all the sea
creatures and watching the dolphin
lion show, they headed to the mall
for lunch and shopping. By five
oclock it was time for Pias two-
hour train ride home. I had great
fun. Thanks for spending the day
with me, said Pia as she got on the
Group 2
Use Sequence Map
___ Wind carries the water in
clouds.
___ Water is heated by the sun and
forms water vapor.
___ Raindrops fall from the sky.
___ Water vapor rises into the sky.
Group Activity
What have you learned from todays
lesson?
Events arranged in order help us in
different ways. It is easier to
understand a story remember it and
tell it again if it is in order.The order
in which things happenis what we
call a sequence. Seeing ideas in
sequence can help us remember
things more easily.
Read the short stories below.
Sequence the events by writing 1-5
on the lines.
Pia got off te train. Tita Susan ran
over and gave her a big hug. Im so
glad you could spend the day with
me here in Manila, Tita Susan said,
smiling. Pia and Tita Susan left the
train station and walked to the
aquarium. After looking at all the sea
creatures and watching the dolphin
lion show, they headed to the mall
for lunch and shopping. By five
oclock it was time for Pias two-
hour train ride home. I had great
fun. Thanks for spending the day
with me, said Pia as she got on the
 teachers and books inside the
classroom.
teachers and books inside the train.
classroom.
_____ Pia and Tita Susan went to the
aquarium.
_____ Pias train arrived in Manila.
_____ Pia took the train home.
_____ Pia and Tita Susan went to the
mall.
_____ Pia and Tita Susan looking at
all the sea creatures and watching
dolphin lion show.
train.
_____ Pia and Tita Susan went to the
aquarium.
_____ Pias train arrived in Manila.
_____ Pia took the train home.
_____ Pia and Tita Susan went to the
mall.
_____ Pia and Tita Susan looking at
all the sea creatures and watching
dolphin lion show.

J. Additional activities for application Write 5 facts and 5 opinions. Write 5 facts and 5 opinions. Sequence the different activities Sequence the different activities
or remediation that you do at home. that you do at home.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 26-30,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Compose clear and coherent sentences using appropriate grammatical structures;

A. Content Standards The learner. The learner. The learner. The learner. Weekly test

listens critically to news reports and other radio listens critically to news
broadcasts and expresses ideas accurately in oral reports and other radio
and in written forms; broadcasts and expresses ideas
accurately in oral and in written
forms;
listens critically to news
reports and other radio
broadcasts and expresses ideas
accurately in oral and in
written forms;
listens critically to news
reports and other radio
broadcasts and expresses
ideas accurately in oral and in
written forms;

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates confidence in the use of the demonstrates confidence in the demonstrates confidence in demonstrates confidence in
language to meet everydays needs; and reads use of the language to meet the use of the language to the use of the language to
independently and gets relevant information everydays needs; and reads meet everydays needs; and meet everydays needs; and
from various text types. independently and gets reads independently and gets reads independently and gets
relevant information from relevant information from relevant information from
various text types. various text types. various text types.
C. Learning EN5G-IIf-5.5 EN5G-IIf-5.5 EN5RC-IIf-3.2.3 EN5RC-IIf-3.2.3
Competencies/Objectives Compose clear and coherent sentences using Compose clear and coherent Distinguish text-types Distinguish text-types
Write the LC code for each appropriate grammatical structures: sentences using appropriate according to purpose according to purpose
-order of adjectives grammatical structures: -To explain -To explain
-order of adjectives
II. CONTENT Order of Adjectives Order of Adjectives

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
Curriculum Guide EN5G Iif 5.5/ EN5A Iif-
16/ EN5 Iif 17
English Expressways Language 5 pp. 206 207
Curriculum Guide EN5G Iif EN5RC II f 3.2.3/ EN5F Ii f EN5RC II f 3.2.3/ EN5F Ii f
5.5/ EN5A Iif- 16/ EN5 Iif 1.8.1 1.8.1
17
English Expressways Language
5 pp. 206 207

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Look at the picture. Describe it. Look at the picture. Describe it.
Compose clear and coherent sentences using Compose clear and coherent
appropriate grammatical structures; sentences using appropriate
grammatical structures;
Order of adjectives
Order of adjectives
Say: Class our lesson for today is about ordering Say: Class our lesson for today
adjectives in a series. Let us read the selection is about ordering adjectives in
about a mother preparing a birthday party for a series. Let us read the
her daughter. Try to find out the adjectives used selection about a mother
in the selection. preparing a birthday party for
her daughter. Try to find out
the adjectives used in the
selection.
Read the paragraph below and learn how to Read the paragraph below and
write two or more adjectives before a noun. learn how to write two or more
Answer the questions after the paragraph. adjectives before a noun.
Answer the questions after the
Mother is getting ready for the birthday of her paragraph.
pretty little daughter, Sonia. She will buy Sonia a
new yellow dress and will bake two big round Mother is getting ready for the
brown cakes. Sonias mother will also prepare birthday of her pretty little
five delicious dishes for visitors, classmates and daughter, Sonia. She will buy
friends. Sonia a new yellow dress and
will bake two big round brown
Questions: cakes. Sonias mother will also
Who is going to have a birthday party? prepare five delicious dishes for
visitors, classmates and friends.
Observe the picture.
What is the importance of
tree?
Distinguish text types
according to purpose
To explain
Read with automaticity grade
level frequently occurring
content area words.
Say: Class our lesson for today
is about The Tree and how
does it prevents flooding.
Before we read the selection
let us read the following words.
Vocabulary Words
CREATE
DRAIN
REDUCE
SEEPING
PHENOMENON
PAVE
FRICTION
DUMP
PRONE
BURST
Trees help prevent flooding
When plants grow in an area,
the roots of plants dig deep in
to the soil and create space
between soil particles. When it
rains in highlands, water that
flows downhill gets drained
into the space created by the
root system of plants. Due to
this, chance of flooding is
greatly reduced. When plants
are absent, especially in rocky
areas, rocks prevent water
from seeping into the ground.
Observe the picture.
What is the importance of
tree?
Distinguish text types
according to purpose
To explain
Read with automaticity grade
level frequently occurring
content area words.
Say: Class our lesson for today
is about The Tree and how
does it prevents flooding.
Before we read the selection
let us read the following
words.
Vocabulary Words
CREATE
DRAIN
REDUCE
SEEPING
PHENOMENON
PAVE
FRICTION
DUMP
PRONE
BURST
Trees help prevent flooding
When plants grow in an area,
the roots of plants dig deep in
to the soil and create space
between soil particles. When it
rains in highlands, water that
flows downhill gets drained
into the space created by the
root system of plants. Due to
this, chance of flooding is
greatly reduced. When plants
are absent, especially in rocky
areas, rocks prevent water
from seeping into the ground.
What will mother buy for her?
What will mother bake for her?
What will mother prepare for her?
Questions:
Who is going to have a birthday
party?
What will mother buy for her?
What will mother bake for her?
What will mother prepare for
her?
This phenomenon is also
observed in paved roads. Since
there is no room for water to
seep, flooding occurs in nearby
water bodies. When a layer of
water runs off a rocky surface,
it reduces friction and the
following layers of water will
run more freely as there is less
friction. If more water is
dumped into rivers and lakes
than they can handle, these
water bodies tend to overflow
and the banks burst and cause
flooding. If there are more
trees in an area that is prone to
water runoffs, the root system
of trees can create space
between these rocks and hence
reduce the amount of water
being dumped into lakes and
rivers.
Questions
1. What particular part
of the tree helps
prevent flooding?
2. Where does the
water in highlands
flow when it rains?
3. How do trees in an
area that is prone to
water runoffs help in
flooding?
4. Explain what is the
purpose of the
selection?
Say. Class this type of text
types is what we call
Explanation because it shows
how roots of the tree works
and why does tree prevent
flooding. Explanation is the
kind of text- type that shows
how things work and why
things happen.
This phenomenon is also
observed in paved roads. Since
there is no room for water to
seep, flooding occurs in nearby
water bodies. When a layer of
water runs off a rocky surface,
it reduces friction and the
following layers of water will
run more freely as there is less
friction. If more water is
dumped into rivers and lakes
than they can handle, these
water bodies tend to overflow
and the banks burst and cause
flooding. If there are more
trees in an area that is prone
to water runoffs, the root
system of trees can create
space between these rocks
and hence reduce the amount
of water being dumped into
lakes and rivers.
Questions
5. What particular part
of the tree helps
prevent flooding?
6. Where does the
water in highlands
flow when it rains?
7. How do trees in an
area that is prone to
water runoffs help in
flooding?
8. Explain what is the
purpose of the
selection?
Say. Class this type of text
types is what we call
Explanation because it shows
how roots of the tree works
and why does tree prevent
flooding. Explanation is the
kind of text- type that shows
how things work and why
things happen.
E. Discussing new concepts and In using adjectives in a series we must follow the In using adjectives in a series Draw a happy face if it is an Draw a happy face if it is an
practicing new skills #2 pattern below. we must follow the pattern explanation and sad face if it is explanation and sad face if it is
NUM QUAL SIZ SHA COL NO below. not an explanation. not an explanation.
BER ITY E PE OR UN NUM QUAL SIZ SHA Press and
COL NO hold to select a Press and hold to select a
pretty Lit Son BER ITY E PE OR
word, UN
and then drag the word, and then drag the
tle ia pretty Lit Sonhandle.
selection selection handle.
A new yell dre tle ia
ow ss A new yell dre
In the nineteenth century, In the nineteenth century,
Two Big rou bro cak ow
which ss
was dark and inflationary which was dark and
nd wn es Two Big rou bro cak
age in typography and text inflationary age in typography
Five delici dish nd wn es
designs may compositors were and text designs may
ous es Five delici dish
ous encouraged
es to stuff extra space compositors were encouraged
between sentences. to stuff extra space between
sentences.
A rock crystal is formed by
volcano. The lava from volcano A rock crystal is formed by
comes down through the volcano. The lava from volcano
valleys tumbling rocks and comes down through the
minerals to a flat land valleys tumbling rocks and
minerals to a flat land
The reason why crystal has
different colors is because of its The reason why crystal has
mineral content. different colors is because of
its mineral content.
Crystals grow in different shape
because of their atoms. Crystals grow in different
shape because of their atoms.

F. Developing mastery
(Leads to Formative Assessment 3)
Exercise1. Use the following phrases in Exercise1. Use the following Distinguish if the following Distinguish if the following
sentences. phrases in sentences. selection aims to explain selection aims to explain
something. Write down 5 something. Write down 5
sentences from the selection sentences from the selection
1.The three big baskets 1.The three big baskets that expresses explanations. that expresses explanations.

2. The five pretty tall girls 2. The five pretty tall girls What is an earthquake? What is an earthquake?

3.Two white horses 3.Two white horses

An earthquake is what
4.Five ripe yellow mangoes 4.Five ripe yellow mangoes happens when two blocks of
the earth suddenly slip past
5.Six new thick red books 5.Six new thick red books one another. The surface
where they slip is called the
fault or fault plane. The
location below the earths
surface where the earthquake
starts is called the hypocenter,
An earthquake is what
happens when two blocks of
the earth suddenly slip past
one another. The surface
where they slip is called the
fault or fault plane. The
location below the earths
surface where the earthquake
starts is called the hypocenter,

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Exercise I. Arrange the adjectives in order to
complete the sentence.
1. All the girls fell in love with the ________
teacher.
(Handsome new American)
2. I used to drive ________ car.
(An old German blue)
3. He recently married a ________ woman.
(Young beautiful Greek)
4. This is a ________ movie.
(New Italian wonderful)
5. She is a ________ supermodel.
(Beautiful slim Brazilian)
Two or more one word adjectives used to
describe a noun are said to be in a series. This
series of adjectives follow a certain order:
number quality size shape color origin -
noun.
and the location directly above and the location directly above
it on the surface of the earth is it on the surface of the earth is
called the epicenter. called the epicenter.
Sometimes an earthquake has Sometimes an earthquake has
foreshocks. These are smaller foreshocks. These are smaller
earthquakes that happen in the earthquakes that happen in
same place as the larger the same place as the larger
earthquake that follows. earthquake that follows.
Scientists cant tell that an Scientists cant tell that an
earthquake is a foreshock until earthquake is a foreshock until
the larger earthquake happens. the larger earthquake
The largest, main earthquake is happens. The largest, main
called the main shock. Main earthquake is called the main
shocks always have aftershocks shock. Main shocks always
that follow. These are smaller have aftershocks that follow.
earthquakes that occur These are smaller earthquakes
afterwards in the same place as that occur afterwards in the
the main shock. Depending on same place as the main shock.
the size of the main shock, Depending on the size of the
aftershocks can continue for main shock, aftershocks can
weeks, months, and even years continue for weeks, months,
after the main shock! and even years after the main
shock!
Exercise I. Arrange the Group Activity Group Activity
adjectives in order to complete
the sentence.
1. All the girls fell in love with
the ________ teacher.
(Handsome new American)
2. I used to drive ________
car.
(An old German blue)
3. He recently married a
________ woman.
(Young beautiful Greek)
4. This is a ________ movie.
(New Italian wonderful)
5. She is a ________
supermodel.
(Beautiful slim Brazilian)
Two or more one word Explanation is the kind of text- Explanation is the kind of text-
adjectives used to describe a type that shows how things type that shows how things
noun are said to be in a series. work and why things happen. work and why things happen.
This series of adjectives follow
a certain order: number
quality size shape color
 origin - noun.

I. Evaluating learning Arrange the following adjectives in order. Then Arrange the following Distinguish if it is an Distinguish if it is an
write a sentence using your answer. adjectives in order. Then write a explanation. Why? explanation. Why?
1. Japanese, big, sweet, yellow, corn sentence using your answer.
2. Red, beautiful, one, rose 1. Japanese, big,
3. Long , two, sharp, pencils sweet, yellow,
4. Young, pretty, lady corn
5. White, big, round, pillow 2. Red, beautiful,
one, rose
3. Long , two,
sharp, pencils
4. Young, pretty,
lady
5. White, big,
round, pillow

J. Additional activities for
application or remediation
Exercise II. Give as many adjectives as you can Exercise II. Give as many Refer to LM_________. Refer to LM_________.
to describe the following nouns. The first one is adjectives as you can to
done for you. describe the following nouns.
Cabbages two fresh green cabbages The first one is done for you.
Cabbages two fresh green
Grass - ___________________________ cabbages

Lamp - ___________________________ Grass -

__________________________
Sun - _____________________________ _

Fairy - ____________________________ Lamp -

__________________________
_

Sun -
__________________________
___

Fairy -
__________________________
__

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
 in the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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
materials did I use/discover which I
wish to share with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 3-7,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Show willingness and enthusiasm in reading and listening to literary texts

A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to news reports and listens critically to news reports and listens critically to news reports and listens critically to news reports and
other radio broadcasts and other radio broadcasts and other radio broadcasts and other radio broadcasts and
expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral
and in written forms; and in written forms; and in written forms; and in written forms;

B. Performance Standards The learner... The learner... The learner... The learner...

C. Learning Competencies/Objectives
Write the LC code for each
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5RC-IIg-2.12
Make generalizations
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5RC-IIg-2.12
Make generalizations
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5SS-IIg-1.7
Gather relevant information from
various sources
-Online references
demonstrates confidence in the use
of the language to meet everydays
needs; and reads independently and
gets relevant information from
various text types.
EN5SS-IIg-1.7
Gather relevant information from
various sources
-Online references

II. CONTENT Generalization Generalization

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages CG EN5RC-IIg-2.12 CG EN5RC-IIg-2.12 EN5SS-IIg-1.7 EN5SS-IIg-1.7

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
pictures, charts pictures, charts computer with internet access,
chart, handouts
Show picture of dogs Show picture of dogs For those schools with computers
and internet connection:
Visit the computer room. The
teacher opens the computer. Show
some parts of the computer like the
microsoft word, microsoft excel and
google.
computer with internet access,
chart, handouts
For those schools with computers
and internet connection:
Visit the computer room. The
teacher opens the computer. Show
some parts of the computer like the
microsoft word, microsoft excel and
google.
 For those schools without For those schools without
computers: computers:
Present a picture/ illustration of a Present a picture/ illustration of a
computer computer

B. Establishing a purpose for the Make generalizations Make generalizations Gather relevant information from Gather relevant information from
lesson various sources - Online references various sources - Online references
Show willingness and enthusiasm in Show willingness and enthusiasm in
reading and listening to literary texts reading and listening to literary texts

C. Presenting examples/instances of List everything you know about
the new lesson dogs.
List their characteristics, behaviors,
etc.
Underline everything about dogs
that is true all the time.
Circle everything that is true about
to only some dogs.
List everything you know about Say, Class our lesson for today is all Say, Class our lesson for today is all
dogs. about the relevant information from about the relevant information from
List their characteristics, behaviors, various various
etc. sources - Online references sources - Online references
Underline everything about dogs
that is true all the time.
Circle everything that is true about
to only some dogs.

D. Discussing new concepts and
practicing new skills #1
Say : When you read, you may see Say : When you read, you may see Unlocking of difficulties Unlocking of difficulties
ideas about groups of people, ideas about groups of people,
animals, or things. animals, or things.
What you read and what you already What you read and what you already Through Context Clues Through Context Clues
know helps you to make a general know helps you to make a general
statement about a group. statement about a group.
1. An electronic apparatus 1. An electronic apparatus
This is called a Generalization This is called a Generalization
for analyzing or storing data for analyzing or storing data
A generalization is a broad A generalization is a broad
a. wedge b. computer a. wedge b. computer
statement about a group of people statement about a group of people c. pulley c. pulley
or things. or things.
2. A computerbased global 2. A computerbased global
It states something they have in It states something they have in information system information system
common common a.reading b. recycling a.reading b. recycling
This is our topic for today. This is our topic for today. c. internet c. internet

3. The term ______ refers to the 3. The term ______ refers to the
communication between a communication between a
residence or a residence or a
business and an Internet Service business and an Internet Service
Provider (ISP) that Provider (ISP) that
connects to the connects to the
internet. internet.
a.Internet access b. Airlines a.Internet access b. Airlines
c. International c. International
E. Discussing new concepts and
practicing new skills #2
Read the situation to the pupils Read the situation to the pupils Answer the following questions: Answer the following questions:
aloud. aloud.
a.What are the uses of the a.What are the uses of the
internet/web? internet/web?
All dogs are kept as our pets. They All dogs are kept as our pets. They b.How can the internet help you in b.How can the internet help you in
your school work? your school work?
are called our domestic animals. It is are called our domestic animals. It is
a faithful animal and is devoted to his a faithful animal and is devoted to his
master. Such a rare quality is found master. Such a rare quality is found
in dogs only. All dog has four legs. It in dogs only. All dog has four legs. It
is of many colours and of many is of many colours and of many
breeds. It also differs in size. Some breeds. It also differs in size. Some
dogs are even kept in the pocket. dogs are even kept in the pocket.
Dogs help us in various ways. Dogs help us in various ways.
Hounds or the hunting dogs kill prey Hounds or the hunting dogs kill prey
for their masters. Some dogs are for their masters. Some dogs are
tamed to tend sheep. They watch tamed to tend sheep. They watch
outhouses ^and keep strangers, outhouses ^and keep strangers,
thieves, animals out of the house. thieves, animals out of the house.
Some dogs can also used to locate Some dogs can also used to locate
criminals.. They are kept with police criminals.. They are kept with police
for investigation. It has sharp ears. for investigation. It has sharp ears.
Even a slightest noise can disturb its Even a slightest noise can disturb its
sleep and make it alert. A dog sleep and make it alert. A dog
recognises its master and family recognises its master and family
members very well and can even die members very well and can even die
in order to save them. in order to save them.
So dog is a man's best and true So dog is a man's best and true
friend. It is very useful to man. It friend. It is very useful to man. It
readily dies for the sake of its
master.
Based on the paragragph what is
true about dogs all the time?
All dogs are kept as our pets
All dog has four legs.
What is true about to only some
dogs?
Some dogs are even kept in the
pocket.
Some dogs can also used to locate
criminals
Some dogs are tamed to tend sheep.
Notice the underlined words. Those
words signal or give us a clue to
recognize generalizations. Other
clue words are the ff:
Sometimes
Always
Never
All
Most
Generally
Many
None
Seldom
Examples:
All birds have wings.
Many children eat cereal for
breakfast.
Everyone in Laguna goes to the
beach for the summer.
Some generalizations are valid or
true, but some are faulty or invalid
Valid means true
Supported by facts
readily dies for the sake of its
master.
Based on the paragragph what is
true about dogs all the time?
All dogs are kept as our pets
All dog has four legs.
What is true about to only some
dogs?
Some dogs are even kept in the
pocket.
Some dogs can also used to locate
criminals
Some dogs are tamed to tend sheep.
Notice the underlined words. Those
words signal or give us a clue to
recognize generalizations. Other
clue words are the ff:
Sometimes
Always
Never
All
Most
Generally
Many
None
Seldom
Examples:
All birds have wings.
Many children eat cereal for
breakfast.
Everyone in Laguna goes to the
beach for the summer.
Some generalizations are valid or
true, but some are faulty or invalid
Valid means true
Supported by facts
 Agrees with what you know about
the topic
Uses logic and reasoning
Proven with several examples
Example:
All birds have wings.
Agrees with what you know about
the topic
Uses logic and reasoning
Proven with several examples
Example:
All birds have wings.

Faulty means false. Faulty means false.

Not supported by facts
Watch for key words: none, all,
always, never, nobody
Example:
Everyone in Tennessee goes to the
beach in the summer.
Not supported by facts
Watch for key words: none, all,
always, never, nobody
Example:
Everyone in Tennessee goes to the
beach in the summer.

Other examples. Tell whether it is Other examples. Tell whether it is

Valid or Faulty Valid or Faulty
Girls cant play ball. ( Valid Girls cant play ball. ( Valid
or Faulty ) or Faulty )
Teachers are mean. ( Valid Teachers are mean. ( Valid
or Faulty ) or Faulty )
Halloween is always scary! ( Valid Halloween is always scary! ( Valid
or Faulty ) or Faulty )

F. Developing mastery
(Leads to Formative Assessment 3)
Read the paragraph. Then answer
the question.
All birds have wings. But not all
birds can fly. Birds that do not fly
are called flightless birds. The
penguin is one example. It uses its
wings to swim underwater.
Ostriches and emus flap their wings
when they want to scare an enemy.
Rheas use their wings like rudders
when they are running from an
enemy. There is even a kind of small
parrot that climbs trees and then
uses its wings to parachute to the
ground.
What can you say in general about
flightless birds?
a. All flightless birds are large.
b. Flightless birds have different
uses for their wings.
c. Flightless birds are fast runners.
Read the paragraph. Then answer
the question.
All birds have wings. But not all
birds can fly. Birds that do not fly
are called flightless birds. The
penguin is one example. It uses its
wings to swim underwater.
Ostriches and emus flap their wings
when they want to scare an enemy.
Rheas use their wings like rudders
when they are running from an
enemy. There is even a kind of small
parrot that climbs trees and then
uses its wings to parachute to the
ground.
What can you say in general about
flightless birds?
a. All flightless birds are large.
b. Flightless birds have different
uses for their wings.
c. Flightless birds are fast runners.
Distribute manila paper, pentel pen,
and a copy of the selection The
Beginnings of the Internet to each
group. The group assigns a member
to write their answers to the
question on the manila paper and a
reporter for the group.
Silent reading of the selection and
answering the questions in a mind
map.
The Beginnings of the Internet
The Internet was first conceived in
the early 60s. Under the leadership
of the Department of Defenses
Research Project Association (ARPA),
it grew from a paper architecture to
a small network called the ARPANET.
It was intended to promote the
sharing of super-computers among
researchers in the United States.
Distribute manila paper, pentel pen,
and a copy of the selection The
Beginnings of the Internet to each
group. The group assigns a member
to write their answers to the
question on the manila paper and a
reporter for the group.
Silent reading of the selection and
answering the questions in a mind
map.
The Beginnings of the Internet
The Internet was first conceived in
the early 60s. Under the leadership
of the Department of Defenses
Research Project Association (ARPA),
it grew from a paper architecture to
a small network called the ARPANET.
It was intended to promote the
sharing of super-computers among
researchers in the United States.
d. The wings of flightless birds are
useless.
Ants are one of the most widespread
insects in the world. Ants are called
social insects because they live in
colonies made up of other ants. A
colony may have a few dozen or
several million ants living in it.Ants in
a colony are divided into different
groups. Worker ants look for food
and take care of the young. Soldier
ants defend the nest from invaders.
The queen ant lays eggs. These are
the three main groups in a ant
colony.
What generalization can you make
about ants based upon your
reading?
a. All ants live in large colonies.
b. All ants work to defend the
colony.
c. All ants in a colony have a job.
About 20% of Americans have
allergies. Allergies can range from
mildly annoying to deadly. An
allergy is an overreaction of a
persons immune system to
something that is harmless. Many
people are allergic to dust, pollen, or
mold. Some people are allergic to
certain kinds of food, perfume, or
medicines. An allergy might cause
sneezing, coughing, or a rash.
Sometimes, an allergy is so severe, it
can lead to death.
What generalization can you make
about allergies based upon your
reading?
a. All allergies are deadly.
b. Allergies can cause different
reactions in different people.
d. The wings of flightless birds are
useless.
Ants are one of the most widespread
insects in the world. Ants are called
social insects because they live in
colonies made up of other ants. A
colony may have a few dozen or
several million ants living in it.Ants in
a colony are divided into different
groups. Worker ants look for food
and take care of the young. Soldier
ants defend the nest from invaders.
The queen ant lays eggs. These are
the three main groups in a ant
colony.
What generalization can you make
about ants based upon your
reading?
a. All ants live in large colonies.
b. All ants work to defend the
colony.
c. All ants in a colony have a job.
About 20% of Americans have
allergies. Allergies can range from
mildly annoying to deadly. An
allergy is an overreaction of a
persons immune system to
something that is harmless. Many
people are allergic to dust, pollen, or
mold. Some people are allergic to
certain kinds of food, perfume, or
medicines. An allergy might cause
sneezing, coughing, or a rash.
Sometimes, an allergy is so severe, it
can lead to death.
What generalization can you make
about allergies based upon your
reading?
a. All allergies are deadly.
b. Allergies can cause different
reactions in different people.
Americas military think-tank were
trying to figure out an important
strategic problem: how could US
authorities talk to each other in the
aftermath of a nuclear attack?
Communication networks of the day
were chained point-to-point, with
each place on the network
dependent on the link before it. If
one point in the network was blown
up, the whole network would
become useless. Paul Baran, one of
the US militarys thinkers, conceived
the idea for a new kind of
communications network; one that
wasnt organized point-to-point, but
instead was set up more like a
fishnet. He believed this structure
could allow information to find its
own path through the network even
if a section had been destroyed.
Activity 1
Based on the article, answer the
following questions:
1. When was the Internet
conceived?
2. What was the initial
function of the internet?
3. What does ARPA stand
for?
4. In what country did the
networking originate?
5. Who thought of a fishnet-
like setup?
Americas military think-tank were
trying to figure out an important
strategic problem: how could US
authorities talk to each other in the
aftermath of a nuclear attack?
Communication networks of the day
were chained point-to-point, with
each place on the network
dependent on the link before it. If
one point in the network was blown
up, the whole network would
become useless. Paul Baran, one of
the US militarys thinkers, conceived
the idea for a new kind of
communications network; one that
wasnt organized point-to-point, but
instead was set up more like a
fishnet. He believed this structure
could allow information to find its
own path through the network even
if a section had been destroyed.
Activity 1
Based on the article, answer the
following questions:
1. When was the Internet
conceived?
2. What was the initial
function of the internet?
3. What does ARPA stand
for?
4. In what country did the
networking originate?
5. Who thought of a fishnet-
like setup?

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
c. Everyone has allergies.
Direction: Group the pupils into
four. Give each group activity to do.
Have a group representative to
present your answer.
Group 1. Make 5 generalization
about chocolate
Group 2. Write a valid generalization
about how food can be used
creatively
Group 3. Write 5 generalizations
about baby alligators
Group 4. Write valid generalizations
about fishes
What have you learned from todays
lesson?
Generalizations make broad
statements
Some are valid, others are faulty.
Valid generalizations are supported
by facts, examples, and logical
thinking. [evidence]
Watch out for words like all or
never.
Read the paragraph then answer the
following questions.
Animal Life Spans
Humans can live to be 80, 90
c. Everyone has allergies.
Direction: Group the pupils into
four. Give each group activity to do.
Have a group representative to
present your answer.
Group 1. Make 5 generalization
about chocolate
Group 2. Write a valid generalization
about how food can be used
creatively
Group 3. Write 5 generalizations
about baby alligators
Group 4. Write valid generalizations
about fishes
What have you learned from todays
lesson?
Generalizations make broad
statements
Some are valid, others are faulty.
Valid generalizations are supported
by facts, examples, and logical
thinking. [evidence]
Watch out for words like all or
never.
Read the paragraph then answer the
following questions.
Animal Life Spans
Humans can live to be 80, 90
The need for the availability of
communication prompted the
thinkers to come up with a
communication system that is the
Internet.
Answer the following questions.
How important is communication?
How often do we communicate?
To whom do we communicate?
Is it possible to live a single day
without
communicating?
How does it feel to have someone to
talk to all the time?
When was the last time you talked
with your friends?
With your answers to these
questions, write a paragraph on:
The Importance of Communication
to Man
Class, aside from reading materials,
where else can we gather data?
From online resources
Put a check () inside the box if the
sentence tells about the uses
of the Internet and a cross (x) if not.
1. The Internet
has made it
possible for
The need for the availability of
communication prompted the
thinkers to come up with a
communication system that is the
Internet.
Answer the following questions.
How important is communication?
How often do we communicate?
To whom do we communicate?
Is it possible to live a single day
without
communicating?
How does it feel to have someone to
talk to all the time?
When was the last time you talked
with your friends?
With your answers to these
questions, write a paragraph on:
The Importance of Communication
to Man
Class, aside from reading materials,
where else can we gather data?
From online resources
Put a check () inside the box if the
sentence tells about the uses
of the Internet and a cross (x) if not.
1. The Internet
has made it
possible for
or even 100 years old. In a few or even 100 years old. In a few people all people all
rare cases, they can live even rare cases, they can live even over the over the
longer. Most animals, longer. Most animals, world to world to
however, have far shorter lives however, have far shorter lives communicat communicat
than humans. than humans. e with one e with one
Here are some maximum life Here are some maximum life another another
spans for small animals. A spans for small animals. A effectively effectively
mouse, a popular pet rodent, mouse, a popular pet rodent, and and
lives for about 3 years. If you lives for about 3 years. If you inexpensively inexpensively
get one as pet, dont plan on get one as pet, dont plan on . .
having it until you go away to having it until you go away to
college. Guppies, the popular college. Guppies, the popular 2. We can use 2. We can use
pet fish, live longer. They reach pet fish, live longer. They reach the web, the web,
5 years in age. Giant spiders 5 years in age. Giant spiders Internet to Internet to
can live a surprisingly long time can live a surprisingly long time look for the look for the
as long as 20 years. as long as 20 years. answers to answers to
What about large animals? What about large animals? our our
Two of the biggest animals Two of the biggest animals assignments assignments
have similar life spans. The have similar life spans. The . .
maximum life span of an maximum life span of an
elephant is 77 years. The elephant is 77 years. The 3. The web, 3. The web,
maximum life span of a blue maximum life span of a blue Internet Internet
whale is 80 years. Bears are whale is 80 years. Bears are is only is only
another large animals that can another large animals that can used by used by
live for quite a long time. live for quite a long time. the the
And how about reptiles? And how about reptiles? wealthy wealthy
Alligators can live for more Alligators can live for more people. people.
than 70 years. Turtles can live than 70 years. Turtles can live
even longer. Some species of even longer. Some species of 4. Media and 4. Media and
turtle can reach over 100 years turtle can reach over 100 years entertainment entertainment
in age. in age. companies use companies use
the Internet for the Internet for
on-line news and on-line news and
weather services weather services
and to broadcast and to broadcast
audio and video, audio and video,
including including
live radio and live radio and
television television
programs. programs.

5. Companies 5. Companies
use the Internet use the Internet
for selling, for selling,
buying, buying,
distributing distributing
products, and products, and
providing providing
customer customer
 service. service.

J. Additional activities for application Generalize what you have done in Generalize what you have done in For those with internet access)
or remediation the class. the class. Research for student-friendly
websites and list down some
information you may get from them.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 10-14,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to news reports and other listens critically to news reports listens critically to news reports listens critically to news reports
radio broadcasts and expresses ideas and other radio broadcasts and and other radio broadcasts and and other radio broadcasts and
accurately in oral and in written forms; expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral
and in written forms; and in written forms; and in written forms;

B. Performance Standards The learner... The learner... The learner... The learner...

C. Learning Competencies/Objectives
Write the LC code for each
demonstrates confidence in the use of the
language to meet everydays needs; and
reads independently and gets relevant
information from various text types.
EN5WC-IIh-1.8.2
Revise writing for clarity
- correct spelling
demonstrates confidence in the
use of the language to meet
everydays needs; and reads
independently and gets relevant
information from various text
types.
EN5WC-IIh-1.8.2
Revise writing for clarity
- correct spelling
demonstrates confidence in the
use of the language to meet
everydays needs; and reads
independently and gets relevant
information from various text
types.
EN5RC-IIh-2.15.1
Make an outline from a selection
read
demonstrates confidence in the
use of the language to meet
everydays needs; and reads
independently and gets relevant
information from various text
types.
EN5RC-IIh-2.15.1
Make an outline from a selection
read

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
EN5OL IIH 4 and EN5WC-IIH-1.8.2 EN5OL IIH 4 and EN5WC-IIH- EN5RC-IIH-2.15.1 AND EN5F-IIH-
1.8.2
Video video
Ask: How do you value opinion of your Ask: How do you value opinion of
classmates? your classmates?
In coming to your what do you want to In coming to your what do you
wear? want to wear?
Do you want to wear uniform or not? Do you want to wear uniform or
not?
EN5RC-IIH-2.15.1 AND EN5F-IIH-
1.3 1.3
Projector, power point Projector, power point
presentation, lap top presentation, lap top
Ask: How do you take care of Ask: How do you take care of
your body? your body?
Why is it important to have a Why is it important to have a
healthy body? healthy body?
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Show tactfulness when communicating with
others
Say: Class, our lesson for today is about
making a stand based on the video
presented. What is your stand about
wearing uniform in school or not?
The teacher will show a video presentation.
Watch the video clip, and then take note of
the important points being raised.
Watch: You tube:
https://www.youtube.com/watch?v=cipXm
45ObDI
Say: Who are in favor of wearing uniform in
school? Why?
Who are not in favor of wearing uniform?
Why?
Issue to be discussed: Are you in favor of
K-12 or not?
Let the pupils form five groups. Let each
group form a small circle.
Let each member of every group share with
the rest of the group members .
Show tactfulness when
communicating with others
Say: Class, our lesson for today is
about making a stand based on
the video presented. What is
your stand about wearing
uniform in school or not?
The teacher will show a video
presentation. Watch the video
clip, and then take note of the
important points being raised.
Watch: You tube:
https://www.youtube.com/watc
h?v=cipXm45ObDI
Say: Who are in favor of wearing
uniform in school? Why?
Who are not in favor of wearing
uniform? Why?
Issue to be discussed: Are you
in favor of K-12 or not?
Let the pupils form five groups.
Let each group form a small
circle.
Let each member of every group
share with the rest of the group
members .
Make an outline from a selection
read.
Say: Class, our lesson for today is
about making an outline from a
selection read.
Outlining is arranging notes so
that important ideas stand out
and make clear which point
supports each of the important
ideas.
An outline is a method for taking
notes of a written work or
speech. The outline is usually
presented using headings and
subheadings.
Read the selection then answer
the questions that follows.
Taking Care of Our Bodies
The human body needs both rest
an exercise. It also needs
nourishment. A healthy looking
body doesnt just happen. A
good deal of care is given to it.
The body needs food, as the
machine needs fuel as oil. The
body requires an adequate
amount of basic nutrients such as
protein, fats, carbohydrates and
minerals.
Ask:
What is the main idea of the fist
paragraph?
How did you know these details
were more important than the
other details in the selection?
What other ideas struck you
while reading the text?
Did you notice or find any cue
Make an outline from a selection
read.
Say: Class, our lesson for today is
about making an outline from a
selection read.
Outlining is arranging notes so
that important ideas stand out
and make clear which point
supports each of the important
ideas.
An outline is a method for taking
notes of a written work or
speech. The outline is usually
presented using headings and
subheadings.
Read the selection then answer
the questions that follows.
Taking Care of Our Bodies
The human body needs both rest
an exercise. It also needs
nourishment. A healthy looking
body doesnt just happen. A
good deal of care is given to it.
The body needs food, as the
machine needs fuel as oil. The
body requires an adequate
amount of basic nutrients such as
protein, fats, carbohydrates and
minerals.
Ask:
What is the main idea of the fist
paragraph?
How did you know these details
were more important than the
other details in the selection?
What other ideas struck you
while reading the text?
Did you notice or find any cue
 word that help you determine the
essential idea or information?
What is the title or concept?
What is the main idea of the
second paragraph?
What are the facts that support
the idea?
word that help you determine
the essential idea or
information?
What is the title or concept?
What is the main idea of the
second paragraph?
What are the facts that support
the idea?

F. Developing mastery
(Leads to Formative Assessment 3)
Clarity/Conciseness: Revise the following
sentences to remove clutter, eliminate
wordiness, and clarify meaning (credits to
Zinsser).
(1) The bricks on our new house are red in
color and in spite of the fact that they
are new, the look of these bricks is a
used, beat-up appearance.
(2) Due to the fact that he hadnt totally
and completely read all the material,
he lacked in the ability to do the
writing for the purpose of the class
exercise.
(3) America has two main kinds of
business. Americans need to pay
attention to getting justice for all, and
they also need to be sure that
everyone is treated alike.
(4) It is interesting to note that numerous
individuals required assistance,
whereas, the remainder took a pass.
(5) I was not facilitated in reading her
comments she had written in my paper
because of the handwriting that was
illegible and therefore could not be
read.
Clarity/Conciseness: Revise the Group the class into 4. Each Group the class into 4. Each
following sentences to remove member of the group will look for member of the group will look
clutter, eliminate wordiness, and the missing information to for the missing information to
clarify meaning (credits to complete the outline. The first complete the outline. The first
Zinsser). group to complete the outline group to complete the outline
(1) The bricks on our new will be the winner. will be the winner.
house are red in color and in
spite of the fact that they
are new, the look of these
bricks is a used, beat-up
appearance.
(2) Due to the fact that he
hadnt totally and
completely read all the
material, he lacked in the
ability to do the writing for
the purpose of the class
exercise.
(3) America has two main kinds
of business. Americans
need to pay attention to
getting justice for all, and
they also need to be sure
that everyone is treated
alike.
(4) It is interesting to note that
numerous individuals
required assistance,
whereas, the remainder
took a pass.

(5) I was not facilitated in

reading her comments she
had written in my paper
because of the handwriting
that was illegible and
therefore could not be read.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Group Activity
How to revise sentences in writing with
clarity and correct spelling?
What are the things that you should
remember?
Read the given sentences, then choose one
of the words from below that will best fit
the sentence. After this, underline the word
in the sentence that gave you clue to the
word you chose.
Vase knocking mailing
Morning light write
Every ________ I have breakfast.
Turn on the _____________. It is dark in this
room.
Bring this letter to the post office for
_____________.
I can hear someone _______________ at
the door.
Father brought some flowers which mother
put in a _____________.
Group Activity
How to revise sentences in
writing with clarity and correct
spelling?
What are the things that you
should remember?
Read the given sentences, then
choose one of the words from
below that will best fit the
sentence. After this, underline
the word in the sentence that
gave you clue to the word you
chose.
Vase knocking
Mailing Morning
light write
Every ________ I have breakfast.
Turn on the _____________. It is
dark in this room.
Bring this letter to the post office
for _____________.
I can hear someone
_______________ at the door.
Father brought some flowers
which mother put in a
_____________.
Group Activity
How to make an outline?
What are the things to remember
in making an outline?
Directions: Make an outline using
the jumbled details about main
headings and subheadings.
Kind of fossils
Location of fossils
Uses of fossils
Telling the story of the earth
Molds of plants and animals
Skeletal remains of plants and
animals
Hard rocks
Layers of sedimentary rocks
Preserved bodies of parts of
bodies of plants and animals
Tracing the changes of the earths
surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants
and animals
Mud or sand
Group Activity
How to make an outline?
What are the things to remember
in making an outline?
Directions: Make an outline using
the jumbled details about main
headings and subheadings.
Kind of fossils
Location of fossils
Uses of fossils
Telling the story of the earth
Molds of plants and animals
Skeletal remains of plants and
animals
Hard rocks
Layers of sedimentary rocks
Preserved bodies of parts of
bodies of plants and animals
Tracing the changes of the
earths surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants
and animals
Mud or sand

J. Additional activities for Refer to LM_______. Refer to LM_______. Refer to LM_______. Refer to LM_______.
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 17-21,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner. The learner. The learner. The learner. Weekly test

listens critically to listens critically to news reports and other radio listens critically to news reports and other radio listens critically to news reports and other radio
news reports and other broadcasts and expresses ideas accurately in oral broadcasts and expresses ideas accurately in oral broadcasts and expresses ideas accurately in oral
radio broadcasts and and in written forms; and in written forms; and in written forms;
expresses ideas
accurately in oral and
in written forms;

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates demonstrates confidence in the use of the demonstrates confidence in the use of the demonstrates confidence in the use of the
confidence in the use language to meet everydays needs; and reads language to meet everydays needs; and reads language to meet everydays needs; and reads
of the language to independently and gets relevant information from independently and gets relevant information from independently and gets relevant information from
meet everydays various text types. various text types. various text types.
needs; and reads
independently and gets
relevant information
from various text
types.
C. Learning EN5OL-IIj-4 EN5F-IIj-1.3
Competencies/Objectives Make a stand Read grade level text with accuracy,
Write the LC code for each EN5F-IIj-1.6
appropriate rate
EN5F-IIj-1.7
and proper
II. CONTENT Make a stand about Make an outline from a selection read Make an outline from a selection read Make an outline from a selection read
the issue of the in the
security of the West
Philippine Sea

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages Our World of Reading Our World of Reading Wind Sea Workbook Our World of Reading Wind Sea Workbook Our World of Reading Wind Sea Workbook
Wind Sea Workbook
ROCKS

3. Textbook pages
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Pictures , charts, stories and charts stories and charts stories and charts
multimedia devices
and worksheets

IV. PROCEDURES
A. Reviewing previous Show a political map of Show a video clips. Show a video clips. Show a video clips.
lesson or presenting the the Philippines.
new lesson Give the country near https://www.youtube.com/watch?v=r68iEwYdbh4 https://www.youtube.com/watch?v=r68iEwYdbh4 https://www.youtube.com/watch?v=r68iEwYdbh4
it.

B. Establishing a purpose for the Make a stand about Make an outline from a selection read Make an outline from a selection read Make an outline from a selection read
lesson the issue of the in the
security of the West Read grade level text with accuracy, appropriate Read grade level text with accuracy, appropriate Read grade level text with accuracy, appropriate
Philippine Sea rate and proper expression rate and proper expression rate and proper expression

C. Presenting Say: Class, Our lesson Say: Class, Our lesson for today is about making a Say: Class, Our lesson for today is about making a Say: Class, Our lesson for today is about making a
examples/instances of the for today is about two point outline on a selection read. two point outline on a selection read. two point outline on a selection read.
new lesson standing in the issue of
the security of the Outlining is arranging notes so that important Outlining is arranging notes so that important Outlining is arranging notes so that important
West Philippine Sea. ideas stand out and make clear which point ideas stand out and make clear which point ideas stand out and make clear which point
supports each of the important ideas. supports each of the important ideas. supports each of the important ideas.

Things to remember in making an outline; Things to remember in making an outline; Things to remember in making an outline;

The title for the outline should be used in the
report itself.
Use Roman numerals I, II, III etc. to number topic
from the others.
Use capital letters A, B, C, D, to indicate
subheadings.
Use Arabic numerals 1, 2, 3 to number detail
headings.
Subdivisions of the same kind should fall under
the same alignment and indention: B under A, 2
under 1.
A period is needed after the letter or number of
each heading but not after the heading itself.
The first letter of each heading should be
capitalized. (Tell the pupils that the term main
headings is used for main ideas and subheadings
for the supporting details in an outline.
The title for the outline should be used in the
report itself.
Use Roman numerals I, II, III etc. to number topic
from the others.
Use capital letters A, B, C, D, to indicate
subheadings.
Use Arabic numerals 1, 2, 3 to number detail
headings.
Subdivisions of the same kind should fall under
the same alignment and indention: B under A, 2
under 1.
A period is needed after the letter or number of
each heading but not after the heading itself.
The first letter of each heading should be
capitalized. (Tell the pupils that the term main
headings is used for main ideas and subheadings
for the supporting details in an outline.
The title for the outline should be used in the
report itself.
Use Roman numerals I, II, III etc. to number topic
from the others.
Use capital letters A, B, C, D, to indicate
subheadings.
Use Arabic numerals 1, 2, 3 to number detail
headings.
Subdivisions of the same kind should fall under
the same alignment and indention: B under A, 2
under 1.
A period is needed after the letter or number of
each heading but not after the heading itself.
The first letter of each heading should be
capitalized. (Tell the pupils that the term main
headings is used for main ideas and subheadings
for the supporting details in an outline.
D. Discussing new concepts and
practicing new skills #1
Place a poster in each Have students take a tour of the selection they Have students take a tour of the selection they Have students take a tour of the selection they
corner of the room. will be reading. Ask them to preview the text and will be reading. Ask them to preview the text and will be reading. Ask them to preview the text and
Then read a statement, identify key words or clue words that will help identify key words or clue words that will help identify key words or clue words that will help
and tell students to go them determine the relevant ideas. Have look at them determine the relevant ideas. Have look at them determine the relevant ideas. Have look at
to the corner that best the first and last line of each paragraph. the first and last line of each paragraph. the first and last line of each paragraph.
describes how they
feel about that (See to it that the pupils follow the instructions (See to it that the pupils follow the instructions (See to it that the pupils follow the instructions
statement. Here are and look at the part of text they are asked to see.) and look at the part of text they are asked to see.) and look at the part of text they are asked to see.)
some examples of
statements: Look at the left part or side of the text. Look at the left part or side of the text. Look at the left part or side of the text.
Ask: Can you tell me about some of the important Ask: Can you tell me about some of the important Ask: Can you tell me about some of the important
The Philippines should ideas that struck you? ideas that struck you? ideas that struck you?
handle alone the
security of the West Read the selection and have students reflect on Read the selection and have students reflect on Read the selection and have students reflect on
Philippine Sea without how the tour text activity supported their how the tour text activity supported their how the tour text activity supported their
any help from any understanding about the selection. understanding about the selection. understanding about the selection.
other countries.
The United States of Rocks Rocks Rocks
America should
provide direct There are many kinds of rocks. Generally, There are many kinds of rocks. Generally, There are many kinds of rocks. Generally,
assistance in the according to how they are formed, rocks are according to how they are formed, rocks are according to how they are formed, rocks are
security of the West classified as igneous, sedimentary or classified as igneous, sedimentary or classified as igneous, sedimentary or
Philippine Sea. metamorphic. metamorphic. metamorphic.
The issue on the
security of the West
Philippine should be Igneous Rocks Igneous Rocks Igneous Rocks
handle only of the Deep within the earths surface exists Deep within the earths surface exists Deep within the earths surface exists
countries in the molten or melted materials known as magma. This molten or melted materials known as magma. This molten or melted materials known as magma. This
Southeast Asian molten rock material is extremely hot with molten rock material is extremely hot with molten rock material is extremely hot with
Region. temperature ranging from 749 to 1093C. High temperature ranging from 749 to 1093C. High temperature ranging from 749 to 1093C. High
The USA should only pressure may force the magma to work its way pressure may force the magma to work its way pressure may force the magma to work its way
provide military upward to the earths surface through the cracks upward to the earths surface through the cracks upward to the earths surface through the cracks
equipment for the or fissures. When these molten rock materials or fissures. When these molten rock materials or fissures. When these molten rock materials
security of the West cool off and solidify, they form what we call cool off and solidify, they form what we call cool off and solidify, they form what we call
Philippine Sea and will igneous rocks which mean formed by fire. igneous rocks which mean formed by fire. igneous rocks which mean formed by fire.
not directly involve in Igneous rocks occur in two principal forms: Igneous rocks occur in two principal forms: Igneous rocks occur in two principal forms:
its security. intrusive igneous rock and extrusive igneous rock. intrusive igneous rock and extrusive igneous rock. intrusive igneous rock and extrusive igneous rock.
Intrusive igneous rocks are igneous rocks that do Intrusive igneous rocks are igneous rocks that do Intrusive igneous rocks are igneous rocks that do
Encourage students to not rise all the way to the surface of the earth. not rise all the way to the surface of the earth. not rise all the way to the surface of the earth.
voice their opinions They hardened up before reaching the earths They hardened up before reaching the earths They hardened up before reaching the earths
from their respective surface. They have coarse mineral grains and surface. They have coarse mineral grains and surface. They have coarse mineral grains and
corners. Then have crystals that can be easily seen. These are also crystals that can be easily seen. These are also crystals that can be easily seen. These are also
each group gathered in called plutonic rocks. Extrusive igneous rocks are called plutonic rocks. Extrusive igneous rocks are called plutonic rocks. Extrusive igneous rocks are
response to a formed and solidified on the surface of the earth. formed and solidified on the surface of the earth. formed and solidified on the surface of the earth.
statement work They are usually fine grained, glassy or finely They are usually fine grained, glassy or finely They are usually fine grained, glassy or finely
together to write a crystalline in texture. Since these rocks are formed crystalline in texture. Since these rocks are formed crystalline in texture. Since these rocks are formed
clear statement from molten materials that are expelled by from molten materials that are expelled by from molten materials that are expelled by
explaining their volcanic eruptions, they are also called volcanic volcanic eruptions, they are also called volcanic volcanic eruptions, they are also called volcanic
position. rocks or pyroclastic rocks. rocks or pyroclastic rocks. rocks or pyroclastic rocks.
What is your opinion Sedimentary Rocks Sedimentary Rocks Sedimentary Rocks
about your desired There are rocks that consist of materials There are rocks that consist of materials There are rocks that consist of materials
statements you have that were once was part of older rocks or of plants that were once was part of older rocks or of plants that were once was part of older rocks or of plants
chosen? and animal parts. These rocks were deposited and animal parts. These rocks were deposited and animal parts. These rocks were deposited
Should the USA have a millions of years ago as layers of loose materials millions of years ago as layers of loose materials millions of years ago as layers of loose materials
direct involvement in which become cemented together. They are which become cemented together. They are which become cemented together. They are
the following issue? called sedimentary rocks from the word called sedimentary rocks from the word called sedimentary rocks from the word
Why or why not? sediments. They are grouped into three: 1) sediments. They are grouped into three: 1) sediments. They are grouped into three: 1)
Why do the Philippines classic or fragmental sedimentary, 2) chemical classic or fragmental sedimentary, 2) chemical classic or fragmental sedimentary, 2) chemical
should handle alone sedimentary,and 3) organic sedimentary. Classic sedimentary,and 3) organic sedimentary. Classic sedimentary,and 3) organic sedimentary. Classic
the security of its or fragmental sedimentary is composed of rock or fragmental sedimentary is composed of rock or fragmental sedimentary is composed of rock
territory? fragments carried and deposited by wind, water fragments carried and deposited by wind, water fragments carried and deposited by wind, water
What can you say or glacier and are cemented together. Chemical or glacier and are cemented together. Chemical or glacier and are cemented together. Chemical
about the USA giving sedimentary is composed of deposits of minerals sedimentary is composed of deposits of minerals sedimentary is composed of deposits of minerals
military equipment for dissolved in water. The evaporation of water dissolved in water. The evaporation of water dissolved in water. The evaporation of water
the security our causes the minerals to crystallize leaving mineral causes the minerals to crystallize leaving mineral causes the minerals to crystallize leaving mineral
territory? Will it deposits. Organic sedimentary is composed of deposits. Organic sedimentary is composed of deposits. Organic sedimentary is composed of
benefit us or the US? shells, skeletons and other parts of plants or shells, skeletons and other parts of plants or shells, skeletons and other parts of plants or
Should the security of animals. Many different substances can act as animals. Many different substances can act as animals. Many different substances can act as
the west Philippine sea cement that bind the sedimentary rocks. Of these, cement that bind the sedimentary rocks. Of these, cement that bind the sedimentary rocks. Of these,
be handle by the the most common are calcium carbonate, silica, the most common are calcium carbonate, silica, the most common are calcium carbonate, silica,
accepting the direct mud, clay and iron oxide. mud, clay and iron oxide. mud, clay and iron oxide.
assistance of our
Southeast Asian Metamorphic Rock Metamorphic Rock Metamorphic Rock
neighbours? Rocks that have changed its appearance Rocks that have changed its appearance Rocks that have changed its appearance
and sometimes its mineral composition due to and sometimes its mineral composition due to and sometimes its mineral composition due to
either extreme heat or pressure are called either extreme heat or pressure are called either extreme heat or pressure are called
metamorphic rocks. They often show a layered metamorphic rocks. They often show a layered metamorphic rocks. They often show a layered
structure but some are said to be massive. structure but some are said to be massive. structure but some are said to be massive.
Metamorphic rocks that layered in appearance Metamorphic rocks that layered in appearance Metamorphic rocks that layered in appearance
are known as foliated rocks while those that are are known as foliated rocks while those that are are known as foliated rocks while those that are
massive are known as unfoliated rocks. All kinds of massive are known as unfoliated rocks. All kinds of massive are known as unfoliated rocks. All kinds of
rocks, including igneous and sedimentary, usually rocks, including igneous and sedimentary, usually rocks, including igneous and sedimentary, usually
undergo metamorphism and produce the so undergo metamorphism and produce the so undergo metamorphism and produce the so
called metamorphic rocks. called metamorphic rocks. called metamorphic rocks.

Answer the following questions. Answer the following questions. Answer the following questions.
1. What are the three main kinds of rocks? 1. What are the three main kinds of rocks? 1. What are the three main kinds of rocks?
2. What are the principal forms of igneous 2. What are the principal forms of igneous 2. What are the principal forms of igneous
rocks? rocks? rocks?
3. What are the three groups of 3. What are the three groups of 3. What are the three groups of
sedimentary rocks? sedimentary rocks? sedimentary rocks?
a. What make up clastic or fragmental a. What make up clastic or fragmental a. What make up clastic or fragmental
sedimentary? sedimentary? sedimentary?
b. What make up chemical sedimentary? b. What make up chemical sedimentary? b. What make up chemical sedimentary?
c. What make up organic sedimentary? c. What make up organic sedimentary? c. What make up organic sedimentary?
4. What are the 2 kinds of metamorphic 4. What are the 2 kinds of metamorphic 4. What are the 2 kinds of metamorphic
rock? Differentiate. rock? Differentiate. rock? Differentiate.
 5. What are our natural resources? 5. What are our natural resources? 5. What are our natural resources?
6. Why is it necessary to conserve our 6. Why is it necessary to conserve our 6. Why is it necessary to conserve our
natural resources? natural resources? natural resources?
7. As young boys and girls, how can you 7. As young boys and girls, how can you 7. As young boys and girls, how can you
help conserve our mineral resources? help conserve our mineral resources? help conserve our mineral resources?

E. Discussing new concepts and
practicing new skills #2
The Teacher will Ask: What does the very first line at the top Ask: What does the very first line at the top Ask: What does the very first line at the top
provide certain represent? represent? represent?
activities to be perform What do the Roman numerals represent? What What do the Roman numerals represent? What What do the Roman numerals represent? What
or discuss in the class are found after each Roman numeral? are found after each Roman numeral? are found after each Roman numeral?
after they are finish. What do the capital letters represent? What do the capital letters represent? What do the capital letters represent?
How are the capital letters written as compared How are the capital letters written as compared How are the capital letters written as compared
Group I Statement with the Roman numerals? with the Roman numerals? with the Roman numerals?
No. 3 Say: Let us make our own reminders for Say: Let us make our own reminders for Say: Let us make our own reminders for
writing an outline. writing an outline. writing an outline.
Make a Brainstorming
Web Lead the children to make the reminder similar to Lead the children to make the reminder similar to Lead the children to make the reminder similar to
the one below. the one below. the one below.
Group II - Statement
No. 4 An outline should have a title. An outline should have a title. An outline should have a title.
Roman numerals are used to indicate the main Roman numerals are used to indicate the main Roman numerals are used to indicate the main
Make a Discussion topic. Place a period after each Roman numeral. topic. Place a period after each Roman numeral. topic. Place a period after each Roman numeral.
Web Be sure that the Roman numerals and the periods Be sure that the Roman numerals and the periods Be sure that the Roman numerals and the periods
are in a column. are in a column. are in a column.
Group III - Statement Capital letters are used in subtopics. Indent the Capital letters are used in subtopics. Indent the Capital letters are used in subtopics. Indent the
No. 1 capital letters and place a period after each. capital letters and place a period after each. capital letters and place a period after each.
Arrange the capital letters in a straight line too. Arrange the capital letters in a straight line too. Arrange the capital letters in a straight line too.
Make a Poem All main topic heading should be divided into at All main topic heading should be divided into at All main topic heading should be divided into at
least two parts. A topic cannot logically be least two parts. A topic cannot logically be least two parts. A topic cannot logically be
Group IV - Statement 1 decided into only one part. decided into only one part. decided into only one part.
and 2 All the headings should be expressed in parallel All the headings should be expressed in parallel All the headings should be expressed in parallel
grammatical form. grammatical form. grammatical form.
Make a Venn All the first word should be capitalized All the first word should be capitalized All the first word should be capitalized
Diagram Practice (orally by whole class. The teacher should Practice (orally by whole class. The teacher should Practice (orally by whole class. The teacher should
help in preparing the two-point outline of Rocks.) help in preparing the two-point outline of Rocks.) help in preparing the two-point outline of Rocks.)

Ask: Ask: Ask:

What is the title?
What is the main topic?
Where will we write it? Make a brief description.
What are the 3 supporting details?
What will we write in Roman numeral II
What is the title?
What is the main topic?
Where will we write it? Make a brief description.
What are the 3 supporting details?
What will we write in Roman numeral II
What is the title?
What is the main topic?
Where will we write it? Make a brief description.
What are the 3 supporting details?
What will we write in Roman numeral II

(Continue until the skeleton is filled up.) (Continue until the skeleton is filled up.) (Continue until the skeleton is filled up.)

ROCKS ROCKS ROCKS

I. Rocks according to how it was formed I. Rocks according to how it was formed I. Rocks according to how it was formed
A. Igneous hardened magma A. Igneous hardened magma A. Igneous hardened magma

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
B. Sedimentary cemented sediments B. Sedimentary cemented sediments B. Sedimentary cemented sediments
C. Metamorphic changed due to heat and C. Metamorphic changed due to heat and C. Metamorphic changed due to heat and
pressure pressure pressure
II. Igneous rocks solidified or hardened II. Igneous rocks solidified or hardened II. Igneous rocks solidified or hardened
magma magma magma
A. Intrusive igneous rock solidified before A. Intrusive igneous rock solidified before A. Intrusive igneous rock solidified before
reaching the earths surface reaching the earths surface reaching the earths surface
B. Extrusive igneous rock solidified on the B. Extrusive igneous rock solidified on the B. Extrusive igneous rock solidified on the
earths surface earths surface earths surface
III. Sedimentary rocks made of sediments III. Sedimentary rocks made of sediments III. Sedimentary rocks made of sediments
cemented together cemented together cemented together
A. Clastic or fragmented sedimentary A. Clastic or fragmented sedimentary A. Clastic or fragmented sedimentary
rock fragments carried by wind, water and glacier rock fragments carried by wind, water and glacier rock fragments carried by wind, water and glacier
B. Chemical sedimentary deposits of B. Chemical sedimentary deposits of B. Chemical sedimentary deposits of
minerals dissolved in water minerals dissolved in water minerals dissolved in water
C. Organic sedimentary shells skeletons C. Organic sedimentary shells skeletons C. Organic sedimentary shells skeletons
and other parts of plants and animals and other parts of plants and animals and other parts of plants and animals
D. Cementing materials calcium D. Cementing materials calcium D. Cementing materials calcium
carbonate, silica, mud, clay and iron oxide carbonate, silica, mud, clay and iron oxide carbonate, silica, mud, clay and iron oxide
IV. Metamorphic rocks changed its IV. Metamorphic rocks changed its IV. Metamorphic rocks changed its
appearance and mineral composition due to heat appearance and mineral composition due to heat appearance and mineral composition due to heat
and pressure and pressure and pressure
A. Foliated rock layered appearance A. Foliated rock layered appearance A. Foliated rock layered appearance
B. Unfoliated massive appearance B. Unfoliated massive appearance B. Unfoliated massive appearance
Debate Group Activity: Group Activity: Group Activity:
Group 1 and 2 Each group will make an outline. Each group will make an outline. Each group will make an outline.
Talk about the issue of
the second statement.
Group 3 and 4
Talks about the issue of
the third statement.
The two groups will
draw lots to take the
pros and cons.
What is your stand Make an outline using the jumbled details about Make an outline using the jumbled details about Make an outline using the jumbled details about
regarding the issue? Main headings and subheadings: Main headings and subheadings: Main headings and subheadings:
Kinds of fossils Kinds of fossils Kinds of fossils
Location of fossils Location of fossils Location of fossils
Uses of fossils Uses of fossils Uses of fossils
Telling the story of the earth Telling the story of the earth Telling the story of the earth
Molds of plants and animals Molds of plants and animals Molds of plants and animals
Skeletal remains of plants and animals Skeletal remains of plants and animals Skeletal remains of plants and animals
Hard rocks Hard rocks Hard rocks
 Layers of sedimentary rocks
Preserved bodies or parts of bodies of plants &
animals
Tracing the changes of the earths surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants and animals
Mud or sand
Layers of sedimentary rocks
Preserved bodies or parts of bodies of plants &
animals
Tracing the changes of the earths surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants and animals
Mud or sand
Layers of sedimentary rocks
Preserved bodies or parts of bodies of plants &
animals
Tracing the changes of the earths surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants and animals
Mud or sand

FOSSILS FOSSILS FOSSILS

H. Making generalizations and
abstractions about the lesson
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What did you learn on What is outlining?
the following issues?
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What is outlining?
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What is outlining?

I. Evaluating learning Refer to LM pp _______. Refer to LM pp _______. Refer to LM pp _______.

Let the pupils give
their opinion on
the following
article.

Bongbong on bilateral
talks: China opened
the door, we shut it

MANILA, Philippines -
Sen. Ferdinand
"Bongbong" Marcos Jr.
perceives
the Philippines'
rejection of bilateral
talks with China as a
wasted opportunity to
resolve the maritime
dispute over the South
China Sea.

"China
opened the door and
we shut it. The Chinese
said let's talk and we
snubbed them,"
Marcos said during a
media forum, adding
that the country failed
to take advantage of
the given opportunity.

READ: China
to Philippines: Let's sit
down and talk

According to
the senator, there are
only three ways to
resolve the said
dispute: by war,
adjudication or
multilateral or bilateral
agreements.

Marcos ruled
out war and arbitration
since the Chinese
would not recognize
the latter.

"So talk, and

tell them: we are not
happy with what you
are doing and we do
not agree with what
you are doing. But the
next thing you say is:
how do we fix this?"
the senator said.

The Senate
Committee of Foreign
Relations chair noted
that the Philippines will
not lose anything if
accept China's
invitation to a dialogue
on the maritime
dispute.

"We should
talk to China bilaterally
because it is still the
best option. Our
Filipino businessmen
can also help by
reaching out to their
Chinese counterparts
and friends in China
and try to come up
with a solution that will
persuade both
governments to, at
least, sit down and
negotiate, or at most,
resolve the problem
outright," Marcos said.

Marcos
 stressed that the
Philippines should not
be "snobbish" in
dealing with
"superpower" China.
He added that he
cannot see any reason
not to talk with China.

"We're
strategically important
to any great power in
Asia-Pacific, but we
have to play that role
even-handedly. We
have to stop thinking in
terms of kakampi ko
ang Chinese, kakampi
ko ang Kano. Ang
kakampi mo lang
Pilipino," the senator
added.

The Philippin
es sent a delegation to
the United Nations
Arbitral Tribunal to
defend its stand
against China's nine-
dash line claim over
the South China Sea.

J. Additional activities for Make a reaction Make an outline on what you have done tonight. Make an outline on what you have done tonight. Make an outline on what you have done tonight.
application or remediation regarding the issue.

V. REMARKS
 VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%
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
materials did I use/discover
which I wish to share with other
teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 1-4,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards HOLIDAY HOLIDAY REVIEW PERIODICAL TEST PERIODICAL TEST

B. Performance Standards

C. Learning Competencies/Objectives
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson

B. Establishing a purpose for the

lesson

C. Presenting examples/instances of
the new lesson

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)

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning

J. Additional activities for application

or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 7-11,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Infer the meaning of unfamiliar words (Compound) based on given context clues

A. Content Standards The learner. The learner. The learner. The learner. Weekly test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various meet various meet various meet various
C. Learning Competencies/Objectives EN5LC-IIIa-2.10 EN5LC-IIIa-2.10 EN5V-IIIa-20.3 EN5V-IIIa-20.3
Write the LC code for each Distinguish fact from opinion Distinguish fact from opinion Infer the meaning of unfamiliar Infer the meaning of unfamiliar
EN5LC-IIIa-2.15 EN5LC-IIIa-2.15 words (compound, affixed) based on words (compound, affixed) based on
Provide evidence to support Provide evidence to support EN5V-IIIa-20.4 EN5V-IIIa-20.4
understanding understanding given context clues given context clues
(Synonyms (Synonyms
Antonyms Antonyms
word parts) and word parts) and
EN5V-IIIa-20.5 EN5V-IIIa-20.5
II. CONTENT Distinguishing Fact from opinion Distinguishing Fact from opinion Compound words Compound words

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages EN5LC III a 2.10 EN5LC III a 2.10 EN5V 20.3 EN5V 20.3
Lesson Guide In English 5 pp. 103- Lesson Guide In English 5 pp. 103-
104 104
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources picture, strip of cartolina, realia picture, strip of cartolina, realia picture, strip of cartolina, realia picture, strip of cartolina, realia
IV. PROCEDURES
A. Reviewing previous lesson or Game: Pick out a strip ( rolled with Game: Pick out a strip ( rolled with Study the picture. Tell something Study the picture. Tell something
presenting the new lesson
ribbon ) with a statement stating a ribbon ) with a statement stating a about it. about it.
fact or an opinion inside a box. fact or an opinion inside a box. 1. What are the following 1. What are the following
 Those who picked an opinion should
go to the left side; those who picked
a fact should go to the right side.
Pupils who did not get it correctly
should recite a poem or a dance
number.
* Boats never sink.
* Ice is cold.
* Three is not a number between
two and four.
* All people can read.
* A kitten grew up to be a cat.
* You should brush your teeth.
* A baby cannot count one to ten.
* Rich people are happy.
B. Establishing a purpose for the distinguish fact from opinion.
lesson
C. Presenting examples/instances of 1. Say: I have here a paragraph to
the new lesson
read with you.
2. Read the paragraph to the pupils.
3. Comprehension check-up
4. Ask them to distinguish fact from
opinion.
Listen to the following paragraphs.
a. Jose works with animals. In fact,
he spends every spare moment in a
Those who picked an opinion should
go to the left side; those who picked
a fact should go to the right side.
Pupils who did not get it correctly
should recite a poem or a dance
number.
* Boats never sink.
* Ice is cold.
* Three is not a number between
two and four.
* All people can read.
* A kitten grew up to be a cat.
* You should brush your teeth.
* A baby cannot count one to ten.
* Rich people are happy.
distinguish fact from opinion.
1. Say: I have here a paragraph to
read with you.
2. Read the paragraph to the pupils.
3. Comprehension check-up
4. Ask them to distinguish fact from
opinion.
Listen to the following paragraphs.
a. Jose works with animals. In fact,
he spends every spare moment in a
pastries/cakes made of?
2. List down some ingredients in
making cupcakes or
pancakes/applesauce etc.
Infer the meaning of unfamiliar
words (Compound) based on given
context clues
Read grade level text with accuracy,
appropriate rate and proper
expression
1. I have here a paragraph. Please
read orally. Follow the proper
reading with accuracy,
appropriate rate and proper
expression.
2. Read the paragraph.
One Sunday afternoon,
Julian, the baker is busy making
cupcakes and cooking pancakes.
pastries/cakes made of?
2. List down some ingredients in
making cupcakes or
pancakes/applesauce etc.
Infer the meaning of unfamiliar
words (Compound) based on given
context clues
Read grade level text with accuracy,
appropriate rate and proper
expression
1. I have here a paragraph. Please
read orally. Follow the proper
reading with accuracy,
appropriate rate and proper
expression.
2. Read the paragraph.
One Sunday afternoon,
Julian, the baker is busy making
cupcakes and cooking pancakes.

D. Discussing new concepts and
practicing new skills #1
Fact is a statement which
Opinion is a view or guess which
neighborhood pet store. After neighborhood pet store. After Celia, his helper is busy packing Celia, his helper is busy packing
school, he helps feed the animals school, he helps feed the animals applesauce and strawberry jam. applesauce and strawberry jam.
and clean their cages. He spends a and clean their cages. He spends a They will bri2ng these to Chinatown They will bri2ng these to Chinatown
lot of time training the animals so lot of time training the animals so where anybody can buy them where anybody can buy them
that they could get along with that they could get along with anytime. anytime.
people. people.
b. Jose believes that being a b. Jose believes that being a 3. Comprehension check-up 3. Comprehension check-up
veterinarian and working with veterinarian and working with a. Who is Julian? a. Who is Julian?
animals would be a wonderful thing animals would be a wonderful thing b. What is the work of the baker? b. What is the work of the baker?
for him to do when he grows up. He for him to do when he grows up. He c. What does Celia pack? c. What does Celia pack?
thinks that he will become an thinks that he will become an d. When did the story happen? d. When did the story happen?
excellent veterinary doctor in the excellent veterinary doctor in the e. If you were a baker what bread e. If you were a baker what bread
future. future. would you prefer to bake? would you prefer to bake?
Which paragraph expresses truth or Which paragraph expresses truth or 4. Ask them to pick out the different 4. Ask them to pick out the different
fact? fact? compound words from paragraph compound words from paragraph
mentioned above mentioned above
Let the pupils read sentences Let the pupils read sentences Modeling for Pupils Modeling for Pupils
distinguishing fact from opinion. distinguishing fact from opinion. 1. Look for the underlined words in 1. Look for the underlined words in
a. A forest is the best place to relax. a. A forest is the best place to relax. our story. our story.
b. Forests protect our wildlife and b. Forests protect our wildlife and 2. Read the two words found in each 2. Read the two words found in each
provide homes, food and water to provide homes, food and water to word. word.
animals and birds. animals and birds.
c. Trees prevent flood that can kill c. Trees prevent flood that can kill Sunday =sun + day Sunday =sun + day
people and crops. people and crops. afternoon=after + noon afternoon=after + noon
d. From these forests come wood for d. From these forests come wood for cupcakes =cup + cakes cupcakes =cup + cakes
houses, telephone posts, electric houses, telephone posts, electric pancakes =pan + cakes pancakes =pan + cakes
light poles and many other things. light poles and many other things. applesauce=apple + sauce applesauce=apple + sauce
e. Forest fires can be prevented. e. Forest fires can be prevented. strawberry=straw + berry strawberry=straw + berry
Fact is a statement which Chinatown=China + town Chinatown=China + town
experiences and experiments have experiences and experiments have anybody =any + body anybody =any + body
proven to be true. proven to be true. anytime =any + time anytime =any + time
Opinion is a view or guess which

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
may or may not be true. Clue words
like think, believes, feel, must be,
must and probably, seems often
signal opinion.
1. The teacher will direct the pupils
to write at least 2 sentences
distinguishing fact from opinion.
2. Group Activity
a. The pupils will group into five. b.
The teacher will explain the
Directions of the activity.
c. There are metacards where the
sentences of fact and opinion are
written.
d. The group will distinguish whether
the sentences are fact or opinion by
pasting it in the proper heading.
3. Activity proper.
Sentences:
a. I love water.
b. Drink about 6-8 glasses of water
each day to be healthy and strong.
c. Animals need water to survive.
d. Some plants can live without
water.
e. Clean water is pure.
Refer to Learners Material Week 1-
Day 1 (Read and Learn)
may or may not be true. Clue words
like think, believes, feel, must be,
must and probably, seems often
signal opinion.
1. The teacher will direct the pupils
to write at least 2 sentences
distinguishing fact from opinion.
2. Group Activity
a. The pupils will group into five. b.
The teacher will explain the
Directions of the activity.
c. There are metacards where the
sentences of fact and opinion are
written.
d. The group will distinguish whether
the sentences are fact or opinion by
pasting it in the proper heading.
3. Activity proper.
Sentences:
a. I love water.
b. Drink about 6-8 glasses of water
each day to be healthy and strong.
c. Animals need water to survive.
d. Some plants can live without
water.
e. Clean water is pure.
Refer to Learners Material Week 1-
Day 1 (Read and Learn)
Compound Word comes from two
different words that have been put
together to form anew word with a
new meaning.
1. The pupils will write the
compound word that mean the
following:
_______________________ bell by
the door
_______________________ ache or
pain at the back of the body
_______________________ cake
fried on a pan
_______________________ room
where classes are held
_______________________ cloth to
cover
a. Group the pupils accordingly
b. Explain the directions of the
activity
3. Activity proper
Directions: Lets make compound
Compound Word comes from two
different words that have been put
together to form anew word with a
new meaning.
1. The pupils will write the
compound word that mean the
following:
_______________________ bell by
the door
_______________________ ache or
pain at the back of the body
_______________________ cake
fried on a pan
_______________________ room
where classes are held
_______________________ cloth to
cover
a. Group the pupils accordingly
b. Explain the directions of the
activity
3. Activity proper
Directions: Lets make compound

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Group Activity
What have you learned from todays
lesson?
Directions: Distinguish fact from
opinion. Write F if the sentences
express fact and O if it is anopinion
on the blank before the number.
Group Activity
What have you learned from todays
lesson?
Directions: Distinguish fact from
opinion. Write F if the sentences
express fact and O if it is anopinion
on the blank before the number.
words. Write the compound word
on the blank before its meaning.
_____________________ 1. store
where books are sold
_____________________ 2. marker
placed between the pages of the
book
_____________________ 3. a set of
shelves or cabinet for holding books
_____________________ 4. person
who spends much time reading a
book
_____________________ 5. used to
protect the eyes from the suns glare
Pick out the compound words from
the sentences.
1. Daylight begins at early morning.
2. We put all our toys in the
playroom.
3. I got 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 todays
lesson?
Give other examples of compound
words
Read each sentence and fill in the
blank with a compound word.
Choose your answer below.
words. Write the compound word
on the blank before its meaning.
_____________________ 1. store
where books are sold
_____________________ 2. marker
placed between the pages of the
book
_____________________ 3. a set of
shelves or cabinet for holding books
_____________________ 4. person
who spends much time reading a
book
_____________________ 5. used to
protect the eyes from the suns glare
Pick out the compound words from
the sentences.
1. Daylight begins at early morning.
2. We put all our toys in the
playroom.
3. I got 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 todays
lesson?
Give other examples of compound
words
Read each sentence and fill in the
blank with a compound word.
Choose your answer below.
 ______ 1. From birth to adulthood,
we grow physically, intellectually,
and emotionally.
______ 2. According to many, girls
mature earlier than boys do.
______ 3. I guess growing up has
many challenges.
______ 4. During adolescence, boys
grow to manhood and girls develop
into womanhood.
______ 5. Maybe, I would look like
my mother.
______ 1. From birth to adulthood,
we grow physically, intellectually,
and emotionally.
______ 2. According to many, girls
mature earlier than boys do.
______ 3. I guess growing up has
many challenges.
______ 4. During adolescence, boys
grow to manhood and girls develop
into womanhood.
______ 5. Maybe, I would look like
my mother.
1. The ____________________did
their best to save the burning
building.
2. Please go to the
___________________________ for
some medicine.
3. Grandfather went to the barber
shop for a
_____________________________.
4. We will go to the
____________________________to
harvest fruits and vegetables.
5. I have
________________________maybe
because I ate too much.
1. The ____________________did
their best to save the burning
building.
2. Please go to the
___________________________ for
some medicine.
3. Grandfather went to the barber
shop for a
_____________________________.
4. We will go to the
____________________________to
harvest fruits and vegetables.
5. I have
________________________maybe
because I ate too much.

J. Additional activities for application Refer to LM __________. Refer to LM __________. Refer to LM ________. Refer to LM ________.
or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 14-18,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Provide evidence to support understanding
Identify conclusions to situations
A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various meet various meet various meet various
C. Learning Competencies/Objectives EN5LC-IIIc-2.15 EN5LC-IIIc-2.15 EN5V-IIIb-20.3 EN5V-IIIb-20.3
Write the LC code for each Provide evidence to support Provide evidence to support Infer the meaning of unfamiliar Infer the meaning of unfamiliar
understanding understanding words (compound, affixed) based words (compound, affixed) based
on on
EN5V-IIIb-20.4 EN5V-IIIb-20.4
given context clues given context clues
(Synonyms (Synonyms
Antonyms Antonyms
word parts) and word parts) and
EN5V-IIIb-20.5 EN5V-IIIb-20.5
other strategies other strategies
II. CONTENT Identifying Conclusions ( Listening) Identifying Conclusions ( Listening) Inferring the meaning of unfamiliar Inferring the meaning of unfamiliar
words (affixes) words (affixes)
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages Lesson Guide in English 5 pp. 22-25 Lesson Guide in English 5 pp. 22-25 Lesson Guide in English 5 pp. 105- Lesson Guide in English 5 pp. 105-
108 108
2. Learners Material pages
3. Textbook pages EN5LC-IIIb-2.15 EN5LC-IIIb-2.15 Developing Reading Power 5 pp. 1- Developing Reading Power 5 pp. 1-
10 10
EN5V-IIIb-20.3 EN5V-IIIb-20.3
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources news clippings, pictures, charts, copy news clippings, pictures, charts, copy chart, drawings, meta cards, pentel chart, drawings, meta cards, pentel
 of song
IV. PROCEDURES
A. Reviewing previous lesson or Introduce to the pupils an action
presenting the new lesson
song.
Every single cell of my body is
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
C. Presenting examples/instances of Read aloud the situation below to
the new lesson
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 follow 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?
of song pen pen
Introduce to the pupils an action The teacher will provide meta cards The teacher will provide meta cards
song. in which the pupils must form in which the pupils must form
Every single cell of my body is complete words with three cards: a complete words with three cards: a
happy prefix, a root word, and a suffix. prefix, a root word, and a suffix.
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)
Identify conclusions to situations Infer the meaning of unfamiliar Infer the meaning of unfamiliar
words (affixes) words (affixes)
Read aloud the situation below to The teacher will provide words and The teacher will provide words and
the pupils. Let them answer each ask the pupils to group those having ask the pupils to group those having
question about the paragraph. the suffix or prefix. the suffix or prefix.
The LRT is considered safe to ride.
But as the saying goes, accidents
happen when least expected. Most
often, the commuters themselves
fail to follow 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 Follow rules and
regulations being imposed. regulations being imposed.
3. What safety precautions 3. What safety precautions
should be observed? Do should be observed? Do
not lean on the door, do not lean on the door, do
not push one another, wait not push one another, wait
for you turn at the ticket for you turn at the ticket
booth booth
Note: Let them answer in paragraph Note: Let them answer in paragraph
form to be able to draw conclusions. form to be able to draw conclusions.

D. Discussing new concepts and The teacher will ask the pupils to The teacher will ask the pupils to The teacher will discuss the use and The teacher will discuss the use and
practicing new skills #1
draw a conclusion from these draw a conclusion from these meaning of each suffix and prefix meaning of each suffix and prefix
situations 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 eyes
firmly glued to the floor. They did
not say a word.
1. What do you think
happened to the adobo?
2. Experience clues
*Conclusion a statement
readers make after reading
a passage or a story. To
draw a conclusion, use
story clues and your
experience to figure out
things that were not
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 eyes
firmly glued to the floor. They did
not say a word.
1. What do you think
happened to the adobo?
2. Experience clues
*Conclusion a statement
readers make after reading
a passage or a story. To
draw a conclusion, use
story clues and your
experience to figure out
things that were not

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
stated in the story.
Group Activity
1. The pupils will form 5
groups
2. The teacher will explain
the directions of the
activity
3. Each group will be given a
situation.
4. From the situation, the
group will give their
conclusion.
Note: Refer to LM Week 2 Day 1
(Learn Some More)
Directions: The teacher will ask the
pupils to answer the following:
1. Eight people are carrying a large
inflatable down the bank of a river.
The water in the river is moving very
fast. Each person buckles up their
life preserver and puts on a helmet.
They climb into the raft and paddle
to catch the rapid current.
What do you think the eight people
are doing?
a. climbing a mountain
b. going white water rafting
c. going fishing
stated in the story.
Group Activity The pupils will make new words by The pupils will make new words by
1. The pupils will form 5 adding prefix and suffix to the base. adding prefix and suffix to the base.
groups They will write the new word on the They will write the new word on the
2. The teacher will explain meta card. meta card.
the directions of the Please refer to LM Week 2-Day Please refer to LM Week 2-Day
activity 2(Learn Some More) 2(Learn Some More)
3. Each group will be given a
situation.
4. From the situation, the
group will give their
conclusion.
Note: Refer to LM Week 2 Day 1
(Learn Some More)
Directions: The teacher will ask the The pupils will form aa new word by The pupils will form aa new word by
pupils to answer the following: adding suffix and prefix. Say the adding suffix and prefix. Say the
1. Eight people are carrying a large meaning of the new word. meaning of the new word.
inflatable down the bank of a river.
The water in the river is moving very
fast. Each person buckles up their
life preserver and puts on a helmet.
They climb into the raft and paddle
to catch the rapid current.
What do you think the eight people
are doing?
a. climbing a mountain
b. going white water rafting
c.going fishing
 2. Lucy was furious about her 2. Lucy was furious about her
spelling grade. She kicked her desk spelling grade. She kicked her desk
and ran out of the classroom. and ran out of the classroom.

Why does the author use the word Why does the author use the word
furious instead of mad in the furious instead of mad in the
example above? example above?
a. Furious is a fancier word a.Furious is a fancier word than mad.
than mad. b.Lucy was really upset.
b. Lucy was really upset. c.Lucy wasn't that mad after all.
c. Lucy wasn't that mad after d.Lucy was going home.
all. 3. Yoshi was in her room reading a
d. Lucy was going home. book. Her mom called her to come
3. Yoshi was in her room reading a downstairs and help. As Yoshi
book. Her mom called her to come entered the kitchen, her mom
downstairs and help. As Yoshi handed her a pile of plates. Yoshi
entered the kitchen, her mom put them on the table and went to
handed her a pile of plates. Yoshi get the silverware and glasses.
put them on the table and went to
get the silverware and glasses. You can conclude that it
is _________. .
You can conclude that it a.dinnertime
is _________. . b.bedtime
a. dinnertime c.time for school
b. bedtime
c. time for school

G. Finding practical applications of Group Activity Group Activity The teacher will call 5 pupils. Each The teacher will call 5 pupils. Each
concepts and skills in daily living
pupil will give at least 3 words with pupil will give at least 3 words with
affixes and use those in a sentence. affixes and use those in a sentence.

H. Making generalizations and What do you consider when drawing What do you consider when drawing What are affixes? What are affixes?
abstractions about the lesson
conclusion to the given situation? conclusion to the given situation?
I. Evaluating learning Directions: Let the pupils listen to
the selection. Let them identify the
story clues that will help them give
the conclusion.
Julio and his father had
been looking forward to their fishing
trip for weeks. They didn't take
much food with them on the trip.
When they started fishing they were
quickly approached by a forest
ranger. He asked Julio's father if he
had a fishing license. Julio's father
reached into his wallet and suddenly
got a terrified look on his face. Julio
was disappointed that night as he
ate dinner.
1.Why did Julio and his father not
take much food with them on the
trip?
a. they didn't want to eat too much
b. they didn't have any food at their
house
c. they were planning on eating the
fish that they caught
d. they don't like to eat fish
2. Which of the following is a
conclusion that can be drawn about
the story?
a. Julio was disappointed at dinner
because he was hoping to have fish
for dinner.
Directions: Let the pupils listen to Encircle the affixes used in the Encircle the affixes used in the
sentences. sentences.
the selection. Let them identify the
story clues that will help them give
the conclusion.
Julio and his father had
been looking forward to their fishing
trip for weeks. They didn't take
much food with them on the trip.
When they started fishing they were
quickly approached by a forest
ranger. He asked Julio's father if he
had a fishing license. Julio's father
reached into his wallet and suddenly
got a terrified look on his face. Julio
was disappointed that night as he
ate dinner.
1.Why did Julio and his father not
take much food with them on the
trip?
a. they didn't want to eat too much
b. they didn't have any food at their
house
c. they were planning on eating the
fish that they caught
d. they don't like to eat fish
2. Which of the following is a
conclusion that can be drawn about
the story?
a. Julio was disappointed at dinner
because he was hoping to have fish
for dinner.
 b. Julio's mother doesn't like fish b. Julio's mother doesn't like fish
c. It takes a long time to catch fish c. It takes a long time to catch fish
d. Julio's father is a better fisherman d. Julio's father is a better fisherman
than Julio than Julio

J. Additional activities for application Refer to LM _______. Refer to LM _______. Write 5 sentences with 5 affixes. Write 5 sentences with 5 affixes.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 21-25,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Provide evidence to support understanding
Read grade level text with accuracy, appropriate and proper expression.
Show tactfulness when communicating with others.

A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various meet various meet various meet various
C. Learning Competencies/Objectives EN5LC-IIIc-2.15 EN5LC-IIIc-2.15 EN5F-IIIc-1.3 EN5F-IIIc-1.3
Write the LC code for each Provide evidence to support Provide evidence to support Read grade level text with Read grade level text with
understanding understanding accuracy, accuracy,
EN5F-IIIc-1.6 EN5F-IIIc-1.6
appropriate rate and appropriate rate and
EN5F-IIIc-1.7 EN5F-IIIc-1.7
proper expression proper expression
II. CONTENT Providing Evidence to Support Providing Evidence to Support Reading grade level text with Reading grade level text with
Understanding Understanding accuracy, appropriate and proper accuracy, appropriate and proper
expression. expression.
Showing tactfulness when Showing tactfulness when
communicating with others. communicating with others.

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages Curriculum guide p. 72 Curriculum guide p. 72 K to 12 Curriculum Guide p. 72 K to 12 Curriculum Guide p. 72

2. Learners Material pages

3. Textbook pages EN5LC III c 2.15 EN5LC III c 2.15 EN5F IIIc-1.3,1.6,1.7 EN5 IIIc-17 EN5F IIIc-1.3,1.6,1.7 EN5 IIIc-17
Developing Reading Power 5 p.2, Developing Reading Power 5 p.2,
139 139
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources pentel pen, manila paper, copy of pentel pen, manila paper, copy of copy of the story, picture, flash card copy of the story, picture, flash card
the story the story
IV. PROCEDURES
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Do you go church every Sunday?
Today you will be able to listen to
the story and you will provide
evidence to support understanding
base on the story you have listen to.
Provide evidence to support
understanding
Listen to the story.
Answer the comprehension check
up.
Let the pupils provide evidence from
their answer to support
understanding on the story listened
to.
Listen to the story. Answer the
question and provide evidence for
your answer.
The Big, Pink Bundle of Joy
Mother has been there for five
days, she could hardly wait to bring
the big, pink bundle of joy to the
children. Mother held the pink
bundle lovingly to her bosom while
father called a taxi.
Where were father and mother?
Why were there?
Where were they going?
Do you go church every Sunday?
Today you will be able to listen to
the story and you will provide
evidence to support understanding
base on the story you have listen to
Provide evidence to support
understanding
Listen to the story.
Answer the comprehension check
up.
Let the pupils provide evidence from
their answer to support
understanding on the story listened
to.
Listen to the story. Answer the
question and provide evidence for
your answer.
The Big, Pink Bundle of Joy
Mother has been there for five
days, she could hardly wait to bring
the big, pink bundle of joy to the
children. Mother held the pink
bundle lovingly to her bosom while
father called a taxi.
Where were father and mother?
Why were there?
Where were they going?
Today you are going to read orally
about the story of The Eyebrow
with accuracy,
appropriate and proper expression.
Show a picture of an eyebrow.
In what part of our body can you see
the eyebrow?
Read grade level text with accuracy,
appropriate and proper expression.
Show tactfulness when
communicating with others.
Read the vocabulary words
beauty sweat
protection rid
Let the pupils read the story.
After everybody read the story,
divide the class in five groups.
Each group will read the story with
accuracy, appropriate and proper
expression.
Answer the comprehension check
up.
Let the pupils read another story A
Visit to the City
A Visit to the City
Mang Tibo had not visited the city
lately. Everytime he came to the
city, he would write his son
to pick him up in the station.
Because he wanted to surprise his
son, he did not write him about his
coming this time.
Mang Tibo was surprised to see the
many changes in the city. When he
got down the bus, he did not know
where to go.
Answer the following question:
What happened to Mang Tibo?
He got lost.
He enjoyed looking around
He took a walk around the place
Today you are going to read orally
about the story of The Eyebrow
with accuracy,
appropriate and proper expression.
Show a picture of an eyebrow.
In what part of our body can you see
the eyebrow?
Read grade level text with accuracy,
appropriate and proper expression.
Show tactfulness when
communicating with others.
Read the vocabulary words
beauty sweat
protection rid
Let the pupils read the story.
After everybody read the story,
divide the class in five groups.
Each group will read the story with
accuracy, appropriate and proper
expression.
Answer the comprehension check
up.
Let the pupils read another story A
Visit to the City
A Visit to the City
Mang Tibo had not visited the city
lately. Everytime he came to the
city, he would write his son
to pick him up in the station.
Because he wanted to surprise his
son, he did not write him about his
coming this time.
Mang Tibo was surprised to see the
many changes in the city. When he
got down the bus, he did not know
where to go.
Answer the following question:
What happened to Mang Tibo?
He got lost.
He enjoyed looking around
He took a walk around the place
 What should Mang Tibo Have done?
gone to the nearest radio and TV
station
gone back to the province at once
look for a policeman and asked for
help
What should Mang Tibo Have done?
gone to the nearest radio and TV
station
gone back to the province at once
look for a policeman and asked for
help

What was Mang Tibo likely to
decide?
Never come to the city again.
Never leave the province.
Never come to the city without
asking his to meet him.
What was Mang Tibo likely to
decide?
Never come to the city again.
Never leave the province.
Never come to the city without
asking his to meet him.

E. Discussing new concepts and
practicing new skills #2
Group Activity
Listen as the teacher read the
story. Base from the story listened
to, the pupils will create their own
question your answer must provide
evidence to support understanding.
Group Activity
Listen as the teacher read the
story. Base from the story listened
to, the pupils will create their own
question your answer must provide
evidence to support understanding.
What have you notice while you
are reading the story?
Is it proper to read the story with
accuracy, appropriate and proper
expression?
In what part of the story you use
accuracy, appropriate and proper
expression?
Let the pupils read again the story
A Visit to the City with accuracy,
appropriate and proper expression.
What have you notice while you
are reading the story?
Is it proper to read the story with
accuracy, appropriate and proper
expression?
In what part of the story you use
accuracy, appropriate and proper
expression?
Let the pupils read again the story
A Visit to the City with accuracy,
appropriate and proper expression.

A Bookworm
Vicente is a bookworm. He likes to
read about almost everything. He
likes to read adventure stories,
nature stories, fairy tales, and
biographies. Whenever he gets hold
of a book, nothing could stop him
from finishing it. He overworks his
eyes by reading. He reads even
when the light is dim.
A Bookworm
Vicente is a bookworm. He likes to
read about almost everything. He
likes to read adventure stories,
nature stories, fairy tales, and
biographies. Whenever he gets hold
of a book, nothing could stop him
from finishing it. He overworks his
eyes by reading. He reads even
when the light is dim.

What do you think will happen to
Vicente?
What should Vicente do to save his
eyes?
Does Vicente know how to take care
of his eyes?
What do you think will happen to
Vicente?
What should Vicente do to save his
eyes?
Does Vicente know how to take care
of his eyes?
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Listen to the story using tape
recorder.
Base from the story listened to
answer the following question and
provide evidence from your answer.
The Ferris Wheel Ride
Myrna was scared to ride on the
ferris wheel. One fiesta day, her
cousin asked her to ride on the ferris
wheel. When the ferris wheel turned
around, Myrna felt dizzy. She
couldnt look down. She felt as if she
was falling.
What do you think did Mryna wish?
Did Myrna enjoy her ride on the
ferris wheel?
What would Myrna do next time?
Group Activity
What have you learned from todays
lesson?
Listen as the teacher read the
selection and answer the following
question.
Insects
Insects are found anywhere. They
are either harmful or beneficial.
The butterfly and the bee are
beneficial. They help pollinate the
flowers.
The dragonfly is also a helpful insect.
It eats other insects that destroy
plants.Ants, flies, cockroaches,
aphids, termites and mosquitoes are
insect pests. They destroy our crops
and homes, cause illnesses, and kill
our plants.
Listen to the story using tape
recorder.
Base from the story listened to
answer the following question and
provide evidence from your answer.
The Ferris Wheel Ride
Myrna was scared to ride on the
ferris wheel. One fiesta day, her
cousin asked her to ride on the ferris
wheel. When the ferris wheel turned
around, Myrna felt dizzy. She
couldnt look down. She felt as if she
was falling.
What do you think did Mryna wish?
Did Myrna enjoy her ride on the
ferris wheel?
What would Myrna do next time?
Group Activity
What have you learned from todays
lesson?
Listen as the teacher read the
selection and answer the following
question.
Insects
Insects are found anywhere. They
are either harmful or beneficial.
The butterfly and the bee are
beneficial. They help pollinate the
flowers.
The dragonfly is also a helpful insect.
It eats other insects that destroy
plants.Ants, flies, cockroaches,
aphids, termites and mosquitoes are
insect pests. They destroy our crops
and homes, cause illnesses, and kill
our plants.
The pupils read a short paragraph
written on the meta card with
accuracy, appropriate and proper
expression
Group Activity
What you have learned from todays
lesson?
Read a short story with accuracy,
appropriate and proper expression
and answer the following question.
Air Pollution
Today, in most cities smoke and
exhaust fumes fill the air and
endanger the health and well-being
of the people. Smoke and exhaust
fumes contain harmful by-products
from gasoline burned in cars and
from factories. Air pollution or smog
is a serious problem in some cities.
Smog consists of smoke and exhaust
fumes mixed with fog.
To control air pollution, smoke
ordinances have been passed.
The pupils read a short paragraph
written on the meta card with
accuracy, appropriate and proper
expression
Group Activity
What you have learned from todays
lesson?
Read a short story with accuracy,
appropriate and proper expression
and answer the following question.
Air Pollution
Today, in most cities smoke and
exhaust fumes fill the air and
endanger the health and well-being
of the people. Smoke and exhaust
fumes contain harmful by-products
from gasoline burned in cars and
from factories. Air pollution or smog
is a serious problem in some cities.
Smog consists of smoke and exhaust
fumes mixed with fog.
To control air pollution, smoke
ordinances have been passed.
 They are harmful to men, animals, They are harmful to men, animals, Smoke-belching Smoke-belching
and plants. and plants. Vehicles are checked and factories Vehicles are checked and factories
are required to reduce fumes are required to reduce fumes
1. What word that ells where insects 1. What word that ells where insects emanating from them. emanating from them.
can be found? can be found?
2 .Write three beneficial insects. 2 .Write three beneficial insects. Choose the letter of the correct Choose the letter of the correct
3. Provide evidence that dragonfly is 3. Provide evidence that dragonfly is answer. answer.
also a helpful insect. also a helpful insect. 1. Smoke and exhaust fumes 6. Smoke and exhaust fumes
4. Name two things which insects 4. Name two things which insects are usually abundant are usually abundant
destroy. destroy. in______________. in______________.
5. Copy the letter that tells what 5. Copy the letter that tells what a. Cities b. Cities
insects may cause. insects may cause. b. farms b. farms
a. floods b. illness c. a. floods b. illness c. c. towns c. towns
raind,tsunami raind,tsunami 2. Pollution is not good for 7. Pollution is not good for
our____________. our____________.
a. Health b. Health
b. mind b. mind
c. spirit c. spirit
3. Smoke and exhaust fumes 8. Smoke and exhaust fumes
contain contain
much___________. much___________.
a. Oxygen d. Oxygen
b. water vapour e. water vapour
c. harmful gas f. harmful gas
4. Air pollution can make us 9. Air pollution can make us
__________. __________.
a. Active d. Active
b. sleepy e. sleepy
c. c. sick f. c. sick
5. When gasoline is burned, 10. When gasoline is burned,
by-products are given off by-products are given off
such as_________. such as_________.
a. Oxygen and nitrogen d. Oxygen and nitrogen
b. Carbon dioxide and e. Carbon dioxide and
water vapor water vapor
c. Smoke and exhaust f. Smoke and exhaust
fumes fumes

J. Additional activities for application Refer to LM _____. Refer to LM _____. Refer to LM____. Refer to LM____.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 28-december 2,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Infer the speakers tone, mood and purpose.
Link comments to the remarks of other.
Observe politeness at all time.

A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various meet various meet various meet various
C. Learning Competencies/Objectives EN5LC-IIId-2.8.1/2.8.2/2.8.3 EN5LC-IIId-2.8.1/2.8.2/2.8.3 EN5V-IIId-20.3 EN5V-IIId-20.3
Write the LC code for each Infer the speakers tone, mood and Infer the speakers tone, mood and Infer the meaning of unfamiliar Infer the meaning of unfamiliar
purpose. purpose. words (compound, affixed) based words (compound, affixed) based
on on
EN5V-IIId-20.4 EN5V-IIId-20.4
given context clues given context clues
(Synonyms (Synonyms
Antonyms Antonyms
word parts) and word parts) and
EN5V-IIId-20.5 EN5V-IIId-20.5
other strategies other strategies
(Health) (Health)
II. CONTENT Mood of speaker tone and purpose Mood of speaker tone and purpose Compound Words Compound Words

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5 LC IIId 2.8.1/2.82/2.8.3 EN5 LC IIId 2.8.1/2.82/2.8.3 EN5-IIId 20.3, 20.4 EN5-IIId 20.3, 20.4
EN5 OL- IIId 2.8 EN5 OL- IIId 2.8
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources copy of the poem, chart, pictures copy of the poem, chart, pictures picture, flash card picture, flash card
IV. PROCEDURES
A. Reviewing previous lesson or Read Mood Poem Read Mood Poem What are the following What are the following
presenting the new lesson pastries/cakes made of? pastries/cakes made of?
Poem Poem
 I love my friend
He went away from me.
Theres nothing more to say.
The poem ends
Soft as it began
I love my friend.
B. Establishing a purpose for the able to infer the speakers tone,
lesson mood and purpose.
C. Presenting examples/instances of Read Antonios story to the pupils.
the new lesson Answer the comprehension check
up.
D. Discussing new concepts and Read Antonios Diary ( See Lesson
practicing new skills #1 Guides in Elementary English 5 p.18-
19 )
Ask the pupils the following
questions:
Who is Antonios friend? Francisca
Is she blind like Antonio? No
When do they meet? every Saturday
afternoon
Where do they meet? at the park
What would Francisca do whenever
she sees Antonio coming? Shouts in
her high voice ( write the answer on
the board )
What would she say? Hello,
Antonio! Lets go! ( write the
answer on the board )
What emotion or mood do the
words and action of Francisca
indicate? Excitement, eagerness (
write the answer on the board )
What would they do in the park?
walk around the park and Francisca
would describe everything she sees
to Antonio
How would they walk around the
park?
Hold hands and talk about things
Francisca see ( write the answer on
I love my friend
He went away from me.
Theres nothing more to say.
The poem ends
Soft as it began
I love my friend.
able to infer the speakers tone,
mood and purpose.
Read Antonios story to the pupils.
Answer the comprehension check
up.
Read Antonios Diary ( See Lesson
Guides in Elementary English 5 p.18-
19 )
Ask the pupils the following
questions:
Who is Antonios friend? Francisca
Is she blind like Antonio? No
When do they meet? every Saturday
afternoon
Where do they meet? at the park
What would Francisca do whenever
she sees Antonio coming? Shouts in
her high voice ( write the answer on
the board )
What would she say? Hello,
Antonio! Lets go! ( write the
answer on the board )
What emotion or mood do the
words and action of Francisca
indicate? Excitement, eagerness (
write the answer on the board )
What would they do in the park?
walk around the park and Francisca
would describe everything she sees
to Antonio
How would they walk around the
park?
Hold hands and talk about things
Francisca see ( write the answer on
cupcakes strawberry
pancakes blueberry
applesauce
Infer the meaning of unfamiliar
words based on the given context
clues. e.g. compound words.
Present the short story to the pupils.
Answer the comprehension check
up.
Let the pupils pick out the
underlined word in the story.
Let the pupils read the story.
One Sunday, afternoon, Julian the
baker is busy making cupcakes and
cooking pancakes. Celano, his
helper, is busy packing applesauce
and strawberry jam. They will bring
these to Chinatown where anybody
can buy them anytime.
Answer the following question
What is the name of the baker?
Who is Julian?
What is the work of the baker?
What does Celano pack?
When did the story happen?
If you were a baker what bread
would you prefer to bake?
What are the underlined word in the
story? (write the answer on the
board)
cupcakes strawberry
pancakes blueberry
applesauce
Infer the meaning of unfamiliar
words based on the given context
clues. e.g. compound words.
Present the short story to the pupils.
Answer the comprehension check
up.
Let the pupils pick out the
underlined word in the story.
Let the pupils read the story.
One Sunday, afternoon, Julian the
baker is busy making cupcakes and
cooking pancakes. Celano, his
helper, is busy packing applesauce
and strawberry jam. They will bring
these to Chinatown where anybody
can buy them anytime.
Answer the following question
What is the name of the baker?
Who is Julian?
What is the work of the baker?
What does Celano pack?
When did the story happen?
If you were a baker what bread
would you prefer to bake?
What are the underlined word in the
story? (write the answer on the
board)

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
the board)
What emotion do these actions
indicate? Friendliness ( write the
answer on the board )
Which action of Antonio tells us that
sometimes he feels sad about being
blind? When he cries
What does Francisca do when she
sees him crying? Hold him tight and
tell him that her eyes are big enough
for the two of them.
What is Franciscas mood feeling as
she holds his hand and tells him
about her eyes? ( compassion )
Could you say that Antonio and
Francisca are close? Why/ Why not?
Yes, they are close because they like
to spend time together, talk about
things and console each other when
one is lonely
What helped us in guessing
Antonios and Franciscas mood?
( their actions and what they say )
So how can we tell the mood of a
person or a character in a story?
( through his /her actions and
utterances/ statement )
Infer the mood of the person
presented in each situation.
Tina saw the thin ragged beggar and
gave him/her last peso.
Clara groped in the dark. She touch
something slimy and hairy. She
shrieked and could not move.
Ana felt like walking on air, and that
everybody loved her trophy from
the judges.
Tony was going to the city for the
first time. He couldnt sit tight. He
pointed at the new things he saw.
Aling Pinang looked at her colorful
garden. Her plants were all flowering
and it was a sight to see.
Divide the pupils into 4 groups.
Distribute to each group, strips of
the board)
What emotion do these actions
indicate? Friendliness ( write the
answer on the board )
Which action of Antonio tells us that
sometimes he feels sad about being
blind? When he cries
What does Francisca do when she
sees him crying? Hold him tight and
tell him that her eyes are big enough
for the two of them.
What is Franciscas mood feeling as
she holds his hand and tells him
about her eyes? ( compassion )
Could you say that Antonio and
Francisca are close? Why/ Why not?
Yes, they are close because they like
to spend time together, talk about
things and console each other when
one is lonely
What helped us in guessing
Antonios and Franciscas mood?
( their actions and what they say )
So how can we tell the mood of a
person or a character in a story?
( through his /her actions and
utterances/ statement )
Infer the mood of the person Can you draw out the meaning of a Can you draw out the meaning of a
presented in each situation. compound word? ( you can try to compound word? ( you can try to
combine the meaning of short combine the meaning of short
Tina saw the thin ragged beggar and word? word?
gave him/her last peso. cupcakes - cakes shaped cupcakes - cakes shaped
Clara groped in the dark. She touch likes cup likes cup
something slimy and hairy. She pancakes - cake fried on a pancakes - cake fried on a
shrieked and could not move. pan pan
Ana felt like walking on air, and that applesauce - sauce made of applesauce - sauce made of
everybody loved her trophy from apple apple
the judges. Chinatown - town of the Chinatown - town of the
Tony was going to the city for the Chinese Chinese
first time. He couldnt sit tight. He anybody - anyone anybody - anyone
pointed at the new things he saw. anytime - at any moment anytime - at any moment
Aling Pinang looked at her colorful
garden. Her plants were all flowering
and it was a sight to see.
Divide the pupils into 4 groups. Write the compound word that Write the compound word that
Distribute to each group, strips of mean the following: mean the following:
____________bell by the door ____________bell by the door

G. Finding practical applications of
concepts and skills in daily living
cartolina with a mood written on
each strip. ( Have a list of suggested
moods) ( happy, sad, afraid,
disappointment, surprise )
Tell each group member to get a
strip of cartolina without showing
what was written on it to the other
group members.
Tell each member to act out or
make facial expression to describe
the mood written on his/her strip
of cartolina while the rest of the
group members guess what that
mood is. Each member will take his
turn.
Infer the general mood of the
situations that I will read to you.
Choose your answer from the
following list of words inside the
box.
cartolina with a mood written on ____________ache or pain at the
each strip. ( Have a list of suggested back of the body
____________cake fried on a pan
moods) ( happy, sad, afraid, ____________room where classes
disappointment, surprise ) are held
____________cloth to cover
Tell each group member to get a
strip of cartolina without showing
what was written on it to the other
group members.
Tell each member to act out or
make facial expression to describe
the mood written on his/her strip
of cartolina while the rest of the
group members guess what that
mood is. Each member will take his
turn.
Infer the general mood of the Each group will do different
situations that I will read to you. activities.
Choose your answer from the
following list of words inside the Group 1
box. Box the correct compound words:
Part of the day between noon and
evening
afterglow afternoon
Air transportation
airport airline
Paper that tells the news
newscast newspaper
Ground or place for playing
playmate playground
Paper with a rough surface
sandpaper sandstorm
____________ache or pain at the
back of the body
____________cake fried on a pan
____________room where classes
are held
____________cloth to cover
Each group will do different
activities.
Group 1
Box the correct compound words:
Part of the day between noon and
evening
afterglow afternoon
Air transportation
airport airline
Paper that tells the news
newscast newspaper
Ground or place for playing
playmate playground
Paper with a rough surface
sandpaper sandstorm

H. Making generalizations and What is inferring? What is inferring? What have you learn from todays What have you learn from todays
abstractions about the lesson lesson? lesson?

I. Evaluating learning Infer the mood of the person who
said each sentence.
Today is the day Ive been waiting
for.
I hate you so much!
We won! We won! the game!.
Your dress is so pretty.
I cant thank you enough for the
help youve given me.
Infer the mood of the person who
said each sentence.
Today is the day Ive been waiting
for.
I hate you so much!
We won! We won! the game!.
Your dress is so pretty.
I cant thank you enough for the
help youve given me.
Write the compound word on the
blank before its meaning.
____________ = a store here
books are sold
____________ = marker placed
between the pages of the book
____________ = a set of shelves
or cabinet for holding books
Write the compound word on the
blank before its meaning.
____________ = a store here
books are sold
____________ = marker placed
between the pages of the book
____________ = a set of shelves
or cabinet for holding books

____________ = a person who ____________ = a person who

 spends much time reading a book spends much time reading a book

_____________ = use to protect _____________ = use to protect

the eyes from the suns glare the eyes from the suns glare

J. Additional activities for application Refer to LM _________. Refer to LM _________. Give the meaning of the following: Give the meaning of the following:
or remediation
seaweeds________________ seaweeds________________
sandcastle________________ sandcastle________________
fishnet___________________ fishnet___________________
swimsuit _________________ swimsuit _________________
fingernails________________ fingernails________________
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time December 5-9,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Infer the meaning of unfamiliar words (compound, affixed) based on given context clues
(synonyms - antonyms word parts)
Observe politeness at all times
Show tactfulness when communicating with others
A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to different text listens critically to different text listens critically to different text types; listens critically to different text types;
types; expresses ideas logically in types; expresses ideas logically in expresses ideas logically in oral and expresses ideas logically in oral and
oral and written forms; needs. oral and written forms; needs. written forms; needs. written forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner...

C. Learning Competencies/Objectives
Write the LC code for each
demonstrates interest in reading to
meet various
EN5V-IIIe-20.3
Infer the meaning of unfamiliar
words (compound, affixed) based
on
demonstrates interest in reading to
meet various
EN5V-IIIe-20.3
Infer the meaning of unfamiliar
words (compound, affixed) based
on
demonstrates interest in reading to
meet various
EN5RC-IIIe-3.2.6
Distinguish text-types according to
features (structural and language)
-Cause and effect
demonstrates interest in reading to
meet various
EN5RC-IIIe-3.2.6
Distinguish text-types according to
features (structural and language)
-Cause and effect

II. CONTENT Compound Words Written as One Compound Words Written as One Distinguish text-types according to Distinguish text-types according to
Word Word features features
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5V - IIIe - 20.3; EN5V - IIIe - 20.4; EN5V - IIIe - 20.3; EN5V - IIIe - 20.4; EN5RC - IIIe EN5RC - IIIe
EN5V - IIIe - 20.5 EN5V - IIIe - 20.5 Curriculum Guide p.73 Curriculum Guide p.73
Lesson Guides in Elementary English 5 Lesson Guides in Elementary English 5
pp. 129 131 pp. 129 131

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Picture Picture Picture Picture
Study the picture. Tell something Study the picture. Tell something Ask :Which four-legged amphibian has Ask :Which four-legged amphibian has
about it. about it. a hard shell for its protection? (turtle) a hard shell for its protection? (turtle)
Tell something about the turtle. Tell something about the turtle.
Are turtles good for a pet? Are turtles good for a pet?
B. Establishing a purpose for the Infer the meaning of unfamiliar
lesson words (compound, affixed) based
on given context clues
(synonyms - antonyms word parts)
C. Presenting examples/instances of Ask a pupil to read a short
the new lesson paragraph presented before them.
One Sunday afternoon, Julian the
baker is busy making cupcakes and
cooking pancakes. Celano, his
helper is busy packing applesauce
and strawberry jam. They will bring
these to Chinatown where anybody
can buy anytime.
D. Discussing new concepts and Ask the pupils the questions that
practicing new skills #1 follow:
What is the name of the bakery?
(Bambis Bakeshop)
Infer the meaning of unfamiliar
words (compound, affixed) based
on given context clues
(synonyms - antonyms word parts)
Ask a pupil to read a short
paragraph presented before them.
One Sunday afternoon, Julian the
baker is busy making cupcakes and
cooking pancakes. Celano, his
helper is busy packing applesauce
and strawberry jam. They will bring
these to Chinatown where anybody
can buy anytime.
Ask the pupils the questions that
follow:
What is the name of the bakery?
(Bambis Bakeshop)
Distinguish text-types according to
features (structural and language)
Cause and Effect
(Through contextual clues and
pictures)
We can identify an animal by the kind
of tracks it leaves on the ground.
A. marks left by a person, animals
B. trail taken by a vehicle
C. a symbol or clue
D. a rough road
Father and mother wait for me at the
porch when I come home late.
A. stairs
B. hallway
C. covered passage
D. roofed shelter before the entrance
of a building
Children waving flag is the sight that
greeted the Secretary of Education
when he arrived.
A. become apparent to the eye
B. receive or acknowledge
C. salute formally
D. welcome
One dark night, Rose opened the
window and to her delight, hundreds
of fireflies were hovering around the
mango tree.
A. enjoyment
B. satisfaction
C. entertainment
D. great pleasure
The slow turtle scrambled into the
water.
A. mixed indiscriminately
B. blended thoroughly
C. stumbled slowly
D. move awkwardly
Tell the pupils that they are going to
read a story entitled Turtle Tale.
Remind the pupils to follow the
standards for listening. As they listen
Distinguish text-types according to
features (structural and language)
Cause and Effect
(Through contextual clues and
pictures)
We can identify an animal by the kind
of tracks it leaves on the ground.
A. marks left by a person, animals
B. trail taken by a vehicle
C. a symbol or clue
D. a rough road
Father and mother wait for me at the
porch when I come home late.
A. stairs
B. hallway
C. covered passage
D. roofed shelter before the entrance
of a building
Children waving flag is the sight that
greeted the Secretary of Education
when he arrived.
A. become apparent to the eye
B. receive or acknowledge
C. salute formally
D. welcome
One dark night, Rose opened the
window and to her delight, hundreds
of fireflies were hovering around the
mango tree.
A. enjoyment
B. satisfaction
C. entertainment
D. great pleasure
The slow turtle scrambled into the
water.
A. mixed indiscriminately
B. blended thoroughly
C. stumbled slowly
D. move awkwardly
Tell the pupils that they are going to
read a story entitled Turtle Tale.
Remind the pupils to follow the
standards for listening. As they listen

E. Discussing new concepts and
practicing new skills #2
Who is Julian? (the baker) What Who is Julian? (the baker) What to the story find out the answer to this to the story find out the answer to this
is the work of a baker? (he bakes is the work of a baker? (he bakes question: question:
bread and pastries) bread and pastries)
What does Celano pack? What does Celano pack? How did Paeng guide the newly How did Paeng guide the newly
(applesauce and strawberry jam) (applesauce and strawberry jam) hatched sea turtles to the sea? hatched sea turtles to the sea?
When did the story When did the story
happen? (one Sunday afternoon) happen? (one Sunday afternoon)
If you were a baker what bread If you were a baker what bread
would you prefer to bake? would you prefer to bake?
(pupils will give varied answers) (pupils will give varied answers)
Look for the underlined words in Look for the underlined words in Read Turtle Tale to the pupils. (Refer Read Turtle Tale to the pupils. (Refer
our story. Write the two words our story. Write the two words to LGEE 5 p. 130) to LGEE 5 p. 130)
found in each word. found in each word.
sunday =sun + day sunday =sun + day Turtle Tale Turtle Tale
afternoon= after + noon afternoon= after + noon
cupcakes =cup + cakes cupcakes =cup + cakes Paeng and Delia loved to play in the Paeng and Delia loved to play in the
pancakes =pan + cakes pancakes =pan + cakes beach so much that they would often beach so much that they would often
applesauce=apple + sauce applesauce=apple + sauce forget the time. When the sun had set, forget the time. When the sun had set,
strawberry=straw + berry strawberry=straw + berry Paeng would remember that their Paeng would remember that their
Chinatown=China + town Chinatown=China + town mother would like them to be home mother would like them to be home
anybody =any + body anybody =any + body before dark. before dark.
anytime =any + time anytime =any + time
One day, Delia saw some prints in the One day, Delia saw some prints in the
These two different These two different sand that led into the ocean. sand that led into the ocean.
words that have been put together words that have been put together
to form a new word is called a to form a new word is called a Paeng! Come look at these. I wonder Paeng! Come look at these. I wonder
compound word. compound word. what animal made these prints, she what animal made these prints, she
cried cried
Can you draw out the meaning of a Can you draw out the meaning of a
compound word? (try to combine compound word? (try to combine I know. I saw the same kind of tracks I know. I saw the same kind of tracks
the meaning of short word) the meaning of short word) two years ago. Theyre turtle tracks. A two years ago. Theyre turtle tracks. A
turtle came to this beach and laid her turtle came to this beach and laid her
eggs. Then I guess she went right back eggs. Then I guess she went right back
into the ocean, Paeng replied. Lets into the ocean, Paeng replied. Lets
follow the tracks and look for the follow the tracks and look for the
nest.So they followed the tracks until nest.So they followed the tracks until
they came upon the turtles nest. they came upon the turtles nest.

Where are the eggs? asked Delia. Where are the eggs? asked Delia.

The mother turtle must have covered The mother turtle must have covered
them with sand to keep the eggs them with sand to keep the eggs
warm, replied Paeng. warm, replied Paeng.

They would have continued with their
investigation but it was getting dark.
Paeng did not want their mother to
worry. So Paeng and Delia raced each
other and headed for the light that
They would have continued with their
investigation but it was getting dark.
Paeng did not want their mother to
worry. So Paeng and Delia raced each
other and headed for the light that
shone on their porch.
Several weeks passed. One night after
supper, Paeng and Delia went outside.
They were so surprised at the sight
that greeted them in the yard.
Mama! Mama! cried Paeng and
Delia.
Their mother quickly ran out to the
porch to see what was happening.
Paengs light shone on dozens and
dozens of tiny crawling sea turtles.
Where did these sea turtles come
from? their mother asked.
Delia remembered the turtle nest.
Mama, we saw a turtle nest several
weeks back. Maybe these turtles came
from the nest, she said.
But why are they here? After they
hatch, the sea turtles head towards the
light. On beaches where people do not
live, the brightest area would be the
waves reflecting the light of the moon
and the stars. So the turtles followed
the house lights. We can help the
turtles find their way to the sea if we
turn off the lights at night as soon as
we finish our chores.
Its a good thing we saw these sea
turtles. If they continued crawling
away from the sea, they would have
been eaten by crabs and other
animals.
If they do not reach the sea, they
would die from loss of water in their
bodies. Come on, lets guide the turtle
to the sea, continued mother.
Paeng got a lamp and to his delight the
sea turtles followed the light of the
lamp. When they reached the shore,
shone on their porch.
Several weeks passed. One night after
supper, Paeng and Delia went outside.
They were so surprised at the sight
that greeted them in the yard.
Mama! Mama! cried Paeng and
Delia.
Their mother quickly ran out to the
porch to see what was happening.
Paengs light shone on dozens and
dozens of tiny crawling sea turtles.
Where did these sea turtles come
from? their mother asked.
Delia remembered the turtle nest.
Mama, we saw a turtle nest several
weeks back. Maybe these turtles came
from the nest, she said.
But why are they here? After they
hatch, the sea turtles head towards the
light. On beaches where people do not
live, the brightest area would be the
waves reflecting the light of the moon
and the stars. So the turtles followed
the house lights. We can help the
turtles find their way to the sea if we
turn off the lights at night as soon as
we finish our chores.
Its a good thing we saw these sea
turtles. If they continued crawling
away from the sea, they would have
been eaten by crabs and other
animals.
If they do not reach the sea, they
would die from loss of water in their
bodies. Come on, lets guide the turtle
to the sea, continued mother.
Paeng got a lamp and to his delight the
sea turtles followed the light of the
lamp. When they reached the shore,

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Compound word comes from two
different words that have been put
together to form a new word with a
different meaning.
Encourage pupils to give their own
examples of compound words.
Write the compound word that
mean the following:
_________ bell by the door
(doorbell)
_________ ache or pain at the
back of the body (backpain)
_________ cake fried on a pan
(pancake)
_________ room where classes
are held (classroom)
_________ cloth to cover
(covercloth)
Compound word comes from two
different words that have been put
together to form a new word with a
different meaning.
Encourage pupils to give their own
examples of compound words.
Write the compound word that
mean the following:
_________ bell by the door
(doorbell)
_________ ache or pain at the
back of the body (backpain)
_________ cake fried on a pan
(pancake)
_________ room where classes
are held (classroom)
_________ cloth to cover
(covercloth)
Paeng waded to the sea and held the
lamp.
Before long, the small sea turtles
scrambled into the water. They raced
in the waves to begin their life in the
sea.
(Lifted from Science and Mathematics
stories, Vol. 1)
Ask the pupils the following questions:
a. Who are the characters in the story?
b. Where did Paeng and Delia love to
play?
c. What does their mother want them
to do at sun down?
d. What did Delia see in the sands one
day?
e. Whose tracks were they?
f. Why did the children decide to give
up with their investigation?
A cause brings about an event but it
can also be a thing or a person. The
cause answers the question why or
what caused it or what the reason was.
Here are some sentences taken from
our story. Lets read them.
They loved to play in the beach so
much that they would often forget the
time.
The mother turtle must have covered
them with sand to keep the eggs
warm.
But house lights shine much brighter
than the moon and the stars so, the
turtles followed the house lights.
If they do not reach the sea as soon as
they hatch, they could die from loss of
water from their body.
Paeng waded to the sea and held the
lamp.
Before long, the small sea turtles
scrambled into the water. They raced
in the waves to begin their life in the
sea.
(Lifted from Science and Mathematics
stories, Vol. 1)
Ask the pupils the following questions:
a. Who are the characters in the story?
b. Where did Paeng and Delia love to
play?
c. What does their mother want them
to do at sun down?
d. What did Delia see in the sands one
day?
e. Whose tracks were they?
f. Why did the children decide to give
up with their investigation?
A cause brings about an event but it
can also be a thing or a person. The
cause answers the question why or
what caused it or what the reason was.
Here are some sentences taken from
our story. Lets read them.
They loved to play in the beach so
much that they would often forget the
time.
The mother turtle must have covered
them with sand to keep the eggs
warm.
But house lights shine much brighter
than the moon and the stars so, the
turtles followed the house lights.
If they do not reach the sea as soon as
they hatch, they could die from loss of
water from their body.
H. Making generalizations and What have you learned from What have you learned from What have you learned from todays What have you learned from todays
abstractions about the lesson todays lesson? todays lesson? lesson? lesson?

I. Evaluating learning Read each sentence and fill in the Read each sentence and fill in the Listen as the teacher read some Listen as the teacher read some
blank with a compound word. blank with a compound word. clauses. Write C if it states a cause and clauses. Write C if it states a cause and
Choose your answer below. Choose your answer below. E if it states an effect. E if it states an effect.

The __________ did their best to
save the burning building.
Please go to the _________ for
some medicine.
Grandfather went to the
barbershop for a ________.
We will go to the ________ to
harvest fruits and vegetables.
I have ________ maybe because I
ate too much.
The __________ did their best to
save the burning building.
Please go to the _________ for
some medicine.
Grandfather went to the
barbershop for a ________.
We will go to the ________ to
harvest fruits and vegetables.
I have ________ maybe because I
ate too much.
_____ 1. There was a fire.
_____ 2. So, all the people are busy.
_____ 3 .Because of the heavy rain.
_____ 4. Mother reminded me to
bring my raincoat.
_____ 5. Since the child is very active.
_____ 1. There was a fire.
_____ 2. So, all the people are busy.
_____ 3 .Because of the heavy rain.
_____ 4. Mother reminded me to
bring my raincoat.
_____ 5. Since the child is very active.

J. Additional activities for application Read each sentence and box the
or remediation correct compound word.
Daylight begins at early morning.
We put all our toys in the
playroom.
I got sunburn when we went to the
beach.
The teacher told the students to
underline the correct answer.
We have P. E. in the afternoon.
Read each sentence and box the
correct compound word.
Daylight begins at early morning.
We put all our toys in the
playroom.
I got sunburn when we went to the
beach.
The teacher told the students to
underline the correct answer.
We have P. E. in the afternoon.
Complete the sentences by giving a
possible cause.
1. I have sprained an ankle
_________.
2. _________ Mother scolded me.
3. _________ if the cleaners do their
responsibilities
4. We were not able to catch our train
_________.
Complete the sentences by giving a
possible cause.
1. I have sprained an ankle
_________.
2. _________ Mother scolded me.
3. _________ if the cleaners do their
responsibilities
4. We were not able to catch our train
_________.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time December 12-16,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Show enjoyment in listening to a story.
Answer question about the story listened to.
A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various meet various meet various meet various
C. Learning Competencies/Objectives EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3
Write the LC code for each EN5F-IIIg-1.7 EN5F-IIIg-1.7 EN5F-IIIg-1.7 EN5F-IIIg-1.7
Observe accuracy, appropriate rate Observe accuracy, appropriate rate Observe accuracy, appropriate rate Observe accuracy, appropriate rate
and proper expressions in choral, and proper expressions in choral, and proper expressions in choral, and proper expressions in choral,
echo and shadow echo and shadow echo and shadow echo and shadow
II. CONTENT The Owl and the Dove The Owl and the Dove The Owl and the Dove The Owl and the Dove

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages k-12 Curriculum Guide 4 k-12 Curriculum Guide 4 k-12 Curriculum Guide 4 k-12 Curriculum Guide 4
EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17
EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7
EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3
EN5SS-IIIg-4 EN5SS-IIIg-4 EN5SS-IIIg-4 EN5SS-IIIg-4
EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7
EN5A-IIIg-16 EN5A-IIIg-16 EN5A-IIIg-16 EN5A-IIIg-16
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Short listening selection Short listening selection Short listening selection Short listening selection
Short reading selection Short reading selection Short reading selection Short reading selection
Chart Chart Chart Chart
Magazine/newspaper Magazine/newspaper Magazine/newspaper Magazine/newspaper
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation

IV. PROCEDURES
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Spelling: Say and Spell on air
Anymore
inquired
Dislike
Troubles
Hoot
Answer question about the story
listened to.
Identify the word that means the
underlined word in each sentence.
People dislike the owl because of
the loud sound (hoot, speaker,
laughter) it produces.
Where are you going? inquired the
dove. ( asked, answered, added)
Have you encountered a dove and
an owl in any medium picture,
realia, etc.?
In what direction do you usually see
them moving/flying?
Reading the story
Tongue Twister
1. Realize that Philippines legends
enrich our culture.
2. Use the vocabularies in
community English.
3. Read the selection with full
comprehension.
Contextual Clues (Synonyms)
Circle the meaning each underlined
word.
1. After the father was gone, she
step into the cave. (entered, slept,
wandered)
2. The waves on the shore and sea
shells fascinated her (frightened,
allure, angered)
3. But a great billow flying has out
into the sea ( earthquake, wave,
wind)
4. His fears was confirmed upon
seeing the clothing on water
(disappeared, stopped,
strengthened)
5. When he got exhausted, he rested
upon the shore and soon fell into
slumber. (Sleepy, hungry, tired)
Do you know how the 3 islands,
Luzon, Visaya, and Mindanao came
into existence?
Long time ago, the Philippines was
divided into 3 big islands of Luzon,
Visayas and Mindanao.
Ask: What led to the separation of
those islands and what was the
effect?
Read the story aloud. Each group
will read one paragraph.
The teacher ask questions after each
read paragraph.
Tongue Twister
1. Realize that Philippines legends
enrich our culture.
2. Use the vocabularies in
community English.
3. Read the selection with full
comprehension.
Contextual Clues (Synonyms)
Circle the meaning each underlined
word.
1. After the father was gone, she
step into the cave. (entered, slept,
wandered)
2. The waves on the shore and sea
shells fascinated her (frightened,
allure, angered)
3. But a great billow flying has out
into the sea ( earthquake, wave,
wind)
4. His fears was confirmed upon
seeing the clothing on water
(disappeared, stopped,
strengthened)
5. When he got exhausted, he rested
upon the shore and soon fell into
slumber. (Sleepy, hungry, tired)
Do you know how the 3 islands,
Luzon, Visaya, and Mindanao came
into existence?
Long time ago, the Philippines was
divided into 3 big islands of Luzon,
Visayas and Mindanao.
Ask: What led to the separation of
those islands and what was the
effect?
Read the story aloud. Each group
will read one paragraph.
The teacher ask questions after each
read paragraph.
Tongue Twister
1. Realize that Philippines legends
enrich our culture.
2. Use the vocabularies in
community English.
3. Read the selection with full
comprehension.
Contextual Clues (Synonyms)
Circle the meaning each underlined
word.
1. After the father was gone, she
step into the cave. (entered, slept,
wandered)
2. The waves on the shore and sea
shells fascinated her (frightened,
allure, angered)
3. But a great billow flying has out
into the sea ( earthquake, wave,
wind)
4. His fears was confirmed upon
seeing the clothing on water
(disappeared, stopped,
strengthened)
5. When he got exhausted, he rested
upon the shore and soon fell into
slumber. (Sleepy, hungry, tired)
Do you know how the 3 islands,
Luzon, Visaya, and Mindanao came
into existence?
Long time ago, the Philippines was
divided into 3 big islands of Luzon,
Visayas and Mindanao.
Ask: What led to the separation of
those islands and what was the
effect?
Read the story aloud. Each group
will read one paragraph.
The teacher ask questions after each
read paragraph.
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Let us predict and fill the chart to
answer each question.
Why does the owl/dove fly toward
the chosen direction?
During Listening
Read the story to the pupils
accurately and clearly. Pause once in
a while to ask questions.
Today you are going to listen to the
story of the owl and the dove.
Ask: Why does the owl move to
the west?
If he moves to the west,
will he be liked by the people there?
If you were the owl, will
you do the same? Why?
What is the story all about?
Cooperative Group Activities
Group 1- Play the role of the dove
and the owl.
Group 2- Draw the eyes of an owl
and write their advantages.
Group 3- Draw a dove and write the
words that symbolize it.
Group I Draw Luzon and the crops
raised in it. Label them
Group II Draw Visayas and the
products raised in it. Label them
Group III Draw Mindanao and the
basic foods develop there. Label
them.
Pupils are grown to do great work.
What happened to the 3 sisters?
How are the 3 islands called today?
Assessments:
If the Philippines hadnt been
divided what could be the effects?
What have you learned from
todays lesson?
1. The article is about
a. The 3Philippine islands
b. The disappearance of the 3 sisters
c. Why the 3 daughters drowned
2. While not directly stated, the
giant was _
a. Carpenter
b. Former
c. Fisherman
3. He is the first paragraph refers to
__________
4. In the appearance of the 3 islands,
the giant was_
a. Excited
b. Sad
c. Afraid
5. The reading selection is a _
a. Fable
b. Legend
Group I Draw Luzon and the crops
raised in it. Label them
Group II Draw Visayas and the
products raised in it. Label them
Group III Draw Mindanao and the
basic foods develop there. Label
them.
Pupils are grown to do great work.
What happened to the 3 sisters?
How are the 3 islands called today?
Assessments:
If the Philippines hadnt been
divided what could be the effects?
What have you learned from
todays lesson?
1. The article is about
a. The 3Philippine islands
b. The disappearance of the 3 sisters
c. Why the 3 daughters drowned
2. While not directly stated, the
giant was _
a. Carpenter
b. Former
c. Fisherman
3. He is the first paragraph refers to
__________
4. In the appearance of the 3 islands,
the giant was_
a. Excited
b. Sad
c. Afraid
5. The reading selection is a _
a. Fable
b. Legend
Group I Draw Luzon and the crops
raised in it. Label them
Group II Draw Visayas and the
products raised in it. Label them
Group III Draw Mindanao and the
basic foods develop there. Label
them.
Pupils are grown to do great work.
What happened to the 3 sisters?
How are the 3 islands called today?
Assessments:
If the Philippines hadnt been
divided what could be the effects?
What have you learned from
todays lesson?
1. The article is about
a. The 3Philippine islands
b. The disappearance of the 3 sisters
c. Why the 3 daughters drowned
2. While not directly stated, the
giant was _
a. Carpenter
b. Former
c. Fisherman
3. He is the first paragraph refers to
__________
4. In the appearance of the 3 islands,
the giant was_
a. Excited
b. Sad
c. Afraid
5. The reading selection is a _
a. Fable
b. Legend
 c. Tale c. Tale c. Tale

J. Additional activities for application Cut a feature article from a Refer to LM _______. Refer to LM _______. Refer to LM _______.
or remediation magazine and paste it on the page of
your notebook. Be ready to explain
it.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time December 19-23,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Express a point of view clearly and briefly.
A. Content Standards The learner. The learner. The learner. Christmas Break Christmas Break

listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner... The learner...

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to

meet various meet various meet various
C. Learning Competencies/Objectives EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7
Write the LC code for each Write a 3-paragraph feature article Write a 3-paragraph feature article Write a 3-paragraph feature article

II. CONTENT Writing a paragraph Writing a paragraph Writing a paragraph

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages English Matters 6 (Reading) p.153K- English Matters 6 (Reading) p.153K- English Matters 6 (Reading) p.153K-
12 Curriculum Guide in English 5 12 Curriculum Guide in English 5 12 Curriculum Guide in English 5
(EN5LC III h 3.17) (EN5LC III h 3.17) (EN5LC III h 3.17)

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
chart, picture of a king, strips of
cartolina
Listen as I say the words. Take note
of the common letters and common
sound:
chart, picture of a king, strips of
cartolina
Listen as I say the words. Take note
of the common letters and common
sound:
chart, picture of a king, strips of
cartolina
Listen as I say the words. Take note
of the common letters and common
sound:

/k/ /kw/ /k/ /kw/ /k/ /kw/

king queen king queen king queen
stocky quilt stocky quilt stocky quilt
thick quickly thick quickly thick quickly
chicken quit chicken quit chicken quit
 asked quiver
freakish quench
B. Establishing a purpose for the Express a point of view clearly and
lesson briefly.
C. Presenting examples/instances of Tell the meaning of the underlined
the new lesson phrase in each sentence through
contextual clues/
The rich man wears a quilt robe. The
paddled coverlet garment was made
by a famous stylist.
Cover your bared stocky body with a
towel. It is not use to cool air
exposure. You might get old.
When the boy was caught telling a
lie; he quivered with shame. His
trembling body stopped only when
his parents came.
Hey, stop having a freakish dream. It
is not becoming to you. Be realistic.
D. Discussing new concepts and Listen attentively to the selection.
practicing new skills #1
Find out the different feelings of the
character while playing the role of a
king.
Ask: Have you identified the
asked quiver
freakish quench
Express a point of view clearly and
briefly.
Tell the meaning of the underlined
phrase in each sentence through
contextual clues/
The rich man wears a quilt robe. The
paddled coverlet garment was made
by a famous stylist.
Cover your bared stocky body with a
towel. It is not use to cool air
exposure. You might get old.
When the boy was caught telling a
lie; he quivered with shame. His
trembling body stopped only when
his parents came.
Hey, stop having a freakish dream. It
is not becoming to you. Be realistic.
Listen attentively to the selection.
Find out the different feelings of the
character while playing the role of a
king.
Ask: Have you identified the
asked quiver
freakish quench
Express a point of view clearly and
briefly.
Tell the meaning of the underlined
phrase in each sentence through
contextual clues/
The rich man wears a quilt robe. The
paddled coverlet garment was made
by a famous stylist.
Cover your bared stocky body with a
towel. It is not use to cool air
exposure. You might get old.
When the boy was caught telling a
lie; he quivered with shame. His
trembling body stopped only when
his parents came.
Hey, stop having a freakish dream. It
is not becoming to you. Be realistic.
Listen attentively to the selection.
Find out the different feelings of the
character while playing the role of a
king.
Ask: Have you identified the

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
different feelings experienced by the
character?
Have you ever thought of the
authors purposes for writing?
Authors may either entertain,
persuade, explain, give factual
information or describe. When they
persuade or convince, they write
their point of view.
Read the paragraph and understand.
Then give your own point of view.
Write Afraid, Ashamed,
Doubtful, and Proud or satisfied
before each blank.
____________1. I was tickled by the
thought that Ill wear a quilt robe
which quickly changed Fashion
today.
____________2. With the robe, I
suddenly had a stocky body, a
physique which I found unique.
____________3. It was so thick\ that
I perspired profusely like a fried
chicken.
____________4. I decided to quit
and to quivere with shame
____________5. I felt so thirsty that
I asked for water to quench my
freakish dream
Read the passage below. Tell the
purpose of the author: Support your
answer.
to describe
to persuade
different feelings experienced by the
character?
Have you ever thought of the
authors purposes for writing?
Authors may either entertain,
persuade, explain, give factual
information or describe. When they
persuade or convince, they write
their point of view.
Read the paragraph and understand.
Then give your own point of view.
Write Afraid, Ashamed,
Doubtful, and Proud or satisfied
before each blank.
____________1. I was tickled by the
thought that Ill wear a quilt robe
which quickly changed Fashion
today.
____________2. With the robe, I
suddenly had a stocky body, a
physique which I found unique.
____________3. It was so thick\ that
I perspired profusely like a fried
chicken.
____________4. I decided to quit
and to quivere with shame
____________5. I felt so thirsty that
I asked for water to quench my
freakish dream
Read the passage below. Tell the
purpose of the author: Support your
answer.
to describe
to persuade
different feelings experienced by the
character?
Have you ever thought of the
authors purposes for writing?
Authors may either entertain,
persuade, explain, give factual
information or describe. When they
persuade or convince, they write
their point of view.
Read the paragraph and understand.
Then give your own point of view.
Write Afraid, Ashamed,
Doubtful, and Proud or satisfied
before each blank.
____________1. I was tickled by the
thought that Ill wear a quilt robe
which quickly changed Fashion
today.
____________2. With the robe, I
suddenly had a stocky body, a
physique which I found unique.
____________3. It was so thick\ that
I perspired profusely like a fried
chicken.
____________4. I decided to quit
and to quivere with shame
____________5. I felt so thirsty that
I asked for water to quench my
freakish dream
Read the passage below. Tell the
purpose of the author: Support your
answer.
to describe
to persuade
 to entertain to entertain to entertain
to give facts to give facts to give facts
to explain to explain to explain

H. Making generalizations and A point of view refers to the manner A point of view refers to the manner A point of view refers to the manner
abstractions about the lesson of viewing things or attribute about of viewing things or attribute about of viewing things or attribute about
something something something

I. Evaluating learning Read the passage below to note the Read the passage below to note the Read the passage below to note the
authors point of view. Write the authors point of view. Write the authors point of view. Write the
best phrase to complete each best phrase to complete each best phrase to complete each
sentence. sentence. sentence.

Do you believe that extinction is
forever? Let us do something to
avoid similar findings. The Philippine
eagles population is being
drastically reduced. Every year,
these birds are being haunted for
what? For decoration and for food.
The eggs are also edible. The laws
that protect eagles can either be
inadequate or without proper
enforcement.
Do you believe that extinction is
forever? Let us do something to
avoid similar findings. The Philippine
eagles population is being
drastically reduced. Every year,
these birds are being haunted for
what? For decoration and for food.
The eggs are also edible. The laws
that protect eagles can either be
inadequate or without proper
enforcement.
Do you believe that extinction is
forever? Let us do something to
avoid similar findings. The Philippine
eagles population is being
drastically reduced. Every year,
these birds are being haunted for
what? For decoration and for food.
The eggs are also edible. The laws
that protect eagles can either be
inadequate or without proper
enforcement.

J. Additional activities for application Refer to LM _____. Refer to LM _____. Refer to LM _____.
or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 2-7,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Identify Point-of-View in a story
Perform a choral, echo and shadow reading using the appropriate rate and proper expressions.
Show politeness at all times

A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various meet various meet various meet various
C. Learning Competencies/Objectives EN5LC-IIIh-3.17 EN5LC-IIIh-3.17 EN5F-IIIh-1.3 EN5F-IIIh-1.3
Write the LC code for each Identify point-of-view Identify point-of-view EN5F-IIIh-1.7 EN5F-IIIh-1.7
Observe accuracy, appropriate rate Observe accuracy, appropriate rate
and proper expressions in choral, and proper expressions in choral,
echo and shadow reading echo and shadow reading
II. CONTENT Identifying Point of View Identifying Point of View Observe accuracy, appropriate rate Observe accuracy, appropriate rate
and proper expressions in choral, and proper expressions in choral,
echo and shadow reading. echo and shadow reading.
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN 5 LC III; 3.17Developing EN 5 LC III; 3.17Developing EN 5 F-IIIc; 1.7 English for you and EN 5 F-IIIc; 1.7 English for you and
Reading Power 5 p.2 p.10 p.12 p.16 Reading Power 5 p.2 p.10 p.12 p.16 me 5 p.126 me 5 p.126
p.20 p.20

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The teacher will play a story using a
cassette/CD
The teacher will play a story using a
cassette/CD
Who among you are member of
church choir? How do the members
of the choir sings?
Today we will learn how to observe
accuracy, appropriate rate and
Who among you are member of
church choir? How do the members
of the choir sings?
Today we will learn how to observe
accuracy, appropriate rate and

B. Establishing a purpose for the Learn how to get the point of view in
lesson a story
C. Presenting examples/instances of The Eyebrows
the new lesson Eyebrows are part of the face which
serves two purposes for beauty
and protection. Eyebrows made the
face look more beautiful by calling
attention to the eyes. They make the
eyes look healthier and brighter.
Eyebrows do not only beautify the
face but also protect the eye from
sweat. Without the eyebrows, drops
of sweat may run into the eyes and
blur the sight. Sweat itself is a waste
product and should be rid off.
Our lesson for today has something
to do with identifying the point of
view in a story
D. Discussing new concepts and The teacher will ask the students to
practicing new skills #1 listen to the story very well and let
them give theimportance of what
they have heard.
Magnets
Magnet attracts objects made of
steel, iron and other metals. The
discovery of themagnets and the
many things that have been made
out of it had brought many
discoveries and useful things. The
magnet makes possible the compass
that was used and still being used by
travelers, pilot, sailor, boy scouts,
Learn how to get the point of view in
a story
The Eyebrows The teacher will play a video clip
Eyebrows are part of the face which
serves two purposes for beauty
and protection. Eyebrows made the
face look more beautiful by calling
attention to the eyes. They make the
eyes look healthier and brighter.
Eyebrows do not only beautify the
face but also protect the eye from
sweat. Without the eyebrows, drops
of sweat may run into the eyes and
blur the sight. Sweat itself is a waste
product and should be rid off.
Our lesson for today has something
to do with identifying the point of
view in a story
The teacher will ask the students to
listen to the story very well and let
them give theimportance of what
they have heard.
Magnets
Magnet attracts objects made of
steel, iron and other metals. The
discovery of themagnets and the
many things that have been made
out of it had brought many
discoveries and useful things. The
magnet makes possible the compass
that was used and still being used by
travelers, pilot, sailor, boy scouts,
proper expressions in choral, echo
and shadow reading. The teacher
will let the class sing Hello!!! Hello!!!
by group.
Group Activity
(Hello, Hello)
Hello, Hello,Hello,
Hello, How do you do
Im Glad to be with you
And you, and you and you!!
Tralalalalalalalala!! 3x
Observe accuracy, appropriate rate
and proper expressions in choral,
echo and shadow reading.
The teacher will play a video clip
showing a reader theaterafter
watching she will ask the students to
perform a reader theater w/ proper
pronunciation and expressions as
what they have watched.
The teacher will play a poem recited
in coral to show the appropriate,
and accuracy and proper expression
is reading.
Song
Behold the beautiful land
The young hills and the corn
In the green river womb
Children are born
Honeys in the forest
Blue fish in the sea
The ash gray of the cleanings
Grows grains for me
proper expressions in choral, echo
and shadow reading. The teacher
will let the class sing Hello!!! Hello!!!
by group.
Group Activity
(Hello, Hello)
Hello, Hello,Hello,
Hello, How do you do
Im Glad to be with you
And you, and you and you!!
Tralalalalalalalala!! 3x
Observe accuracy, appropriate rate
and proper expressions in choral,
echo and shadow reading.
showing a reader theaterafter
watching she will ask the students to
perform a reader theater w/ proper
pronunciation and expressions as
what they have watched.
The teacher will play a poem recited
in coral to show the appropriate,
and accuracy and proper expression
is reading.
Song
Behold the beautiful land
The young hills and the corn
In the green river womb
Children are born
Honeys in the forest
Blue fish in the sea
The ash gray of the cleanings
Grows grains for me

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
soldier, engineers and others. The
magnet W/C makes use of electricity
has made all types of electric and
industrial motor.
The teacher will tell tell/read a story
and she will give the point of view of
the story, She will explain how to get
the important idea in a story
Why we cook the Food
We Eat
We cook our food for there are
reasons to make food palatable
and appetizing, to soften hard and
tough foods, and to kill any microbe
that may happen in the food.
There are many ways of preparing
food. Food can be fried,boiled,
roasted, baked, steamed, stewed or
sauted. They can be cooked but
some are eaten raw.
Another story will be heard and the
students will be the one who give
the point of view in the story heard
with the guide of the teacher.
Air Pollution
Today, in most cities, smoke and
exhaust fumes fill the airand
endanger the health and the well
being of the people. Smoke and
exhaust fumes contain harmful by-
products from gasoline burned in
cars and from factories. Air pollution
or smog is a serious problem in
some cities. Smog consists of smoke
and exhaust fumes mixed w/ fog.
To control air pollution, smoke
ordinance have been passed. Smoke
belching vehicles and factories are
required to reduce fumes emanating
from them.
soldier, engineers and others. The The teacher will explain how the The teacher will explain how the
magnet W/C makes use of electricity words are properly pronounced, and words are properly pronounced, and
has made all types of electric and read. She also explains the proper read. She also explains the proper
industrial motor. and accurate expression when and accurate expression when
reading this kind of texts. reading this kind of texts.
The teacher will group the class into The teacher will group the class into
5 and each group will be given a task 5 and each group will be given a task
to be performed in the class. to be performed in the class.
Group 1- choral singing Group 1- choral singing
Group 2- Speech Group 2- Speech
Group3- Poem Recitation Group3- Poem Recitation
The teacher will tell tell/read a story The teacher will show a video clip The teacher will show a video clip
and she will give the point of view of showing choral recitation and guides showing choral recitation and guides
the story, She will explain how to get the pupil to make their own critic the pupil to make their own critic
the important idea in a story
about the video clip. about the video clip.
Why we cook the Food
We Eat
We cook our food for there are
reasons to make food palatable
and appetizing, to soften hard and
tough foods, and to kill any microbe
that may happen in the food.
There are many ways of preparing
food. Food can be fried,boiled,
roasted, baked, steamed, stewed or
sauted. They can be cooked but
some are eaten raw.
Another story will be heard and the Group Activity Group Activity
students will be the one who give
the point of view in the story heard
with the guide of the teacher.
Air Pollution
Today, in most cities, smoke and
exhaust fumes fill the airand
endanger the health and the well
being of the people. Smoke and
exhaust fumes contain harmful by-
products from gasoline burned in
cars and from factories. Air pollution
or smog is a serious problem in
some cities. Smog consists of smoke
and exhaust fumes mixed w/ fog.
To control air pollution, smoke
ordinance have been passed. Smoke
belching vehicles and factories are
required to reduce fumes emanating
from them.
G. Finding practical applications of The teacher will read a story, then The teacher will read a story, then Group Activity Group Activity
concepts and skills in daily living ask the student to write or orally ask the student to write or orally
the point of view that can be the point of view that can be
found in the story heard found in the story heard

Purifying Drinking Water Purifying Drinking Water

H. Making generalizations and
abstractions about the lesson
There are different ways of purifying
water for drinking purposes.
Distillation is one. Distilled water is
made by evaporating and then
condensing the water vapor from
the boiling water. Bacteria are
removed by passing water through a
filter. Adding chemicals to the water
also makes it pure. But the best way
of purifying water at home is by
boiling it. When water is boiled, the
bacteria in it are surely killed.
How do we get the point of view in
a story heard?
There are different ways of purifying
water for drinking purposes.
Distillation is one. Distilled water is
made by evaporating and then
condensing the water vapor from
the boiling water. Bacteria are
removed by passing water through a
filter. Adding chemicals to the water
also makes it pure. But the best way
of purifying water at home is by
boiling it. When water is boiled, the
bacteria in it are surely killed.
How do we get the point of view in What have you learned from todays What have you learned from todays
a story heard? lesson? lesson?

I. Evaluating learning T The teacher will ask the students to The teacher will give an envelope to The teacher will give an envelope to
he teacher will ask the students to make a role play and their each group containing task card and each group containing task card and
make a role play and their classmates will identify the point of the student will present it in the the student will present it in the
classmates will identify the point of view they want to emphasize. given situation. given situation.
view they want to emphasize. (Group activity)
(Group activity) Choral singing Choral singing

Reader theater Reader theater

Echo reading Echo reading

J. Additional activities for application Refer to LM_____. Refer to LM_____. Write a sample piece for speech Write a sample piece for speech
or remediation choir. choir.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 9-13,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration of others

Write /compose a particular kind of sentence for a specific purpose and audience expressing opinion and emotion

A. Content Standards The learner. The learner. The learner. The learner. Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner...

demonstrates interest in reading to
meet various
C. Learning Competencies/Objectives EN5SS-IIIj-4
Write the LC code for each Organize information from
secondary sources in preparation for
writing, reporting and similar
academic tasks in collaboration with
others
II. CONTENT Organizing information from
secondary sources in preparation for
writing, reporting and similar
academics tasks in collaboration w/
others.
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN 5 SS-III; 4
English Lesson Guide p. 237-
demonstrates interest in reading to
meet various
EN5SS-IIIj-4
Organize information from
secondary sources in preparation for
writing, reporting and similar
academic tasks in collaboration with
others
Organizing information from
secondary sources in preparation for
writing, reporting and similar
academics tasks in collaboration w/
others.
EN 5 SS-III; 4
English Lesson Guide p. 237-
demonstrates interest in reading to
meet various
EN5G-IIIj-1.8.10
Use a particular kind of sentence for
a specific purpose and audience
-expressing opinions/
Emotions
Use particular kind of sentence for a
specific purpose and audience
expressing opinions and emotions
EN5 G IIIi 1.8.10
English Expressways 5 p.124
demonstrates interest in reading to
meet various
EN5G-IIIj-1.8.10
Use a particular kind of sentence for
a specific purpose and audience
-expressing opinions/
Emotions
Use particular kind of sentence for a
specific purpose and audience
expressing opinions and emotions
EN5 G IIIi 1.8.10
English Expressways 5 p.124

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Newspaper, chart of news report Newspaper, chart of news report Newspaper, video clips, magazines Newspaper, video clips, magazines
Strips of Cartolina Strips of Cartolina

IV. PROCEDURES
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Recap of the previous lesson
Know how to organize information
from secondary sources is
preparation for writing, reporting
and similar academic tasks in
collaboration w/ others
What reading material do you have
at home?
Are newspapers good to read? Why
The teacher will group the class into
4; each group will be given a
newspaper and a cartolina. Each
group will read an article and they
will write the important facts from
it. W/c will be use for writing or
reporting.
Class this activity has something to
do w/ our lesson for today.
Organizing information from
secondary sources in preparation for
writing, reporting and similar
academic tasks in collaboration w/
others.
The teacher will assign a pupil to
read aloud the news report on the
chart while the other pupils read
silently.
Ask the students to write important
points from the news heard.
Recap of the previous lesson
Know how to organize information
from secondary sources is
preparation for writing, reporting
and similar academic tasks in
collaboration w/ others
What reading material do you have
at home?
Are newspapers good to read? Why
The teacher will group the class into
4; each group will be given a
newspaper and a cartolina. Each
group will read an article and they
will write the important facts from
it. W/c will be use for writing or
reporting.
Class this activity has something to
do w/ our lesson for today.
Organizing information from
secondary sources in preparation for
writing, reporting and similar
academic tasks in collaboration w/
others.
The teacher will assign a pupil to
read aloud the news report on the
chart while the other pupils read
silently.
Ask the students to write important
points from the news heard.
Do you still remember what are the
different kinds of sentence
according to
Use? Identify them and give
example of each kind.
These kind of sentence has
something to do with our lesson for
today The Use of particular kind of
sentence for a specific purpose and
audience expressing opinions/
emotions.
Write /compose particular kind of
sentence for a specific purpose and
audience expressing opinion and
emotion
The teacher will show some
situation through video clip and the
students will write on a cartolina
strips provided by the teacher the
emotions /opinion they feel upon
watching each video clips.
The teacher will read a news from a
news paper . Then she will give her
opinion emotion about what she has
read. Then she will write it on a
cartolina using declarative sentence
or exclamatory sentence.
The teacher will allow the students
to read an article on a magazine and
let them express their emotions/
Do you still remember what are the
different kinds of sentence
according to
Use? Identify them and give
example of each kind.
These kind of sentence has
something to do with our lesson for
today The Use of particular kind of
sentence for a specific purpose and
audience expressing opinions/
emotions.
Write /compose particular kind of
sentence for a specific purpose and
audience expressing opinion and
emotion
The teacher will show some
situation through video clip and the
students will write on a cartolina
strips provided by the teacher the
emotions /opinion they feel upon
watching each video clips.
The teacher will read a news from a
news paper . Then she will give her
opinion emotion about what she has
read. Then she will write it on a
cartolina using declarative sentence
or exclamatory sentence.
The teacher will allow the students
to read an article on a magazine and
let them express their emotions/
 opinions about the articles they opinions about the articles they
have read on a cartolina. have read on a cartolina.

E. Discussing new concepts and Arrange the following sentences to
practicing new skills #2 form a report. Follow the format
below. (The sentences must be
written on strips of cartolina).
(Group Activity)
Arrange the following sentences to
form a report. Follow the format
below. (The sentences must be
written on strips of cartolina).
(Group Activity)
The teacher will show a video clip The teacher will show a video clip
and she will write the emotions and she will write the emotions
opinion she feels about the video opinion she feels about the video
using a particular kind of sentence. using a particular kind of sentence.

F. Developing mastery On a one whole sheet of paper, On a one whole sheet of paper, Ask the students to reminisced their Ask the students to reminisced their
(Leads to Formative Assessment 3) arrange and write the sentences into arrange and write the sentences into experience last summer and experience last summer and
a news report. a news report. construct a paragraph using the construct a paragraph using the
particular kind of sentence. particular kind of sentence.

G. Finding practical applications of Continuation.... Continuation.... Group Activity Group Activity

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Share what have you learned today. Share what have you learned today. What have you learned from our What have you learned from our
lesson today? How do you expressed lesson today? How do you expressed
your emotion /opinion about what your emotion /opinion about what
have you heard, read or watched. have you heard, read or watched.

I. Evaluating learning Write a brief report about your Write a brief report about your The teacher will play a video clip The teacher will play a video clip and
community. Be able to follow the community. Be able to follow the and make express your opinion/ make express your opinion/
points to remember/pattern in points to remember/pattern in emotion about it. Write it in a emotion about it. Write it in a
writing a report. writing a report. paragraph form. paragraph form.

J. Additional activities for application Write a sample report. Write a sample report. Refer to LM ______. Refer to LM ______.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 16-20,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Remember the mechanics in writing a paragraph.
A. Content Standards The learner. The learner. Review Periodical Test Periodical Test

listens critically to different text listens critically to different text

types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs.

B. Performance Standards The learner... The learner...

demonstrates interest in reading to demonstrates interest in reading to

C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
meet various
EN5G-IIIj-1.8.10
Use a particular kind of sentence
for a specific purpose and
audience
-expressing opinions/
Emotions
expressing opinions/
Emotions
EN5-WC- IIIi-2.2.7
The teacher will ask the students if
they know the plant COCONUT, then
they will be ask to write the benefits
that we can get from coconut on the
metacards given by the teacher.
meet various
EN5G-IIIj-1.8.10
Use a particular kind of sentence
for a specific purpose and
audience
-expressing opinions/
Emotions
expressing opinions/
Emotions
EN5-WC- IIIi-2.2.7
The teacher will ask the students if
they know the plant COCONUT, then
they will be ask to write the benefits
that we can get from coconut on the
metacards given by the teacher.

B. Establishing a purpose for the Remember the mechanics in writing Remember the mechanics in writing
lesson a paragraph. a paragraph.
C. Presenting examples/instances of
the new lesson
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)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
The teacher will show garlic to the
class. What can you say about the
garlic? Write your answer on a
paragraphh form.
The teacher will flash a picture of an
apple on a monitor TV. Then she will
ask the students to write a
paragraph about the apple, with the
help of the teacher she will facilitate
the students in writing, reminding
them with the mechanics in writing
a paragraph.
She will explain how to write a
feature article. The introduction, the
body and the conclusion must be in
order. It should be in order. From
simple to complicated information
about the featured person, place,
things or events.
The teacher asks the class to write a
3 feature paragraph featuring their
favorite pet/food. The teacher will
guide the class in writing.
The teacher will give each group
some cartolina strips wit facts and
they will arrange the paragraph into
its correct sequences.
The teacher will present a video clip
to the class. Based on what you have
watched compose your own 3
feature paragraph.
What have you learned from our
todays lesson?
Write a 3 - paragraph feature article
based on the following situation.
On your way to school, you saw a
grade five papal helping an old
woman crossings the street. Three
were bigger boys playing nearby
who did not care to help her. Give
The teacher will show garlic to the
class. What can you say about the
garlic? Write your answer on a
paragraphh form.
The teacher will flash a picture of an
apple on a monitor TV. Then she will
ask the students to write a
paragraph about the apple, with the
help of the teacher she will facilitate
the students in writing, reminding
them with the mechanics in writing
a paragraph.
She will explain how to write a
feature article. The introduction, the
body and the conclusion must be in
order. It should be in order. From
simple to complicated information
about the featured person, place,
things or events.
The teacher asks the class to write a
3 feature paragraph featuring their
favorite pet/food. The teacher will
guide the class in writing.
The teacher will give each group
some cartolina strips wit facts and
they will arrange the paragraph into
its correct sequences.
The teacher will present a video clip
to the class. Based on what you have
watched compose your own 3
feature paragraph.
What have you learned from our
todays lesson?
Write a 3 - paragraph feature
article based on the following
situation.
On your way to school, you saw a
grade five papal helping an old
woman crossings the street. Three
were bigger boys playing nearby
 your article an interesting and an who did not care to help her. Give
attention arousing title. your article an interesting and an
attention arousing title.

J. Additional activities for application Refer to LM ___________. Refer to LM ___________.

or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 23-27,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Restate sentences heard in ones own words
A. Content Standards The learner The learner The learner The learner Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in oral types; expresses ideas logically in oral
oral and written forms; oral and written forms; and written forms; and written forms;

B. Performance Standards The learner The learner The learner The learner

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various needs. meet various needs. meet various needs. meet various needs.
C. Learning Competencies/Objectives EN5LC-IVa-3.11 EN5LC-IVa-3.11 EN5V-IVa-20.1 EN5V-IVa-20.1
Write the LC code for each Restate sentences heard in ones Restate sentences heard in ones EN5V-IVa-20.2 EN5V-IVa-20.2
own words own words Identify different meanings of content Identify different meanings of content
specific words (denotation and specific words (denotation and
connotation) connotation)
II. CONTENT Restating Sentences heard in One Restating Sentences heard in One Identifying Different Meanings of Identifying Different Meanings of
Own Words. Own Words. Content Specific Words (Denotation Content Specific Words (Denotation
and Connotation) and Connotation)

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5LC Iva-3.11 EN5LC Iva-3.11
EN5OL-Iva-2.6.1 EN5OL-Iva-2.6.1 EN5V-IVa-20.1 EN5V-IVa-20.1
EN5A-Iva-16 EN5A-Iva-16
Curriculum Guide p, 76 Curriculum Guide p, 76 EN5V-Iva 20.2 EN5V-Iva 20.2
Internet (for emoticon) Internet (for emoticon)

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Short story/sentences Short story/sentences
Flashcard Flashcard
Pictures emoticon Pictures emoticon
Charts Charts
Charts Charts

IV. PROCEDURES
A. Reviewing previous lesson or Show the different emoticon.
presenting the new lesson
B. Establishing a purpose for the Using Appropriate Facial
lesson Expressions.
C. Presenting examples/instances of Ask the pupils to name each
the new lesson
emoticon (based on their facial
expressions).
Let them name other facial
expressions and draw them on the
board.
Present a short story on the board.
(The Donkey)
Ask: Who are the characters in the
story?
How each animal expressed their
Show the different emoticon.
Using Appropriate Facial
Expressions.
Ask the pupils to name each
emoticon (based on their facial
expressions).
Let them name other facial
expressions and draw them on the
board.
Present a short story on the board.
(The Donkey)
Ask: Who are the characters in the
story?
How each animal expressed their
Pictures
Dictionary
Display the chart on the board.Ask
pupils: What comes into your mind
when you see the word light? What
comes into your mind when you see
the word dark? Examine the
definition of the words light and
dark in the meaning lists at the
learning materials. Ask: What other
words can you give for lights and
dark?
Today, were going to learn the
different meanings of content specific
words (denotation and connotation).
Identify different meanings of content
specific words (denotation and
connotation)
Ask the pupils to point out what the
two words definitions have in
common. Students will likely point out
that they are both adjectives.
Continue the comparison and contrast
of the two words until they come up
with which word has the positive and
negative meanings, then introduce the
denotation and connotation.
Pictures
dictionary
Display the chart on the board.Ask
pupils: What comes into your mind
when you see the word light? What
comes into your mind when you see
the word dark? Examine the
definition of the words light and
dark in the meaning lists at the
learning materials. Ask: What other
words can you give for lights and
dark?
Today, were going to learn the
different meanings of content specific
words (denotation and connotation).
Identify different meanings of content
specific words (denotation and
connotation)
Ask the pupils to point out what the
two words definitions have in
common. Students will likely point out
that they are both adjectives.
Continue the comparison and contrast
of the two words until they come up
with which word has the positive and
negative meanings, then introduce the
denotation and connotation.

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)
feeling?
Teacher reads the short story.
Pupils will listen.
The Donkey
A donkey found the skin of a dead
lion. He put it on and frightened all
the animals but did not make a
sound. One dog was suspicious; the
donkey tried to roar to frighten the
dog but brayed instead. When the
dog heard the donkey braying, he
laughed and laughed.
Why do you think the dog laughed
and laughed at the donkey?
Was the donkey able to frighten
the animals? Why?
Show the facial expression of the
following characters
The dog was suspicious
The dog heard the donkey brays
The dog laughed and laughed
Call volunteer/s to restate
sentences heard on his own words.
Ask: What values you should
observed during listening to a story
and class discussions?
Restate the sentences heard on
ones own words and give the
facial expression/s based on the
feeling/s expressed.
His mother became worried when
she didn't hear from him for two
feeling?
Teacher reads the short story.
Pupils will listen. Tell the pupils that they will watch a Tell the pupils that they will watch a
The Donkey video clips about denotation and video clips about denotation and
A donkey found the skin of a dead
lion. He put it on and frightened all connotation. connotation.
the animals but did not make a
sound. One dog was suspicious; the Remind them to observe the standard Remind them to observe the standard
donkey tried to roar to frighten the
dog but brayed instead. When the rules in watching or viewing video rules in watching or viewing video
dog heard the donkey braying, he
laughed and laughed. clips, clips,
Why do you think the dog laughed
Viewing video clips about denotation Viewing video clips about denotation
and laughed at the donkey?
and connotation and connotation
Was the donkey able to frighten
the animals? Why?
Show the facial expression of the
following characters
The dog was suspicious
The dog heard the donkey brays
The dog laughed and laughed
Call volunteer/s to restate
sentences heard on his own words.
Ask: What values you should
observed during listening to a story
and class discussions?
Restate the sentences heard on
What is denotation? Give examples of What is denotation? Give examples of
ones own words and give the
facial expression/s based on the denotation. denotation.
feeling/s expressed.
What is connotation? Give examples What is connotation? Give examples
His mother became worried when of connotation. of connotation.
she didn't hear from him for two
Using Venns diagram, give the Using Venns diagram, give the
 days. _______ days. _______ comparison or contrast of the word comparison or contrast of the word

denotation and connotation. denotation and connotation.

David is quite shy so he doesn't like David is quite shy so he doesn't like

talking to people he doesn't know. talking to people he doesn't know.

_______ _______

A year after being fired from his A year after being fired from his

job, Alan is still very bitter. He has a job, Alan is still very bitter. He has a

lot of resentment towards his lot of resentment towards his

former boss. __________ former boss. __________

Even though I am accustomed to Even though I am accustomed to

traveling for business, I still get traveling for business, I still get

homesick if I am away from my homesick if I am away from my

home for more than a week. home for more than a week.

__________ __________

I am absolutely furious!! I cannot I am absolutely furious!! I cannot

believe that my dog chewed my believe that my dog chewed my

favorite shoes. Now they're ruined! favorite shoes. Now they're ruined!

____________ ____________

G. Finding practical applications of

concepts and skills in daily living The teacher will show the flashcard The teacher will show the flashcard The teacher will guide the pupils in The teacher will guide the pupils in

with sentence/s. The teacher will with sentence/s. The teacher will answering the exercises on LM. answering the exercises on LM.

call someone to read the call someone to read the

Below are examples of denotative and Below are examples of denotative and
sentence/s. Then the pupil who sentence/s. Then the pupil who
connotative meanings of words. connotative meanings of words.
read the sentence/s will call read the sentence/s will call

another pupil to restate the another pupil to restate the Choose inside the box the word being Choose inside the box the word being

sentences on his/her own words sentences on his/her own words referred by the denotative and referred by the denotative and
and use/ show the appropriate and use/ show the appropriate connotative meaning. Write your connotative meaning. Write your

facial expressions stated on the facial expressions stated on the answer on the first column. answer on the first column.
 sentence/s. sentence/s.

Cats are so curious that they often Cats are so curious that they often

get into trouble. Once, my cat fell get into trouble. Once, my cat fell

into the bath tub because she into the bath tub because she

wanted to know what was inside! wanted to know what was inside!

When Dave found out that the When Dave found out that the

plumber charged him double the plumber charged him double the

normal amount to fix his toilet, he normal amount to fix his toilet, he

felt cheated. felt cheated.

After his grandmother passed After his grandmother passed

away, Ken was so grief-stricken he away, Ken was so grief-stricken he

couldn't get out of bed. couldn't get out of bed.

When Emily has a lot of work to do When Emily has a lot of work to do

and feels stressed, she becomes and feels stressed, she becomes

very tense and cannot relax. very tense and cannot relax.

Our friend Lily makes us feel left Our friend Lily makes us feel left

out when she has a party but out when she has a party but

doesn't invite us. doesn't invite us.

H. Making generalizations and

abstractions about the lesson What have you learned from What have you learned from Ask the pupils about what they have Ask the pupils about what they have

todays lesson? todays lesson? learned from todays lesson. learned from todays lesson.

I. Evaluating learning
Restate the sentences heard on Restate the sentences heard on Identify the meaning of words if it is a Identify the meaning of words if it is a

ones own words. Draw appropriate ones own words. Draw appropriate connotation, write C, and if it is a connotation, write C, and if it is a
facial expressions after the facial expressions after the denotation, write D. Write your denotation, write D. Write your
sentences. sentences. answer on the blank. answer on the blank.

1. Blue 1. Blue
Grandpa was very proud of me Grandpa was very proud of me _____ a. Mommy, please buy me a _____ a. Mommy, please buy me a

when I got a promotion at work. He
took me out to dinner to celebrate.
I'm a little doubtful about whether
to get married or not..
blue bike. blue bike.
when I got a promotion at work. He ______b. Linda got ______b. Linda got
took me out to dinner to celebrate. low score in her test. She is blue. low score in her test. She is blue.
2.Snake 2.Snake
_____ a. Lito saw a big snake in their _____ a. Lito saw a big snake in their
I'm a little doubtful about whether backyard. backyard.
to get married or not.. _____ b. Mario is a snake. He spank _____ b. Mario is a snake. He spank
the little boy. the little boy.

We are delighted that you will be
coming to visit us. It will be so nice
to have you here.
We are delighted that you will be 3.Cool 3.Cool
______a. The weather is verycool. ______a. The weather is verycool.
coming to visit us. It will be so nice
______b. I like your jacket. It is very ______b. I like your jacket. It is very
to have you here. cool. cool.

After waiting in line for an hour at
the bank, the woman grew
impatient and left.
They were shocked to learn that
their beloved neighbor, Miss Ann,
had stolen their car.
After waiting in line for an hour at
the bank, the woman grew
impatient and left.
They were shocked to learn that
their beloved neighbor, Miss Ann,
had stolen their car.
4.Cheap
______a. Linda goes with different
man thats why she is being called
cheap.
______b. The dress in the store is
cheap.
5.Rats
______a. Rats lived in a dark places.
______b. Rats! I left my pocket book
in the car.
4.Cheap
______a. Linda goes with different
man thats why she is being called
cheap.
______b. The dress in the store is
cheap.
5.Rats
______a. Rats lived in a dark places.
______b. Rats! I left my pocket book
in the car.

J. Additional activities for application

or remediation Pupils will restate the sentences Pupils will restate the sentences Ask the pupils to answer the activities Ask the pupils to answer the activities

heard on one own words. Then, heard on one own words. Then, under Do and Learn. under Do and Learn.

show to the class the appropriate show to the class the appropriate

facial expressions expressed in the facial expressions expressed in the

sentence. sentence.

Even in hard times when I don't Even in hard times when I don't

have a lot of money, I stay hopeful have a lot of money, I stay hopeful

and believe that next month will be and believe that next month will be

better. better.

When I see that puzzled look on When I see that puzzled look on

your face, I know that you didn't your face, I know that you didn't

understand my question. understand my question.

 Wow! I'm really impressed that Wow! I'm really impressed that

Ashley can speak 7 languages, Ashley can speak 7 languages,

whereas I only speak one! whereas I only speak one!

Ugh! I don't have anything to do. Ugh! I don't have anything to do.

I'm so bored!! I'm so bored!!

After Kylie had her heart broken by After Kylie had her heart broken by

her ex-boyfriend, she felt so down her ex-boyfriend, she felt so down

and blue. She is very sad. and blue. She is very sad.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 30-Febrary 3,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Distinguish text-types according to features (structural and language) Enumeration
A. Content Standards The learner The learner The learner The learner Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; oral and written forms; oral and written forms; oral and written forms;

B. Performance Standards The learner The learner The learner The learner

demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various needs. meet various needs. meet various needs. meet various needs.
C. Learning Competencies/Objectives EN5RC-IVb-3.2. 8 EN5RC-IVb-3.2. 8 EN5G-IVb-1.8.1 EN5G-IVb-1.8.1
Write the LC code for each Distinguish text-types according Distinguish text-types according Use compound sentences to show Use compound sentences to show
to features (structural and to features (structural and cause and effect cause and effect
language) language)
-Enumeration -Enumeration
II. CONTENT Distinguishing Text-Type According Distinguishing Text-Type According Cause and Effect Cause and Effect
to Features (Structural and Language to Features (Structural and Language
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5G-IVa-1.8.1 EN5G-IVa-1.8.1
EN5RC-IVa-3.2.8 EN5RC-IVa-3.2.8 EN5VC-IVa 3.7 EN5VC-IVa 3.7
EN5A-Iva-17 EN5A-Iva-17
EN5F-IVa 1.6 EN5F-IVa 1.6

EN5SS-Iva-1.8
EN5SS-Iva-1.8

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
Flashcard Flashcard Flashcard Flashcard

Charts Charts Charts Charts

Pictures
Pictures Pictures Pictures

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson 1.Show the word text type on the
board.
Ask: Do you know what is a text
type?
Let the pupils give their opinions
about text type.
Say :The phrase text type is a way
of classifying and defining different
types of language interaction, both
spoken and written. It
refers to the purpose of a text and
the way it is written.
B. Establishing a purpose for the distinguish text-type according to
lesson features (structural and language)
C. Presenting examples/instances of
the new lesson Show the powerpoint presentation
about the topic.
1.Show the word text type on the
board.
Ask: Do you know what is a text
type?
Let the pupils give their opinions
about text type.
Say :The phrase text type is a way
of classifying and defining different
types of language interaction, both
spoken and written. It
refers to the purpose of a text and
the way it is written.
distinguish text-type according to
features (structural and language)
Show the powerpoint presentation
about the topic.
Website/Internet (Youtube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
Show the picture to the pupils.
Ask: What do you think the boy is
doing?
Why the boy looks dizzy?
Use compound sentences to show
cause and effect.
Present the chart on the board.
Ask pupils to study what is written in
the chart.
Compound sentences are made up
of two simple sentences connected
by a coordinating conjunction. These
conjunctions are also known as
FANBOYS:
F - For
A - And
Website/Internet (Youtube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
Show the picture to the pupils.
Ask: What do you think the boy is
doing?
Why the boy looks dizzy?
Use compound sentences to show
cause and effect.
Present the chart on the board.
Ask pupils to study what is written in
the chart.
Compound sentences are made up
of two simple sentences connected
by a coordinating conjunction. These
conjunctions are also known as
FANBOYS:
F - For
A - And

D. Discussing new concepts and
practicing new skills #1
Discuss and explain to the pupils the
text type according to
features(structural and
language).Refer pupils to the
learners manual.
Discuss and explain to the pupils the
text type according to
features(structural and
language).Refer pupils to the
learners manual.
N - Nor
B - But
O - Or
Y - Yet
S So
Cause is the reason why something
happens.
Effect is the result when something
happens..
Compound sentences show cause
and effect.
What is a compound sentence?
What is cause? Effect?
FANBOYS is an acronym for the
coordinating conjunction, what does
it means?
Ask pupils to analyze the sentence in
flashcards
It was raining so hard outside so I
put on my raincoat.
The horse jumped at the lake
because she feel dirty.
The football player slipped and he
fell on the grass.
How is the sentence formed?
What are the two ideas formed in
the sentence?
N - Nor
B - But
O - Or
Y - Yet
S So
Cause is the reason why something
happens.
Effect is the result when something
happens..
Compound sentences show cause
and effect.
What is a compound sentence?
What is cause? Effect?
FANBOYS is an acronym for the
coordinating conjunction, what does
it means?
Ask pupils to analyze the sentence in
flashcards
It was raining so hard outside so I
put on my raincoat.
The horse jumped at the lake
because she feel dirty.
The football player slipped and he
fell on the grass.
How is the sentence formed?
What are the two ideas formed in
the sentence?
E. Discussing new concepts and
practicing new skills #2
Let the pupils answer the exercises
on Learners Material.
Let the pupils answer the exercises
on Learners Material.
The product was rated poorly
because it was below the standard.
What happened? The product as
rated poorly. That is the effect.
Why did it happen? It was below the
standard. That is the cause.
What kind of sentence according to
structure is the sentence above?
That is a compound sentence.
Here is another sentence.
The guests stopped talking when the
president entered the hall.
What happened? The guests
stopped talking. That is the effect.
Why did it happen? The president
entered the room. That is the cause.
Connectors such as because, for this
reason, that is why, so, therefore,
for, and since can be used to show
cause-and-effect relationships.
A cause-and-effect relationship
describes something that happens
and explains why it happens.
Compound sentences are made up
of two simple sentences connected
by a coordinating conjunction. These
conjunctions are also known as
FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S So
Compound sentences show cause
and effect relationship
Another example:
The product was rated poorly
because it was below the standard.
What happened? The product as
rated poorly. That is the effect.
Why did it happen? It was below the
standard. That is the cause.
What kind of sentence according to
structure is the sentence above?
That is a compound sentence.
Here is another sentence.
The guests stopped talking when the
president entered the hall.
What happened? The guests
stopped talking. That is the effect.
Why did it happen? The president
entered the room. That is the cause.
Connectors such as because, for this
reason, that is why, so, therefore,
for, and since can be used to show
cause-and-effect relationships.
A cause-and-effect relationship
describes something that happens
and explains why it happens.
Compound sentences are made up
of two simple sentences connected
by a coordinating conjunction. These
conjunctions are also known as
FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S So
Compound sentences show cause
and effect relationship
Another example:

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Look at the sentences below,
identify their text type and write
these in the column on the right.
Complete this column before saying
your groups yell.
Ask pupils to answer the work sheet
on learners manual.
Tell To help you better understand
the concept of text types try to
match the examples of particular
texts on the right with the text types
on the left by connecting them to
the correct text type.
What have learned from todays
lesson?
Look at the sentences below,
identify their text type and write
these in the column on the right.
Complete this column before saying
your groups yell.
Ask pupils to answer the work sheet
on learners manual.
Tell To help you better understand
the concept of text types try to
match the examples of particular
texts on the right with the text types
on the left by connecting them to
the correct text type.
What have learned from todays
lesson?
My daughter got sick so we had to
cancel our trip.
Teacher will give more examplesof
compound sentence and let the
pupils identify the cause and effect.
Encircle the two ideas expressed in a
compound sentence then underline
once the cause and twice the effect.
The dog barked at me because she
was hungry.
It was my moms birthday today so I
make her a card.
She didnt sleep well last night so
she feels weak today.
All her clothes were dirty because
her mother did not washed their
clothes.
Arnold dives in swimming pool and
his head bump near the side of the
pool.
What Are compound sentence?
My daughter got sick so we had to
cancel our trip.
Teacher will give more examplesof
compound sentence and let the
pupils identify the cause and effect.
Encircle the two ideas expressed in a
compound sentence then underline
once the cause and twice the effect.
The dog barked at me because she
was hungry.
It was my moms birthday today so I
make her a card.
She didnt sleep well last night so
she feels weak today.
All her clothes were dirty because
her mother did not washed their
clothes.
Arnold dives in swimming pool and
his head bump near the side of the
pool.
What Are compound sentence?
 (Game )Pupils will pass a ball while
singing a song. When the song stops,
the one who holds the ball will give
what he/she learned from the days
topic.
Different text types
Text types as to structures
Text types as to language
I. Evaluating learning Directions: Give the meaning of the
following text type. Write your
answer on the box opposite of the
words
(Game )Pupils will pass a ball while
singing a song. When the song stops,
the one who holds the ball will give
what he/she learned from the days
topic.
Different text types
Text types as to structures
Text types as to language
Directions: Give the meaning of the
following text type. Write your
answer on the box opposite of the
words
Ask the pupils to answer the activity
below.
Directions: Complete the following
sentences. You may use a word or a
group of words as signals for cause-
and-effect relationships.
1. The clouds were turning
dark, _______________
we started packing our
picnic baskets.
2. Road blocks were set up
by the military,
______________ they
could catch the terrorists.
3. Tourists flock to Boracay
____________they are
amazed of its white sand
4. The diligent son worked in
the morning and studied
at night ___________ his
father died three years
ago.
5. The economy of the
country is improving
_______________
dedicated government
officials worked hard.
6. The wind blew and the
papers were scattered on
Ask the pupils to answer the activity
below.
Directions: Complete the following
sentences. You may use a word or a
group of words as signals for cause-
and-effect relationships.
11. The clouds were turning
dark, _______________
we started packing our
picnic baskets.
12. Road blocks were set up
by the military,
______________ they
could catch the terrorists.
13. Tourists flock to Boracay
____________they are
amazed of its white sand
14. The diligent son worked in
the morning and studied
at night ___________ his
father died three years
ago.
15. The economy of the
country is improving
_______________
dedicated government
officials worked hard.
16. The wind blew and the
papers were scattered on
 the floor.
7. He opened the box and a
letter fell into his hands.
8. The rain stop and the
rainbow appeared in the
sky.
9. Maria steps on a banana
feeling and she fell on the
ground.
10. Juan accidentally broke
the flower base, his
mother got angry.
J. Additional activities for application Refer to LM__________. Refer to LM__________. Let the pupils do the activity at
or remediation Learn some more Encircle the two
ideas expressed in compound
sentences then underline once the
cause and twice the effect.
The dog barked at me because she
was hungry.
It was my moms birthday today so I
make her a card.
She didnt sleep well last night so
she feels weak today.
All her clothes were dirty because
her mother did not wash their
clothes.
Arnold dives in swimming pool and
his head bump near the side of the
pool.
Tara didnt understand the
homework assignment, so she asked
a friend for help.
The students tried to prepare for the
test but they didn't realize how
difficult the test was.
We needed some groceries for the
week so we went to the
supermarket.
It was raining so hard outside so I
put on my raincoat.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
the floor.
17. He opened the box and a
letter fell into his hands.
18. The rain stop and the
rainbow appeared in the
sky.
19. Maria steps on a banana
feeling and she fell on the
ground.
20. Juan accidentally broke
the flower base, his
mother got angry.
Let the pupils do the activity at
Learn some more Encircle the two
ideas expressed in compound
sentences then underline once the
cause and twice the effect.
The dog barked at me because she
was hungry.
It was my moms birthday today so I
make her a card.
She didnt sleep well last night so
she feels weak today.
All her clothes were dirty because
her mother did not wash their
clothes.
Arnold dives in swimming pool and
his head bump near the side of the
pool.
Tara didnt understand the
homework assignment, so she asked
a friend for help.
The students tried to prepare for the
test but they didn't realize how
difficult the test was.
We needed some groceries for the
week so we went to the
supermarket.
It was raining so hard outside so I
put on my raincoat.
B. No. of learners who require additional
activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time Febrary 6-10,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Restate sentences heard in ones own words
A. Content Standards The learner The learner The learner The learner Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; oral and written forms; oral and written forms; oral and written forms;

B. Performance Standards The learner The learner The learner The learner

C. Learning Competencies/Objectives
Write the LC code for each
demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various needs. meet various needs. meet various needs. meet various needs.
EN5LC-IVc-3.11 EN5LC-IVc-3.11 EN5G-IVc-1.8.2 EN5G-IVc-1.8.2
Restate sentences heard in ones Restate sentences heard in ones Use compound sentences to show Use compound sentences to show
own words own words problem- solution relationship of problem- solution relationship of
ideas ideas

II. CONTENT Restating sentences heard in ones Restating sentences heard in ones Conjunction Conjunction
own word own word
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages EN5LC -IVc-3.11 EN5LC -IVc-3.11 EN5G-IV-c-1.8. EN5G-IV-c-1.8.
EN5OL-IVc2.6.2 EN5OL-IVc2.6.2 EN5A-IV-c-16 EN5A-IV-c-16
EN5F - IVc -1. EN5F - IVc -1. Interactive skills in English 5 pp. 49 - Interactive skills in English 5 pp. 49 -
EN5-IVf-16 EN5-IVf-16 50 50
C.G. - pp. 76 C.G. - pp. 76 Worksheet from internet Worksheet from internet
Enjoying Reading 5 pp.157, 169 Enjoying Reading 5 pp.157, 169 Ateneo Lesson Guide 5pp. 90-93 Ateneo Lesson Guide 5pp. 90-93
Worksheet from internet Worksheet from internet Growing in English Lang 5 pp. 57 - 58 Growing in English Lang 5 pp. 57 - 58

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
chart, activity sheet chart, activity sheet
Look at the pictures. Tell what Look at the pictures. Tell what What can you say about the What can you say about the
emotions does each pictures shows emotions does each pictures shows pictures? pictures?

Teacher will read sentences and let Teacher will read sentences and let
the pupils repeat after her. the pupils repeat after her.
1. I am proud to be a Filipino. 1. I am proud to be a Filipino.
 2. Pia and Manny Pacquiao are
individuals we can be proud of.
3. ALDUB is a phenomenal star
in showbiz.
4. Rodrigo Duterte is our new
president.
5. I was scared because of the
accident happened last night.
B. Establishing a purpose for the learn how to restate sentences you
lesson heard with proper gesture.
C. Presenting examples/instances of Setting standard for listening
the new lesson Teacher will read the short
paragraph
Mang Cardings Catch
Mang
Carding is known for
being a good fisherman
in their town. One
morning he went to the
river to catch fish. With
determination he
threw his fishing line
onto the river and
patiently waited for his
catch. Suddenly he felt
a tug on his line. His
heart beat faster as he
positioned his feet
firmly on the ground.
He pulled the line with
all his might hoping to
see a big fish at the
hook of his fishing line.
He stared at his catch
with disappointment
a.What do you think did Mang
Carding catch?
b.How did Mang Carding feel about
his catch?
c.What do you think did Mang
Carding do?
d.What do you think did Mang
Carding do?
e. If you were Mang Carding what
2. Pia and Manny Pacquiao are
individuals we can be proud of.
3. ALDUB is a phenomenal star
in showbiz.
4. Rodrigo Duterte is our new
president.
5. I was scared because of the
accident happened last night.
learn how to restate sentences you
heard with proper gesture.
Setting standard for listening
Teacher will read the short
paragraph
Mang Cardings Catch
Mang
Carding is known for
being a good fisherman
in their town. One
morning he went to the
river to catch fish. With
determination he
threw his fishing line
onto the river and
patiently waited for his
catch. Suddenly he felt
a tug on his line. His
heart beat faster as he
positioned his feet
firmly on the ground.
He pulled the line with
all his might hoping to
see a big fish at the
hook of his fishing line.
He stared at his catch
with disappointment
a.What do you think did Mang
Carding catch?
b.How did Mang Carding feel about
his catch?
c.What do you think did Mang
Carding do?
d.What do you think did Mang
Carding do?
e. If you were Mang Carding what
Use compound sentence to show
problem situation relationship of
ideas.
Present the following sentences.
Have the pupils read these.
1. Science explains many
of our questions, and
it creates wonderful
things too,
2. Some scientist study
languages, but they
dont speak all the
languages.
3. All scientists are
working to improve
peoples lives, but not
all of them succeed.
4. I have to study, or I
will fail.
Ask the following questions
How many ideas made up each
sentence?
What little words are used to
connect these ideas
Would the connected parts be
complete by themselves?
When connected parts give similar
ideas, what connector is used?
When connected parts give opposite
ideas, what connector is used ?
What connector is used when there
is a choice to be made?
Use compound sentence to show
problem situation relationship of
ideas.
Present the following sentences.
Have the pupils read these.
1. Science explains many
of our questions, and
it creates wonderful
things too,
2. Some scientist study
languages, but they
dont speak all the
languages.
3. All scientists are
working to improve
peoples lives, but not
all of them succeed.
4. I have to study, or I
will fail.
Ask the following questions
How many ideas made up each
sentence?
What little words are used to
connect these ideas
Would the connected parts be
complete by themselves?
When connected parts give similar
ideas, what connector is used?
When connected parts give opposite
ideas, what connector is used ?
What connector is used when there
is a choice to be made?

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
will you do after seeing what was in
his fishing line?
Go back to the short paragraph. (Call
a pupil to read it again.)
What part of the paragraph/ short
story did you remember? Will you
restate a sentence in your own
word? Say it with proper gesture.
Teacher will demonstrate an
example such as Mang Carding
went to the river to catch fish .( do
the proper gesture )
Pupils/s will restate a sentence
heard from the paragraph and do it
with proper gesture.
Divide the class into four groups. Do
a message relay.
Teacher will give each group an
activity sheet where the message
was written.
The first pupil will read the message
silently and pass it to the next pupil
and so on.
The last pupil will state the message
orally with proper gesture.
Group who finish first will win the
game
will you do after seeing what was in
his fishing line?
Go back to the short paragraph. (Call
a pupil to read it again.)
What part of the paragraph/ short
story did you remember? Will you
restate a sentence in your own
word? Say it with proper gesture.
Teacher will demonstrate an
example such as Mang Carding
went to the river to catch fish .( do
the proper gesture )
Pupils/s will restate a sentence
heard from the paragraph and do it
with proper gesture.
Divide the class into four groups. Do
a message relay.
Teacher will give each group an
activity sheet where the message
was written.
The first pupil will read the message
silently and pass it to the next pupil
and so on.
The last pupil will state the message
orally with proper gesture.
Group who finish first will win the
game
Present the following sentences.
Have the pupils read these.
1. Science explains many
of our questions, and
it creates wonderful
things too,
2. Some scientist study
languages, but they
dont speak all the
languages.
3. All scientists are
working to improve
peoples lives, but not
all of them succeed.
4. I have to study, or I
will fail.
Ask the following questions
How many ideas made up each
sentence?
What little words are used to
connect these ideas
Would the connected parts be
complete by themselves?
When connected parts give similar
ideas, what connector is used?
When connected parts give opposite
ideas, what connector is used ?
What connector is used when there
is a choice to be made?
Explain what a compound sentence
is. Give the meaning of the different
conjunctions used. Give the acronym
FANBOYS and how it is used in
compound sentence. Used the
following sentences for discussion
He is sad, for his parents are fighting
I was in the library and Jimmy is in
the classroom.
He doesnt know how to writenor
does he know how to read.
He can sing well but he doesnt
know how to dance
Present the following sentences.
Have the pupils read these.
1. Science explains many
of our questions, and
it creates wonderful
things too,
2. Some scientist study
languages, but they
dont speak all the
languages.
3. All scientists are
working to improve
peoples lives, but not
all of them succeed.
4. I have to study, or I
will fail.
Ask the following questions
How many ideas made up each
sentence?
What little words are used to
connect these ideas
Would the connected parts be
complete by themselves?
When connected parts give similar
ideas, what connector is used?
When connected parts give opposite
ideas, what connector is used ?
What connector is used when there
is a choice to be made?
Explain what a compound sentence
is. Give the meaning of the different
conjunctions used. Give the acronym
FANBOYS and how it is used in
compound sentence. Used the
following sentences for discussion
He is sad, for his parents are fighting
I was in the library and Jimmy is in
the classroom.
He doesnt know how to writenor
does he know how to read.
He can sing well but he doesnt
know how to dance

F. Developing mastery
(Leads to Formative Assessment 3)
Have the pupils read the short story
about the The Fox and the Stork
orally. Then after reading have the
pupils write 5 sentences they heard
and remembered from the short
story.
The Fox and the Stork
The fox and the stork
used to be friends. They
were always together until
one day. The fox told the
stork to come to his house
for dinner. The truth was
that fox wanted to play a
joke on the stork.
When the dinner time
came, the fox put the soup
on the shallow container
before the stork. The fox
easily slurped it., but he stork
could only wet the end of her
long bill. The poor stork went
home as hungry as when she
came.
The fox apologized to
the stork for not liking the
soup. Soon the stork invited
the fox to dine with her at
home
So the fox visited the
stork. The stork served their
dinner in a jar with a very
long neck and a narrow
mouth. The fox could only
leak the outside of the jar.
Have the pupils read the short story
about the The Fox and the Stork
orally. Then after reading have the
pupils write 5 sentences they heard
and remembered from the short
story.
The Fox and the Stork
The fox and the stork
used to be friends. They
were always together until
one day. The fox told the
stork to come to his house
for dinner. The truth was
that fox wanted to play a
joke on the stork.
When the dinner time
came, the fox put the soup
on the shallow container
before the stork. The fox
easily slurped it., but he stork
could only wet the end of her
long bill. The poor stork went
home as hungry as when she
came.
The fox apologized to
the stork for not liking the
soup. Soon the stork invited
the fox to dine with her at
home
So the fox visited the
stork. The stork served their
dinner in a jar with a very
long neck and a narrow
mouth. The fox could only
leak the outside of the jar.
Ill go to Lilys house or Ill go
shopping.
Dulce was the oldest of the girls, yet
her accent was the most prominent.
Laura didnt go with her parents so
she just cleaned the entire house.
Group activity. Each group will be
given activity sheet
Group I Create a compound
sentence by combining the two
simple sentences below with the
connector and, or, but
Terry likes hamburgers. Jenny likes
egg.
Make sure to sleep well. You will not
wake up on time.
Gardening is a wonderful hobby. It is
not expensive.
Jason plated the garden. Susan
planted the seeds.
Ramon and Joseph love to garden.
They are very busy with athletics.
Group II- Circle the correct
conjunction that completes each
compound sentence below
I have fifty dollars, (yet/ and / so) I
still cant afford the new video
game.
I didnt study hard enough, (yet/ and
/ so) I didnt pass my latest exam.
You are a new student, (yet/ and /
so) you have to learn the class
routine.
Do all your homework, (and/ or/
but) else you will fall behind.
Always respect your elders, (yet/
and / so ) you may earn their trust.
Group III-Complete the sentence to
make a compound sentence
1. Their new house is small but
_______________
2. Her mother
cooks dinner and _______________.
3. They were all
Ill go to Lilys house or Ill go
shopping.
Dulce was the oldest of the girls, yet
her accent was the most prominent.
Laura didnt go with her parents so
she just cleaned the entire house.
Group activity. Each group will be
given activity sheet
Group I Create a compound
sentence by combining the two
simple sentences below with the
connector and, or, but
Terry likes hamburgers. Jenny likes
egg.
Make sure to sleep well. You will not
wake up on time.
Gardening is a wonderful hobby. It is
not expensive.
Jason plated the garden. Susan
planted the seeds.
Ramon and Joseph love to garden.
They are very busy with athletics.
Group II- Circle the correct
conjunction that completes each
compound sentence below
I have fifty dollars, (yet/ and / so) I
still cant afford the new video
game.
I didnt study hard enough, (yet/ and
/ so) I didnt pass my latest exam.
You are a new student, (yet/ and /
so) you have to learn the class
routine.
Do all your homework, (and/ or/
but) else you will fall behind.
Always respect your elders, (yet/
and / so ) you may earn their trust.
Group III-Complete the sentence to
make a compound sentence
1. Their new house is small but
_______________
2. Her mother
cooks dinner and _______________.
3. They were all
hungry so ___________________.
4. She did not cheat
in the test for ______________.
5. Should we start
our class now or _____________.
Group IV - Read the short
paragraph and find all and the
compound sentences.
WHY THE SKY IS HIGH
In the early days when the
sky was still low, two brothers name
Ingat and Daskol lived with their
parents on earth.
As their names indicate,
Ingat was careful in everything he
did and was therefore his fathers
right hand man.He was always
helping with the work in the field
and his parents were very pleased
with him.
On the other hand, Daskol
did his work sloppily. In the absence
of a daughter in the family, the
house work came to be Daskols
responsibility. He fetched water,
cleaned the house and mother did
the cooking. He also did the
pounding of the palay that his father
harvested. Daskol lived up to his
name being natural lazy and
impatient, he did not like the work
of pounding.
One day, Daskol had to
pound a greater quantity of palay
than usual. He was irritated because
every time he raise the pestle, it
would hit the sky. His anger added
to his strength so he raised the
pestle higher. Every time it hit the
sky, the sky would be raised. In his
hurry, Daskol did nit notice that the
sky was rising. When he finished
pounding rise, he looed up and
discovered that the sky had risen,
and it is where it is today.
hungry so ___________________.
4. She did not cheat
in the test for ______________.
5. Should we start
our class now or _____________.
Group IV - Read the short
paragraph and find all and the
compound sentences.
WHY THE SKY IS HIGH
In the early days when the
sky was still low, two brothers name
Ingat and Daskol lived with their
parents on earth.
As their names indicate,
Ingat was careful in everything he
did and was therefore his fathers
right hand man.He was always
helping with the work in the field
and his parents were very pleased
with him.
On the other hand, Daskol
did his work sloppily. In the absence
of a daughter in the family, the
house work came to be Daskols
responsibility. He fetched water,
cleaned the house and mother did
the cooking. He also did the
pounding of the palay that his father
harvested. Daskol lived up to his
name being natural lazy and
impatient, he did not like the work
of pounding.
One day, Daskol had to
pound a greater quantity of palay
than usual. He was irritated because
every time he raise the pestle, it
would hit the sky. His anger added
to his strength so he raised the
pestle higher. Every time it hit the
sky, the sky would be raised. In his
hurry, Daskol did nit notice that the
sky was rising. When he finished
pounding rise, he looed up and
discovered that the sky had risen,
and it is where it is today.
G. Finding practical applications of Continuation of Group activity
concepts and skills in daily living
H. Making generalizations and What have you learned from todays
abstractions about the lesson lesson?
( To restate a sentence heard you
must listen carefully and
remember the main points .)
I. Evaluating learning Listen to the teacher as she reads
the following sentences. Restate the
sentences in your own word by
writing it in your paper.
1. The grasshopper is
hopping and dancing all
day.
2. The ant is working and
saving food.
3. It rained all day.
4. The grasshopper has no
food to eat.
5. The grasshopper
realizes that it is
important to save food -
for the rainy day.
J. Additional activities for application Refer to LM ___________.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
Continuation of Group activity
What have you learned from todays
lesson?
( To restate a sentence heard you
must listen carefully and
remember the main points .)
Listen to the teacher as she reads
the following sentences. Restate the
sentences in your own word by
writing it in your paper.
6. The grasshopper is
hopping and dancing all
day.
7. The ant is working and
saving food.
8. It rained all day.
9. The grasshopper has no
food to eat.
10. The grasshopper
realizes that it is
important to save food -
for the rainy day.
Refer to LM ___________.
Connect the correct independent
clause using the correct
coordinating conjunctions
(and, so, for, nor, but, yet )
A B
I did something wrong. A. They
did something for us.
My parents are busy. B. I
apologized.
Henry stayed home. C. Im
also a singer.
I am an athlete. D. Did
they study for the exam
They didnt do their project E. He is
sick
What is a compound sentence?
What conjunction is used in
compound sentence?
What does the word FANBOYS stand
for?
Complete the sentence by using the
appropriate conjunctions to form a
compound sentence
1. The computer crashed
___I lost all my works
2. My husband was
working, ___I went
shopping.
3. I like chocolate ice
cream ___ don't have
it very often.
4. I am on a diet ____still
want a cookie.
5. He did not take the
money, ___ it was not
the right thing to do.
Refer to LM ___________.
Connect the correct independent
clause using the correct
coordinating conjunctions
(and, so, for, nor, but, yet )
A B
I did something wrong. A. They
did something for us.
My parents are busy. B. I
apologized.
Henry stayed home. C. Im
also a singer.
I am an athlete. D. Did
they study for the exam
They didnt do their project E. He is
sick
What is a compound sentence?
What conjunction is used in
compound sentence?
What does the word FANBOYS stand
for?
Complete the sentence by using the
appropriate conjunctions to form a
compound sentence
1. The computer crashed
___I lost all my works
2. My husband was
working, ___I went
shopping.
3. I like chocolate ice
cream ___ don't have
it very often.
4. I am on a diet ____still
want a cookie.
5. He did not take the
money, ___ it was not
the right thing to do.
Refer to LM ___________.
B. No. of learners who require additional
activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time Febrary 13-17,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Use appropriate graphic organizers in text read
A. Content Standards The learner The learner The learner The learner Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; oral and written forms; oral and written forms; oral and written forms;

B. Performance Standards The learner The learner The learner The learner

C. Learning Competencies/Objectives
Write the LC code for each
demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various needs. meet various needs. meet various needs. meet various needs.
EN5RC-IVe-2.15.2 EN5RC-IVe-2.15.2 EN5OL-IVf-4 EN5OL-IVf-4
Use appropriate graphic organizer Use appropriate graphic organizer Use verbal and non-verbal cues in a Use verbal and non-verbal cues in a
TV TV

II. CONTENT Using appropriate graphic organizers Using appropriate graphic organizers Using verbal and non-verbal cues Using verbal and non-verbal cues
in text read in text read

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ;
EN5F-IVe 1.13
EN5LC-IVe 3.11Curriculum Guide p.
81
Developing Reading Power 5 p. 214
Metacards activity cards, manila
paper
Stories to be flashed in television/
written in manila paper
EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ;
EN5F-IVe 1.13
EN5LC-IVe 3.11Curriculum Guide p.
81
Developing Reading Power 5 p. 214
Metacards activity cards, manila
paper
Stories to be flashed in television/
written in manila paper
EN5LC-IVe-4 ; EN5SS-IVe-1.7.1 ;
Curriculum Guide p. 81
Developing Reading Power 5 p. 214
Video clips, graphic illustrations,
chart
News Broadcast to be flashed in
television
EN5LC-IVe-4 ; EN5SS-IVe-1.7.1 ;
Curriculum Guide p. 81
Developing Reading Power 5 p. 214
Video clips, graphic illustrations,
chart
News Broadcast to be flashed in
television

IV. PROCEDURES
A. Reviewing previous lesson or Present the story entitled The Bug Present the story entitled The Bug Watch a short broadcasting scene Watch a short broadcasting scene
presenting the new lesson Collection to the students. Collection to the students. without sounds. without sounds.
Ask the student to read it. Ask the student to read it. Ask the students to retell the Ask the students to retell the
 Call another student to read the
story.
Call the students to read the story in
group in twos threes etc.
B. Establishing a purpose for the also use appropriate graphic
lesson organizers and can read text
correctly with 128 words per
minute.
C. Presenting examples/instances of Say: I will read again the story, while
the new lesson I am reading the story, I want you to
list all the key sentences and
supporting sentences from the story.
Comprehension check up
Ask the student to tell the key
sentence in the first paragraph, then
give the supporting sentences.
Continue to ask questions until the
students were able to organize ideas
using the graphic organizer.
D. Discussing new concepts and Direct the student to read the
practicing new skills #1 sample of what they presented using
the graphic organizer.
Ask the student to give all the key
sentence in the story then the
supporting sentences.
Stress to the student the difference
of key sentence and supporting
sentences.
From the given graphic organizer,
give opportunity for the student to
restate the sentences/ story in their
own words.
Call another student to read the
story.
Call the students to read the story in
group in twos threes etc. scene.
also use appropriate graphic
organizers and can read text
correctly with 128 words per
minute.
Say: I will read again the story, while
I am reading the story, I want you to
list all the key sentences and
supporting sentences from the story.
Comprehension check up
Ask the student to tell the key
sentence in the first paragraph, then
give the supporting sentences.
Continue to ask questions until the
students were able to organize ideas
using the graphic organizer.
Direct the student to read the
sample of what they presented using
the graphic organizer.
Ask the student to give all the key
sentence in the story then the
supporting sentences.
Stress to the student the difference
of key sentence and supporting
sentences.
From the given graphic organizer,
give opportunity for the student to
restate the sentences/ story in their
own words.
broadcasting scene based on
what they had watched.
Call another student to retell the
Watch the broadcasting scene again
Watch the broadcasting scene
again with sounds.
Ask the students to compare
their retelling of the broadcasting
scene to the original
Is your retelling of the scene
correct?
What are the things that made
you think that the scene is as you
retold?
Use verbal and non-verbal cues in
TV broadcast
Watch again another
broadcasting scene.
Ask the students to list all the
verbal and non-verbal cues by
analyzing the multimedia
elements namely as: text,
graphic, sound, video and
animation.
Stress to the students the
difference between verbal and
non-verbal cues.
The teacher will check the scripts
of each group before proceeding
to the group activity
Group Presentation
After each presentation, the
groups will show the list of the
verbal and non-verbal cues they
derived from the multimedia
elements.
broadcasting scene based on what they
had watched.
Call another student to retell the scene.
with sounds.
Ask the students to compare their
retelling of the broadcasting scene to
the original
Is your retelling of the scene correct?
What are the things that made you
think that the scene is as you retold?
Use verbal and non-verbal cues in TV
broadcast
Watch again another broadcasting
scene.
Ask the students to list all the verbal
and non-verbal cues by analyzing the
multimedia elements namely as: text,
graphic, sound, video and animation.
Stress to the students the difference
between verbal and non-verbal cues.
The teacher will check the scripts of
each group before proceeding to the
group activity
Group Presentation
After each presentation, the groups will
show the list of the verbal and non-
verbal cues they derived from the
multimedia elements.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
The teacher will post another story
for the student to read and to
organize. (ANDRES BONIFACIO
Developing Reading Power p. 226)
The teacher will call student to
restate the story in their own word.
Group Activity
Group the pupils into three group
The first group will do the graphic
organizer. The second group will
read the story correctly with proper
phrasing, intonation, pronunciation.
The third group will restate the story
the story in their own word.
Flash story to the class. (PAGODAS
Developing Reading Power p. 228)
Based on the story you have read,
choose one activity you want to do.
You can make a graphic organizer,
you can also restate it in your own
word or you can read it correctly
with proper intonation,
pronunciation phrasing.
Group Activity
What have you learned from todays
lesson?
Read the story carefully and
correctly. Make a graphic organizer.
The Structure of the Flower
The lower and outermost
part of a flower are the sepals. They
are usually green. They look like
leaves. They form the protective
covering of the flower when it is still
a bud.
Above the sepals are the
petals. Petals often have bright
colors because they attract insects.
Growing just above and within the
circle of petals are the stamens.
Each stamen has a long stem like
part called filament. At the top of
the filament is another which is filled
with yellow or reddish dust-like
The teacher will post another story Actual Presentatio Actual Presentation
for the student to read and to
organize. (ANDRES BONIFACIO
Developing Reading Power p. 226)
The teacher will call student to
restate the story in their own word.
Group Activity
Group the pupils into three group
The first group will do the graphic
organizer. The second group will
read the story correctly with proper
phrasing, intonation, pronunciation.
The third group will restate the story
the story in their own word.
Flash story to the class. (PAGODAS The teacher will present short The teacher will present short movie
Developing Reading Power p. 228) movie clips and the students will clips and the students will match them
Based on the story you have read, match them to the appropriate to the appropriate text related to clips
choose one activity you want to do. text related to clips based on based on cues.
You can make a graphic organizer, cues.
you can also restate it in your own
word or you can read it correctly
with proper intonation,
pronunciation phrasing.
Group Activity Group Activity Group Activity
What have you learned from todays What have you learned from What have you learned from todays
lesson? todays lesson? lesson?
Read the story carefully and Evaluating the actual Evaluating the actual performance
correctly. Make a graphic organizer. performance
The Structure of the Flower
The lower and outermost
part of a flower are the sepals. They
are usually green. They look like
leaves. They form the protective
covering of the flower when it is still
a bud.
Above the sepals are the
petals. Petals often have bright
colors because they attract insects.
Growing just above and within the
circle of petals are the stamens.
Each stamen has a long stem like
part called filament. At the top of
the filament is another which is filled
with yellow or reddish dust-like
 grains called pollen.
The innermost part of the
flower is the pistil which has three
parts the stigma, the style and the
large base called ovary. Within the
ovary are small structures called
ovules. Seeds develop from the
ovules. ( Grade 5 Lesson Guide p.
204 )
grains called pollen.
The innermost part of the
flower is the pistil which has three
parts the stigma, the style and the
large base called ovary. Within the
ovary are small structures called
ovules. Seeds develop from the
ovules. ( Grade 5 Lesson Guide p.
204 )

J. Additional activities for application Refer to LM_________. Refer to LM_________. Refer to LM_________. Refer to LM_________.
or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time Febrary 20-24,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Make generalizations
A. Content Standards The learner The learner The learner The learner Weekly Test

listens critically to different text types; expresses listens critically to different listens critically to different listens critically to different
ideas logically in oral and written forms; text types; expresses ideas text types; expresses ideas text types; expresses ideas
logically in oral and written logically in oral and written logically in oral and written
forms; forms; forms;

B. Performance Standards The learner The learner The learner The learner

demonstrates interest in reading to meet various demonstrates interest in demonstrates interest in demonstrates interest in
needs. reading to meet various needs. reading to meet various needs. reading to meet various needs.
C. Learning EN5RC-IVg-2.12 EN5RC-IVg-2.12 EN5G-IVg-1.9.2 EN5G-IVg-1.9.2
Competencies/Objectives Make generalizations Make generalizations Use complex sentences to Use complex sentences to
Write the LC code for each show show
problem- solution relationship problem- solution relationship
of ideas of ideas
II. CONTENT Making generalization Making generalization Complex Sentences

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
K to 12 Curriculum Guide K to 12 Curriculum Guide
EN5RC IVg-.2.12 EN5RC IVg-.2.12
activity sheets, pictures activity sheets, pictures
Look at the pictures. What can you say about Look at the pictures. What can
them? We are going to read something related to you say about them? We are
the pictures. going to read something
related to the pictures.
K 12 Curriculum Guide in
English 5
Language Learning Made Easy
Worksheet from Internet
metacards, pictures, manila
paper, activity sheets
Look at the group of words.
What are they? (clauses)
What do we call them?
(Independent
clause/dependent clause)
K 12 Curriculum Guide in
English 5
Language Learning Made Easy
Worksheet from Internet
metacards, pictures, manila
paper, activity sheets
Look at the group of words.
What are they? (clauses)
What do we call them?
(Independent
clause/dependent clause)
B. Establishing a purpose for the learn how to make generalizations learn how to make Use complex sentences to Use complex sentences to
lesson generalizations show problem-solution show problem-solution
relationship of ideas relationship of ideas

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Vocabulary Development Vocabulary Development Show a picture of a mother Show a picture of a mother
polio- a serious disease that affects the nerves of polio- a serious disease that hugging her child. hugging her child.
the spine and makes a person permanently unable affects the nerves of the spine
to move particular muscles and makes a person
handicapped having a physical disability permanently unable to move Ask: What does the mother do Ask: What does the mother do
exemplifyto be a very good example of particular muscles to her child? Why do you think to her child? Why do you think
handicapped having a physical she is hugging the child? she is hugging the child?
disability Paste other pictures that show Paste other pictures that show
exemplifyto be a very good how a parent expresses his/her how a parent expresses his/her
example of love to the child. Say love to the child. Say
something about the pictures. something about the pictures.
Present the story regarding Apolinario Mabini. Present the story regarding Present the following Present the following
Apolinario Mabini. sentences. Have the pupils sentences. Have the pupils
Many people succeed in life even if they are read this. read this.
physically handicapped. Our country took pride of Many people succeed in
ApolinarioMabini, a polio victim and yet he life even if they are physically a. I shall not go home a. I shall not go home
became the Brain of Katipunan. handicapped. Our country took unless mother is unless mother is
In this modern times we have a good pride of ApolinarioMabini, a back. back.
example from Bicol Region. He is Eduardo polio victim and yet he became b. I like you because b. I like you because
Camela, a fifteen-year old student of Daet the Brain of Katipunan. you are so friendly. you are so friendly.
Parochial School in Camarines Norte. In this modern times we c. Susie will return her c. Susie will return her
In spite of his physical defect caused by have a good example from books after her class. books after her class.
polio, he has invented four useful things. His Bicol Region. He is Eduardo
latest invention, the Camela Coco-Cell won for Camela, a fifteen-year old Ask some questions: Ask some questions:
him a gold medal from the president and P1,500 student of Daet Parochial
in cash at the National Science Fair held by the School in Camarines Norte.
Department of Science and Technology. He was In spite of his physical
affected by polio at the age of 3. He is also a very defect caused by polio, he has
talented painter. He truly exemplifies the proud invented four useful things. His
and talented Filipino latest invention, the Camela
Coco-Cell won for him a gold
medal from the president and
P1,500 in cash at the National
Science Fair held by the
Department of Science and
Technology. He was affected
by polio at the age of 3. He is
also a very talented painter.
He truly exemplifies the proud
and talented Filipino
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Based from the selection, Apolinario had an Based from the selection,
important role in the Katipunan and Eduardo Apolinario had an important
Camela had made inventions and showed talent in role in the Katipunan and
painting, what can you say about them being Eduardo Camela had made
physically handicapped? (They have strong inventions and showed talent
determination.) What generalization can you in painting, what can you say
make? (Physical defect is not a hindrance to about them being physically
success.) handicapped? (They have
Generalization is a general statement based on strong determination.) What
facts. generalization can you make?
(Physical defect is not a
hindrance to success.)
Generalization is a general
statement based on facts.
Group Activity Group Activity
Make a Generalization from the given paragraphs. Make a Generalization from
the given paragraphs.
Write the generalization for the following: Write the generalization for the
Fructose makes food taste sweet.It can be found following:
in different kinds of fruit. Fructose makes food taste
It gives your body energy to keep moving and sweet.It can be found in
working.Fruit naturally has fructose in it.Fructose different kinds of fruit.
gives us energy. It gives your body energy to
Let the pupils read the
following examples
Study hard so that you will
pass the exam
She succeeded although she
encountered many problems
sentence is composed of one
independent clause and one or
two dependent clauses.
Independent clause is a simple
sentence by itself. It gives a
complete meaning. It can
stand alone.
A dependent clause does not
give a complete thought. It
cannot stand alone. It
depends on an independent
clause to complete its
meaning.
Example: I love you because
you love me, too.
I love you is an
independent clause. It gives a
complete thought. because
you love me, too is the
dependent clause. It doesnt
make sense. Because you love
me, too - what?
The teacher shows examples of
complex sentences
From the examples of complex
sentences, the teacher asks
the pupils to identify the
independent
clause/dependent clause
Group Activity (Carousel
method)
Group activity. Each group
will be given an activity sheet.
Read the direction carefully
before doing the activity.
Combine the independent
clause with the dependent
clause to make a complex
sentence. (Refer to LM_)
Let the pupils read the
following examples
Study hard so that you will
pass the exam
She succeeded although she
encountered many problems
sentence is composed of one
independent clause and one or
two dependent clauses.
Independent clause is a simple
sentence by itself. It gives a
complete meaning. It can
stand alone.
A dependent clause does not
give a complete thought. It
cannot stand alone. It
depends on an independent
clause to complete its
meaning.
Example: I love you because
you love me, too.
I love you is an
independent clause. It gives a
complete thought. because
you love me, too is the
dependent clause. It doesnt
make sense. Because you love
me, too - what?
The teacher shows examples of
complex sentences
From the examples of complex
sentences, the teacher asks
the pupils to identify the
independent
clause/dependent clause
Group Activity (Carousel
method)
Group activity. Each group
will be given an activity sheet.
Read the direction carefully
before doing the activity.
Combine the independent
clause with the dependent
clause to make a complex
sentence. (Refer to LM_)
Generalization: keep moving and working.Fruit
_________________________________________ naturally has fructose in
__________ it.Fructose gives us energy.
Generalization:
Your tongue has 10,000 taste buds on it.The taste _________________________
buds allow you to taste different flavors.The _________________________
tongue is actually a strong muscle that pushes _
food up and down. The tongue has taste buds
and muscles.The tongue muscles help us eat.The Your tongue has 10,000 taste
tongue has taste buds and muscles.The tongue buds on it.The taste buds allow
muscles help us eat. you to taste different
Generalization: flavors.The tongue is actually a
_________________________________________ strong muscle that pushes food
__________ up and down. The tongue has
Write the generalization for the following: taste buds and muscles.The
Fructose makes food taste sweet.It can be found tongue muscles help us eat.The
in different kinds of fruit. tongue has taste buds and
It gives your body energy to keep moving and muscles.The tongue muscles
working.Fruit naturally has fructose in it.Fructose help us eat.
gives us energy. Generalization:
Generalization: _________________________
_________________________________________ _________________________
__________ _
Write the generalization for the
Your tongue has 10,000 taste buds on it.The taste following:
buds allow you to taste different flavors.The Fructose makes food taste
tongue is actually a strong muscle that pushes sweet.It can be found in
food up and down. The tongue has taste buds different kinds of fruit.
and muscles.The tongue muscles help us eat.The It gives your body energy to
tongue has taste buds and muscles.The tongue keep moving and working.Fruit
muscles help us eat. naturally has fructose in
Generalization: it.Fructose gives us energy.
_________________________________________ Generalization:
__________ _________________________
_________________________
_

Your tongue has 10,000 taste

buds on it.The taste buds allow
you to taste different
flavors.The tongue is actually a
strong muscle that pushes food
up and down. The tongue has
taste buds and muscles.The
tongue muscles help us eat.The
tongue has taste buds and
muscles.The tongue muscles
help us eat.
Generalization:
 _________________________
_________________________
_

H. Making generalizations and
abstractions about the lesson
What is a generalization? What is a generalization?
Generalization is a general statement. Generalization is a general
What is the basis for making generalization? statement.
Generalization is based on facts What is the basis for making
generalization?
Generalization is based on facts
What are independent and What are independent and
dependent clause? dependent clause?
What makes up complex What makes up complex
sentence? sentence?

I. Evaluating learning Choose the sentences that will support the given Choose the sentences that will Write an independent clause Write an independent clause
generalization. Write them in a paragraph form. support the given to complete each complex to complete each complex
generalization. Write them in a sentence. sentence.
Generalization: Electronic devices are useful paragraph form. 1. Since Im hungry, 1. Since Im hungry,
tools. ________________ ________________
Generalization: Electronic ______. ______.
Most young and old have cellular phones. devices are useful tools. 2. Although Im late, 2. Although Im late,
Gadgets are very expensive. Only the rich people ________________ ________________
can afford them. Most young and old have ______. ______.
We use calculators to make computing our cellular phones. 3. Because she is rich, 3. Because she is rich,
expenses easier. Gadgets are very expensive. ________________ ________________
We use palm top organizers instead of diaries Only the rich people can afford ___. ___.
to schedule our meetings. We communicate to them.
people around the world through cellular phones. We use calculators to make
Nowadays electronic devices like CCTV are used to computing our expenses
solve crime problems. easier.
Inventions of new electronic devices make life a We use palm top organizers
little bit easier for people. instead of diaries to schedule
Old people do not know how to use electronic our meetings. We
devices. communicate to people around
the world through cellular
phones.
Nowadays electronic devices
like CCTV are used to solve
crime problems.
Inventions of new electronic
devices make life a little bit
easier for people.
Old people do not know how to
use electronic devices.

J. Additional activities for Refer to LM_______. Refer to LM_______. Refer to LM____. Refer to LM____.
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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
materials did I use/discover which I
wish to share with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time Febrary 27-March 3,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Use complex sentences to show problem-solution relationship of ideas
A. Content Standards The learner The learner The learner The learner Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; oral and written forms; oral and written forms; oral and written forms;

B. Performance Standards The learner The learner The learner The learner

C. Learning Competencies/Objectives
Write the LC code for each
demonstrates interest in reading to
meet various needs.
N5G-IVg-1.9.2
Use complex sentences to show
problem- solution relationship of
demonstrates interest in reading to
meet various needs.
N5G-IVg-1.9.2
Use complex sentences to show
problem- solution relationship of
demonstrates interest in reading to
meet various needs.
N5G-IVg-1.9.2
Use complex sentences to show
problem- solution relationship of
demonstrates interest in reading to
meet various needs.
N5G-IVg-1.9.2
Use complex sentences to show
problem- solution relationship of

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages K 12 Curriculum Guide in English 5 K 12 Curriculum Guide in English 5 K 12 Curriculum Guide in English 5 K 12 Curriculum Guide in English 5
Language Learning Made Easy Language Learning Made Easy Language Learning Made Easy Language Learning Made Easy
Worksheet from Internet Worksheet from Internet Worksheet from Internet Worksheet from Internet
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources metacards, pictures, manila paper, metacards, pictures, manila paper, metacards, pictures, manila paper, metacards, pictures, manila paper,
activity sheets activity sheets activity sheets activity sheets
IV. PROCEDURES
A. Reviewing previous lesson or Look at the group of words. What Look at the group of words. What Look at the group of words. What Look at the group of words. What
presenting the new lesson are they? (clauses) are they? (clauses) are they? (clauses) are they? (clauses)
What do we call them? What do we call them? What do we call them? What do we call them?
(Independent clause/dependent (Independent clause/dependent (Independent clause/dependent (Independent clause/dependent
clause) clause) clause) clause)

B. Establishing a purpose for the Use complex sentences to show Use complex sentences to show Use complex sentences to show Use complex sentences to show
lesson problem-solution relationship of problem-solution relationship of problem-solution relationship of problem-solution relationship of
ideas ideas ideas ideas
C. Presenting examples/instances of
the new lesson
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)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Show a picture of a mother hugging
her child.
Ask: What does the mother do to
her child? Why do you think she is
hugging the child?
Paste other pictures that show how
a parent expresses his/her love to
the child. Say something about the
pictures.
Present the following sentences.
Have the pupils read this.
a. I shall not go home unless
mother is back.
b. I like you because you are
so friendly.
c. Susie will return her books
after her class.
Ask some questions:
The teacher shows examples of
complex sentences
From the examples of complex
sentences, the teacher asks the
pupils to identify the independent
clause/dependent clause
Group Activity (Carousel method)
Group activity. Each group will be
given an activity sheet. Read the
direction carefully before doing the
activity.
Combine the independent clause
with the dependent clause to make
a complex sentence. (Refer to LM_)
What are independent and
dependent clause?
What makes up complex sentence?
Write an independent clause to
complete each complex sentence.
1. Since Im hungry,
_____________________
_.
Show a picture of a mother hugging
her child.
Ask: What does the mother do to
her child? Why do you think she is
hugging the child?
Paste other pictures that show how
a parent expresses his/her love to
the child. Say something about the
pictures.
Present the following sentences.
Have the pupils read this.
a. I shall not go home unless
mother is back.
b. I like you because you are
so friendly.
c. Susie will return her books
after her class.
Ask some questions:
The teacher shows examples of
complex sentences
From the examples of complex
sentences, the teacher asks the
pupils to identify the independent
clause/dependent clause
Group Activity (Carousel method)
Group activity. Each group will be
given an activity sheet. Read the
direction carefully before doing the
activity.
Combine the independent clause
with the dependent clause to make
a complex sentence. (Refer to LM_)
What are independent and
dependent clause?
What makes up complex sentence?
Write an independent clause to
complete each complex sentence.
1. Since Im hungry,
_____________________
_.
Show a picture of a mother hugging
her child.
Ask: What does the mother do to
her child? Why do you think she is
hugging the child?
Paste other pictures that show how
a parent expresses his/her love to
the child. Say something about the
pictures.
Present the following sentences.
Have the pupils read this.
a. I shall not go home unless
mother is back.
b. I like you because you are
so friendly.
c. Susie will return her books
after her class.
Ask some questions:
The teacher shows examples of
complex sentences
From the examples of complex
sentences, the teacher asks the
pupils to identify the independent
clause/dependent clause
Group Activity (Carousel method)
Group activity. Each group will be
given an activity sheet. Read the
direction carefully before doing the
activity.
Combine the independent clause
with the dependent clause to make
a complex sentence. (Refer to LM_)
What are independent and
dependent clause?
What makes up complex sentence?
Write an independent clause to
complete each complex sentence.
1. Since Im hungry,
_____________________
_.
Show a picture of a mother hugging
her child.
Ask: What does the mother do to
her child? Why do you think she is
hugging the child?
Paste other pictures that show how
a parent expresses his/her love to
the child. Say something about the
pictures.
Present the following sentences.
Have the pupils read this.
a. I shall not go home unless
mother is back.
b. I like you because you are
so friendly.
c. Susie will return her books
after her class.
Ask some questions:
The teacher shows examples of
complex sentences
From the examples of complex
sentences, the teacher asks the
pupils to identify the independent
clause/dependent clause
Group Activity (Carousel method)
Group activity. Each group will be
given an activity sheet. Read the
direction carefully before doing the
activity.
Combine the independent clause
with the dependent clause to make
a complex sentence. (Refer to LM_)
What are independent and
dependent clause?
What makes up complex sentence?
Write an independent clause to
complete each complex sentence.
1. Since Im hungry,
_____________________
_.
 2. Although Im late, 2. Although Im late, 2. Although Im late, 2. Although Im late,
_____________________ _____________________ _____________________ _____________________
_. _. _. _.
3. Because she is rich, 3. Because she is rich, 3. Because she is rich, 3. Because she is rich,
___________________. ___________________. ___________________. ___________________.

J. Additional activities for application Refer to LM____. Refer to LM____. Refer to LM____. Refer to LM____.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time March 6-10 ,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Utter each letter, word, phrase and sentence articulately.
A. Content Standards The learner The learner The learner The learner Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; oral and written forms; oral and written forms; oral and written forms;

B. Performance Standards The learner The learner The learner The learner

C. Learning Competencies/Objectives
Write the LC code for each
demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various needs. meet various needs. meet various needs. meet various needs.
EN5LC-IVi-3.13 EN5LC-IVi-3.13 EN5LC-IVi-3.13 EN5LC-IVi-3.13
Summarize information from various Summarize information from various Summarize information from various Summarize information from various
text types text types text types text types

II. CONTENT Summarizing the Selection listened Summarizing the Selection listened Summarizing the Selection listened Summarizing the Selection listened
to. to. to. to.
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages Improving Proficiency in Reading Improving Proficiency in Reading Improving Proficiency in Reading Improving Proficiency in Reading
I,p.44 I,p.44 I,p.44 I,p.44
K-12 Curriculum Guide in English 5 K-12 Curriculum Guide in English 5 K-12 Curriculum Guide in English 5 K-12 Curriculum Guide in English 5
EN5LC-Iv3.13, EN5LC-Iv3.13, EN5LC-Iv3.13, EN5LC-Iv3.13,

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources chart, meta cards ,activity sheets, chart, meta cards ,activity sheets, chart, meta cards ,activity sheets, chart, meta cards ,activity sheets,
film film film film
IV. PROCEDURES
A. Reviewing previous lesson or Using hands, the teacher acts-out Using hands, the teacher acts-out Using hands, the teacher acts-out Using hands, the teacher acts-out
presenting the new lesson each of the given things and asks the each of the given things and asks the each of the given things and asks the each of the given things and asks the
pupils to identify. pupils to identify. pupils to identify. pupils to identify.
1. rain drop 3. 1. rain drop 3. 1. rain drop 3. 1. rain drop 3.
lightning 5. earthquake lightning 5. earthquake lightning 5. earthquake lightning 5. earthquake
2. thunder 2. thunder 2. thunder 2. thunder
4. flash flood 4. flash flood 4. flash flood 4. flash flood
B. Establishing a purpose for the Utter each letter, word, phrase and
lesson sentence articulately.
C. Presenting examples/instances of Form compound words by matching
the new lesson Column A and Column B.
A. B A.
1. brown- _______ a. load
2. construction-____ b. outs
3. over- _____ c. material
4. motor- __ d. spread
5. wide- ____ e. vehicle
D. Discussing new concepts and Teacher reads the situation aloud.
practicing new skills #1
Situation: While watching
Probinsyano,suddenly there was
an electric interruption that
shot off the lights, television,
electric fan, refrigerator and other
household appliances
in your neighbors home.
Ask: What is that event called?
E. Discussing new concepts and When a brown-out in your own
practicing new skills #2 house occurs what will you do?
F. Developing mastery Ask: When electrical
(Leads to Formative Assessment 3) interruptions/failures occur in the
entire province, will you consider it
brown-out? If no, then what is it?
Why does black out or brown-out
occur?
G. Finding practical applications of Group Activity
concepts and skills in daily living
H. Making generalizations and What did you learn about the
abstractions about the lesson lesson?
I. Evaluating learning Refer to LM______.
J. Additional activities for application Refer to LM______.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
Utter each letter, word, phrase and
sentence articulately.
Form compound words by matching
Column A and Column B.
B A.
1. brown- _______ a. load
2. construction-____ b. outs
3. over- _____ c. material
4. motor- __ d. spread
5. wide- ____ e. vehicle
Teacher reads the situation aloud.
Situation: While watching
Probinsyano,suddenly there was Probinsyano,suddenly there was
an electric interruption that
shot off the lights, television,
electric fan, refrigerator and other
household appliances
in your neighbors home.
Ask: What is that event called?
When a brown-out in your own
house occurs what will you do?
Ask: When electrical
interruptions/failures occur in the
entire province, will you consider it
brown-out? If no, then what is it?
Why does black out or brown-out
occur?
Group Activity
What did you learn about the
lesson?
Refer to LM______.
Refer to LM______.
Utter each letter, word, phrase and
sentence articulately.
Form compound words by matching
Column A and Column B.
B A.
1. brown- _______ a. load
2. construction-____ b. outs
3. over- _____ c. material
4. motor- __ d. spread
5. wide- ____ e. vehicle
Teacher reads the situation aloud.
Situation: While watching
Probinsyano,suddenly there was
an electric interruption that
shot off the lights, television,
electric fan, refrigerator and other
household appliances
in your neighbors home.
Ask: What is that event called?
When a brown-out in your own
house occurs what will you do?
Ask: When electrical
interruptions/failures occur in the
entire province, will you consider it
brown-out? If no, then what is it?
Why does black out or brown-out
occur?
Group Activity
What did you learn about the
lesson?
Refer to LM______.
Refer to LM______.
Utter each letter, word, phrase and
sentence articulately.
Form compound words by matching
Column A and Column B.
B
1. brown- _______ a. load
2. construction-____ b. outs
3. over- _____ c. material
4. motor- __ d. spread
5. wide- ____ e. vehicle
Teacher reads the situation aloud.
Situation: While watching
an electric interruption that
shot off the lights, television,
electric fan, refrigerator and other
household appliances
in your neighbors home.
Ask: What is that event called?
When a brown-out in your own
house occurs what will you do?
Ask: When electrical
interruptions/failures occur in the
entire province, will you consider it
brown-out? If no, then what is it?
Why does black out or brown-out
occur?
Group Activity
What did you learn about the
lesson?
Refer to LM______.
Refer to LM______.
B. No. of learners who require additional
activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time March 13-17,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Use verbal and non-verbal cues.
A. Content Standards The learner The learner The learner The learner Weekly Test

listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; oral and written forms; oral and written forms; oral and written forms;

B. Performance Standards The learner The learner The learner The learner

C. Learning Competencies/Objectives
Write the LC code for each
demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various needs. meet various needs. meet various needs. meet various needs.
EN5OL-IVj-4 EN5OL-IVj-4 EN5OL-IVj-4 EN5OL-IVj-4
Use verbal and non-verbal cues in a Use verbal and non-verbal cues in a Use verbal and non-verbal cues in a Use verbal and non-verbal cues in a
TV broadcast TV broadcast TV broadcast TV broadcast

II. CONTENT verbal and non-verbal cues verbal and non-verbal cues verbal and non-verbal cues verbal and non-verbal cues

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages EN5OL- IV; -4 EN5V-IVh 20.1, 20.2 EN5OL- IV; -4 EN5V-IVh 20.1, 20.2 EN5OL- IV; -4 EN5V-IVh 20.1, 20.2 EN5OL- IV; -4 EN5V-IVh 20.1, 20.2

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
charts, metacards.
Tell the compound word that fits
each sentence. Select the answers
below the sentences.
1. The policeman tries to stop
the heavy car with an ___________.
2. The people in the
neighborhood did not sleep well
owing to the warmth and darkness
brought by
_____________.
3. Empty small or big containers
charts, metacards.
Tell the compound word that fits
each sentence. Select the answers
below the sentences.
1. The policeman tries to stop
the heavy car with an ___________.
2. The people in the
neighborhood did not sleep well
owing to the warmth and darkness
brought by
_____________.
3. Empty small or big containers
charts, metacards.
Tell the compound word that fits
each sentence. Select the answers
below the sentences.
1. The policeman tries to stop
the heavy car with an ___________.
2. The people in the
neighborhood did not sleep well
owing to the warmth and darkness
brought by
_____________.
3. Empty small or big containers
charts, metacards.
Tell the compound word that fits
each sentence. Select the answers
below the sentences.
1. The policeman tries to stop
the heavy car with an ___________.
2. The people in the
neighborhood did not sleep well
owing to the warmth and darkness
brought by
_____________.
3. Empty small or big containers
 in the backyard to avoid the
____________dengue viruses.
4. A lot of ___________ riders
had met on ____________.
5. The carpenter needs a
____________ for building a house.
B. Establishing a purpose for the Use verbal and non-verbal cues.
lesson
C. Presenting examples/instances of Read the sentences aloud.
the new lesson a. The farmer is very fond
of Ram, the black sheep.
b. Father is angry with
Roy, the familys black sheep.
Ask: Do the two sentences
convey similar ideas?
If not, what is the
difference?
What kind of word is
black sheep in the first sentence?
What kind of word is
black sheep in the second sentence?
D. Discussing new concepts and Identify the denotative and the
practicing new skills #1 connotative words.
a. Impossible! It rained
cats and dogs.
b. It rained cats and
dogs during typhoon Yolanda.
a. This is a sketch of
human body. Please paint a heart of
gold.
b. Here is Mr. Rico who
gives money to the needy. He has a
heart of gold.
Differentiate denotations and
connotations.
What does each of them
mean?
in the backyard to avoid the
____________dengue viruses.
4. A lot of ___________ riders
had met on ____________.
5. The carpenter needs a
____________ for building a house.
Use verbal and non-verbal cues.
Read the sentences aloud.
a. The farmer is very fond
of Ram, the black sheep.
b. Father is angry with
Roy, the familys black sheep.
Ask: Do the two sentences
convey similar ideas?
If not, what is the
difference?
What kind of word is
black sheep in the first sentence?
What kind of word is
black sheep in the second sentence?
Identify the denotative and the
connotative words.
a. Impossible! It rained
cats and dogs.
b. It rained cats and
dogs during typhoon Yolanda.
a. This is a sketch of
human body. Please paint a heart of
gold.
b. Here is Mr. Rico who
gives money to the needy. He has a
heart of gold.
Differentiate denotations and
connotations.
What does each of them
mean?
in the backyard to avoid the
____________dengue viruses.
4. A lot of ___________ riders
had met on ____________.
5. The carpenter needs a
____________ for building a house.
Use verbal and non-verbal cues.
Read the sentences aloud.
a. The farmer is very fond
of Ram, the black sheep.
b. Father is angry with
Roy, the familys black sheep.
Ask: Do the two sentences
convey similar ideas?
If not, what is the
difference?
What kind of word is
black sheep in the first sentence?
What kind of word is
black sheep in the second sentence?
Identify the denotative and the
connotative words.
a. Impossible! It rained
cats and dogs.
b. It rained cats and
dogs during typhoon Yolanda.
a. This is a sketch of
human body. Please paint a heart of
gold.
b. Here is Mr. Rico who
gives money to the needy. He has a
heart of gold.
Differentiate denotations and
connotations.
What does each of them
mean?
in the backyard to avoid the
____________dengue viruses.
4. A lot of ___________ riders
had met on ____________.
5. The carpenter needs a
____________ for building a house.
Use verbal and non-verbal cues.
Read the sentences aloud.
a. The farmer is very fond
of Ram, the black sheep.
b. Father is angry with
Roy, the familys black sheep.
Ask: Do the two sentences
convey similar ideas?
If not, what is the
difference?
What kind of word is
black sheep in the first sentence?
What kind of word is
black sheep in the second sentence?
Identify the denotative and the
connotative words.
a. Impossible! It rained
cats and dogs.
b. It rained cats and
dogs during typhoon Yolanda.
a. This is a sketch of
human body. Please paint a heart of
gold.
b. Here is Mr. Rico who
gives money to the needy. He has a
heart of gold.
Differentiate denotations and
connotations.
What does each of them
mean?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Identify the denotative and the
connotative words.
a. Impossible! It rained
cats and dogs.
b. It rained cats and
dogs during typhoon Yolanda.
a. This is a sketch of
human body. Please paint a heart of
gold.
b. Here is Mr. Rico who
gives money to the needy. He has a
heart of gold.
Differentiate denotations and
connotations.
What does each of them
mean?
Complete the sentences with the
given connotative words. Select the
answers below.
1. You cant go through this
street. Its a ____________.
2. The cruel leader dictates
the people with an ____________.
3. When the speaker forgot
his line, he created __________. The
audience didnt notice it.
4. The love story was
___________. It characters acted
unrealistic at all.
5. When caught, the thief
showed-out his ____________that
the policeman didnt believe,
thinking that he was only bluffing
them.
Discuss the meaning of the given
connotations and denotations. Ask
the pupils to use them in
sentences. Teacher may use non-
verbal expressions for further
understanding of the lesson.
* Denotation expresses literal
or real meaning.
* Connotation expresses
Identify the denotative and the
connotative words.
a. Impossible! It rained
cats and dogs.
b. It rained cats and
dogs during typhoon Yolanda.
a. This is a sketch of
human body. Please paint a heart of
gold.
b. Here is Mr. Rico who
gives money to the needy. He has a
heart of gold.
Differentiate denotations and
connotations.
What does each of them
mean?
Complete the sentences with the
given connotative words. Select the
answers below.
1. You cant go through this
street. Its a ____________.
2. The cruel leader dictates
the people with an ____________.
3. When the speaker forgot
his line, he created __________. The
audience didnt notice it.
4. The love story was
___________. It characters acted
unrealistic at all.
5. When caught, the thief
showed-out his ____________that
the policeman didnt believe,
thinking that he was only bluffing
them.
Discuss the meaning of the given
connotations and denotations. Ask
the pupils to use them in
sentences. Teacher may use non-
verbal expressions for further
understanding of the lesson.
* Denotation expresses literal
or real meaning.
* Connotation expresses
Identify the denotative and the
connotative words.
a. Impossible! It rained
cats and dogs.
b. It rained cats and
dogs during typhoon Yolanda.
a. This is a sketch of
human body. Please paint a heart of
gold.
b. Here is Mr. Rico who
gives money to the needy. He has a
heart of gold.
Differentiate denotations and
connotations.
What does each of them
mean?
Complete the sentences with the
given connotative words. Select the
answers below.
1. You cant go through this
street. Its a ____________. street. Its a ____________.
2. The cruel leader dictates
the people with an ____________.
3. When the speaker forgot
his line, he created __________. The
audience didnt notice it. audience didnt notice it.
4. The love story was
___________. It characters acted
unrealistic at all.
5. When caught, the thief
showed-out his ____________that
the policeman didnt believe,
thinking that he was only bluffing
them.
Discuss the meaning of the given
connotations and denotations. Ask
the pupils to use them in
sentences. Teacher may use non-
verbal expressions for further
understanding of the lesson.
* Denotation expresses literal
or real meaning.
* Connotation expresses
Identify the denotative and the
connotative words.
a. Impossible! It rained
cats and dogs.
b. It rained cats and
dogs during typhoon Yolanda.
a. This is a sketch of
human body. Please paint a heart of
gold.
b. Here is Mr. Rico who
gives money to the needy. He has a
heart of gold.
Differentiate denotations and
connotations.
What does each of them
mean?
Complete the sentences with the
given connotative words. Select the
answers below.
1. You cant go through this
2. The cruel leader dictates
the people with an ____________.
3. When the speaker forgot
his line, he created __________. The
4. The love story was
___________. It characters acted
unrealistic at all.
5. When caught, the thief
showed-out his ____________that
the policeman didnt believe,
thinking that he was only bluffing
them.
Discuss the meaning of the given
connotations and denotations. Ask
the pupils to use them in
sentences. Teacher may use non-
verbal expressions for further
understanding of the lesson.
* Denotation expresses literal
or real meaning.
* Connotation expresses
 concealed meaning.
Evaluation: Write Denotation or
Cooontation on each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up
a bolo.
______3. Your jokes are too
corny, it didnt make me laugh at all.
______4. The river had finally
reached its dead end; the water
dried up,fish and plants all died.
______5. When necessary,
create an ad lib to make your part
very realistic.
I. Evaluating learning Write Denotation or Cooontation on
each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up
a bolo.
______3. Your jokes are too
corny, it didnt make me laugh at all.
______4. The river had finally
reached its dead end; the water
dried up,fish and plants all died.
______5. When necessary,
create an ad lib to make your part
very realistic.
J. Additional activities for application List down 5 connotative words with
or remediation their meanings. Use them in
sentences.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
concealed meaning.
Evaluation: Write Denotation or
Cooontation on each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up
a bolo.
______3. Your jokes are too
corny, it didnt make me laugh at all.
______4. The river had finally
reached its dead end; the water
dried up,fish and plants all died.
______5. When necessary,
create an ad lib to make your part
very realistic.
Write Denotation or Cooontation on
each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up
a bolo.
______3. Your jokes are too
corny, it didnt make me laugh at all.
______4. The river had finally
reached its dead end; the water
dried up,fish and plants all died.
______5. When necessary,
create an ad lib to make your part
very realistic.
List down 5 connotative words with
their meanings. Use them in
sentences.
concealed meaning.
Evaluation: Write Denotation or
Cooontation on each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up
a bolo.
______3. Your jokes are too
corny, it didnt make me laugh at all.
______4. The river had finally
reached its dead end; the water
dried up,fish and plants all died.
______5. When necessary,
create an ad lib to make your part
very realistic.
Write Denotation or Cooontation on
each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up
a bolo.
______3. Your jokes are too
corny, it didnt make me laugh at all.
______4. The river had finally
reached its dead end; the water
dried up,fish and plants all died.
______5. When necessary,
create an ad lib to make your part
very realistic.
List down 5 connotative words with
their meanings. Use them in
sentences.
concealed meaning.
Evaluation: Write Denotation or
Cooontation on each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up
a bolo.
______3. Your jokes are too
corny, it didnt make me laugh at all.
______4. The river had finally
reached its dead end; the water
dried up,fish and plants all died.
______5. When necessary,
create an ad lib to make your part
very realistic.
Write Denotation or Cooontation on
each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up
a bolo.
______3. Your jokes are too
corny, it didnt make me laugh at all.
______4. The river had finally
reached its dead end; the water
dried up,fish and plants all died.
______5. When necessary,
create an ad lib to make your part
very realistic.
List down 5 connotative words with
their meanings. Use them in
sentences.
 below 80%
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 materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time March 20-24,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Define vocabulary words through context clues.
A. Content Standards The learner The learner REVIEW PERIODICAL TEST PERIODICAL TEST

listens critically to different text listens critically to different text

types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; oral and written forms;

B. Performance Standards The learner The learner

demonstrates interest in reading to demonstrates interest in reading to

meet various needs. meet various needs.
C. Learning Competencies/Objectives EN5LC-IVj-3.13 EN5LC-IVj-3.13
Write the LC code for each Summarize information from various Summarize information from various
text types text types

II. CONTENT Developing Vocabularies (Contextual Developing Vocabularies (Contextual

Clues) Clues)
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages New Dynamics Series in English 5pp. New Dynamics Series in English 5pp.
49-50. 49-50.
K-12 Curriculum Guide, EN5RC-IVg- K-12 Curriculum Guide, EN5RC-IVg-
2.12 2.12
EN5F-IVg- 2.9 EN5F-IVg- 2.9

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
chart, metacards, pictures activity
sheets
Ask the pupils to read repeatedly.
Then instruct then do recite
without reading it.
chart, metacards, pictures activity
sheets
Ask the pupils to read repeatedly.
Then instruct then do recite
without reading it.

Tongue Twister Tongue Twister

Videographers Videographers
 videotape the videography
of videos.
B. Establishing a purpose for the Summarize information from various
lesson text types
C. Presenting examples/instances of Analyze the sentences. Underline
the new lesson twice the word or words that mean
(s) the underlined
vocabulary in each sentence.
1. There was rejoicing in the
palace yesterday.
The king got married a
beautiful woman.
2. Trials are test of patience.
They are the spices of life.
3. The kings wife requested
for a monkeys liver.
4. Timothy is a mischievous
boy. He always makes his teachers
angry.
5. Juan is a silly boy. He
does things that shows lack of good
sense.
D. Discussing new concepts and Our reading selection for today is
practicing new skills #1 The Jellyfish Journey
Can you think of words,
compound words, or remarks that
we may associate to animals?
Example: yellow chicken
Anticipated answers:
black sheep
lion-hearted crocodile tears
dog tags monkey
business
Show pictures of a jelly
fish,dragon and monkey
Find out the different blended
traits of the characters in the
selection.
Which among the two of you is
going to be defended and be cast
out?
THE JELLYFISH JOURNEY
Once upon a time, the king
videotape the videography
of videos.
Summarize information from various
text types
Analyze the sentences. Underline
twice the word or words that mean
(s) the underlined
vocabulary in each sentence.
1. There was rejoicing in the
palace yesterday.
The king got married a
beautiful woman.
2. Trials are test of patience.
They are the spices of life.
3. The kings wife requested
for a monkeys liver.
4. Timothy is a mischievous
boy. He always makes his teachers
angry.
5. Juan is a silly boy. He
does things that shows lack of good
sense.
Our reading selection for today is
The Jellyfish Journey
Can you think of words,
compound words, or remarks that
we may associate to animals?
Example: yellow chicken
Anticipated answers:
black sheep
lion-hearted crocodile tears
dog tags monkey
business
Show pictures of a jelly
fish,dragon and monkey
Find out the different blended
traits of the characters in the
selection.
Which among the two of you is
going to be defended and be cast
out?
THE JELLYFISH JOURNEY
Once upon a time, the king
of the dragons who was an old
bachelor took it into his head to get
married. His bride was a young
dragonette just sixteen years old-
lovely enough to become the wife
of any king. The wedding caused
much rejoicing. The fishes both great
and small came to offer gifts to the
newly wedded pair. For many days
there was feasting and merriment.
But alas, even dragons
have their trials. Before a month has
passed, the young dragon queen fell
ill. The doctors gave her every
medicine that was known to
dragons, but none helped her. At
last, they said that there was
nothing more to be done. She would
probably die. But the sick queen said
to her husband, I know of
something that will cure me. Get me
a live monkeys liver and I shall get
well at once.
A live monkeys liver!
exclaimed the king. What are you
thinking of, my dear? You forgot that
we dragons live in the sea, while
monkeys live on land far away
among the forest trees. A monkeys
liver! My darling, you must be mad.
The young queen burst
into tears, I have asked you for only
one small thing, she whispered,
and you wont get it for me. I wish I
had stayed at home with my own m-
m-m-mama and my own papa-a-a-
a.
The dragon king did not
like to have it thought that he was
unkind to his beautiful young wife.
So he sent for his trusty servant, the
jellyfish, and said: I have a rather
difficult task for you. I want you to
swim across the land and persuade a
live monkey to come here with you.
Tell the monkey how much nicer
everything is here in Dragon Land
than where he lives, so that he will
be willing to come. What I really
of the dragons who was an old
bachelor took it into his head to get
married. His bride was a young
dragonette just sixteen years old-
lovely enough to become the wife
of any king. The wedding caused
much rejoicing. The fishes both great
and small came to offer gifts to the
newly wedded pair. For many days
there was feasting and merriment.
But alas, even dragons
have their trials. Before a month has
passed, the young dragon queen fell
ill. The doctors gave her every
medicine that was known to
dragons, but none helped her. At
last, they said that there was
nothing more to be done. She would
probably die. But the sick queen said
to her husband, I know of
something that will cure me. Get me
a live monkeys liver and I shall get
well at once.
A live monkeys liver!
exclaimed the king. What are you
thinking of, my dear? You forgot that
we dragons live in the sea, while
monkeys live on land far away
among the forest trees. A monkeys
liver! My darling, you must be mad.
The young queen burst
into tears, I have asked you for only
one small thing, she whispered,
and you wont get it for me. I wish I
had stayed at home with my own m-
m-m-mama and my own papa-a-a-
a.
The dragon king did not
like to have it thought that he was
unkind to his beautiful young wife.
So he sent for his trusty servant, the
jellyfish, and said: I have a rather
difficult task for you. I want you to
swim across the land and persuade a
live monkey to come here with you.
Tell the monkey how much nicer
everything is here in Dragon Land
than where he lives, so that he will
be willing to come. What I really
want him for is to cut out his liver to
use as a medicine for the queen.
So the jellyfish started off
on his strange errand. In those days,
he was just like any other fish, with
eyes and fins and a tail. But he had
little feet also, so that he could walk
on land. It did not take him many
hours to swim across the country
where the monkeys live. Fortunately
there happened to be a monkey
jumping about among the branches
of the trees near the place where
the jellyfish landed.
Good morning, Mr.
Monkey, said the jellyfish. I have
come to tell you a beautiful country
where the weather is always
pleasant. There are plenty of ripe
fruits on the trees, and there are
none of those mischievous creatures
called men. Will you not get on my
back and let me take you there?
The monkey thought it
would be fun to see a new country.
So he jumped on the jellyfishs back,
and off they started across the
water. When they had gone about
halfway, he began to fear that there
might be some hidden danger. It
seemed rather odd for jellyfish to
come so far to carry a stranger home
simply to see the country.
My Jellyfish, why did you
think of coming for me?
My master, the king of
the dragons, sent me to get you,
answered the jellyfish.
He wants to give your
liver as medicine to the queen.
Oh, thats your little
game, is it? thought the monkey,
but he kept his thoughts to himself,
and only said, Nothing could please
me better than to be of service to
the king and queen. But I left my
liver hanging on a branch of that big
tree where you first saw me. A liver
is heavy to carry about so I generally
want him for is to cut out his liver to
use as a medicine for the queen.
So the jellyfish started off
on his strange errand. In those days,
he was just like any other fish, with
eyes and fins and a tail. But he had
little feet also, so that he could walk
on land. It did not take him many
hours to swim across the country
where the monkeys live. Fortunately
there happened to be a monkey
jumping about among the branches
of the trees near the place where
the jellyfish landed.
Good morning, Mr.
Monkey, said the jellyfish. I have
come to tell you a beautiful country
where the weather is always
pleasant. There are plenty of ripe
fruits on the trees, and there are
none of those mischievous creatures
called men. Will you not get on my
back and let me take you there?
The monkey thought it
would be fun to see a new country.
So he jumped on the jellyfishs back,
and off they started across the
water. When they had gone about
halfway, he began to fear that there
might be some hidden danger. It
seemed rather odd for jellyfish to
come so far to carry a stranger home
simply to see the country.
My Jellyfish, why did you
think of coming for me?
My master, the king of
the dragons, sent me to get you,
answered the jellyfish.
He wants to give your
liver as medicine to the queen.
Oh, thats your little
game, is it? thought the monkey,
but he kept his thoughts to himself,
and only said, Nothing could please
me better than to be of service to
the king and queen. But I left my
liver hanging on a branch of that big
tree where you first saw me. A liver
is heavy to carry about so I generally

E. Discussing new concepts and
practicing new skills #2
take mine out and play about
without it. We shall have to go back
for it.
The jellyfish agreed that
there was nothing else to do. The
silly creature did not see that the
monkey was only fooling him in
order to save his life and his liver.
When they reached the
shore again, the monkey bounded
off the jellyfishs back and was up
the tree in less than a minute. Then
he said: I do not see my liver here.
Perhaps somebody has taken it
away. I will look for it. Go back and
tell your master what has happened.
He may become very anxious if you
did not get home before dark.
So the jellyfish started
home. When he told the king of the
dragons what happened, the king
was so angry and said: Away with
this fellow. Take him and beat him
to a pulp. Do not let a single bone
remain unbroken in his body.
The officers seized the
unfortunate jellyfish and beat him as
the king had commanded. That is
the reason why, to this very day,
jellyfish have no bones.
When the young queen
found she could not have the
monkeys liver, she made up her
mind to get well without it.
Teacher reads the selection by part.
Teacher asks the pupils to
read after her.
Teacher pauses once in a
while and asks questions.
Comprehension Questions:
1. Tell the most remarkable traits
of each character.
2. Why was the jelly fish sent by
the king for an errand?
3. How did the jelly fish persuade
the monkey to go with him? Did the
jelly fish succeed?
take mine out and play about
without it. We shall have to go back
for it.
The jellyfish agreed that
there was nothing else to do. The
silly creature did not see that the
monkey was only fooling him in
order to save his life and his liver.
When they reached the
shore again, the monkey bounded
off the jellyfishs back and was up
the tree in less than a minute. Then
he said: I do not see my liver here.
Perhaps somebody has taken it
away. I will look for it. Go back and
tell your master what has happened.
He may become very anxious if you
did not get home before dark.
So the jellyfish started
home. When he told the king of the
dragons what happened, the king
was so angry and said: Away with
this fellow. Take him and beat him
to a pulp. Do not let a single bone
remain unbroken in his body.
The officers seized the
unfortunate jellyfish and beat him as
the king had commanded. That is
the reason why, to this very day,
jellyfish have no bones.
When the young queen
found she could not have the
monkeys liver, she made up her
mind to get well without it.
Teacher reads the selection by part.
Teacher asks the pupils to
read after her.
Teacher pauses once in a
while and asks questions.
Comprehension Questions:
1. Tell the most remarkable traits
of each character.
2. Why was the jelly fish sent by
the king for an errand?
3. How did the jelly fish persuade
the monkey to go with him? Did the
jelly fish succeed?

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
4. If you were the monkey, what
would you do to serve yourself?
5. What became of the jelly fish
after being punished?
6. What does this story want to
covey?
Cooperative Group Activity
Group I- Draw the
dragonette and write her
characteristics.
Group II- Draw the jelly
fish and write its characteristics.
Group III- Draw the
monkey and write his attempts to
escape his death.
Pick out the best answer in each
sentence. Write the letter of the
answer.
___1. The king dragons wife was:
a. active, bright but stupid
b. lovely, young but spoiled
c. tall, slender but healthy
d. ugly, obese but nice
___2. When the dragonette fell
ill, she requested a
a. beefs liver
b. cows liver
c. monkeys liver
d. porks liver
___3. The jelly fish had persuaded
the monkey in exchange to an offer
to have
a. bananas, trees and
house
b. food, mountains and
park
c. country, fruits, men
d. zoo, swamp, pen
___4. The monkey was able to
escape his death by;
a. drowning the jelly fish
in water
b. fooling-out the jelly fish
by dishonesty
c. giving the jelly fish,
4. If you were the monkey, what
would you do to serve yourself?
5. What became of the jelly fish
after being punished?
6. What does this story want to
covey?
Cooperative Group Activity
Group I- Draw the
dragonette and write her
characteristics.
Group II- Draw the jelly
fish and write its characteristics.
Group III- Draw the
monkey and write his attempts to
escape his death.
Pick out the best answer in each
sentence. Write the letter of the
answer.
___1. The king dragons wife was:
a. active, bright but stupid
b. lovely, young but spoiled
c. tall, slender but healthy
d. ugly, obese but nice
___2. When the dragonette fell
ill, she requested a
a. beefs liver
b. cows liver
c. monkeys liver
d. porks liver
___3. The jelly fish had persuaded
the monkey in exchange to an offer
to have
a. bananas, trees and
house
b. food, mountains and
park
c. country, fruits, men
d. zoo, swamp, pen
___4. The monkey was able to
escape his death by;
a. drowning the jelly fish
in water
b. fooling-out the jelly fish
by dishonesty
c. giving the jelly fish,
 bananas bananas
d. running to the d. running to the
mountain to hide mountain to hide
___5. When the jelly fish failed ___5. When the jelly fish failed
to bring a monkeys liver, he was to bring a monkeys liver, he was
a. beaten to pulp a. beaten to pulp
b. cooked into food b. cooked into food
c. driven from the sea c. driven from the sea
d. smash to death d. smash to death

H. Making generalizations and The main idea is the point of view or The main idea is the point of view or
abstractions about the lesson general perception of the reader general perception of the reader
about the reading material. about the reading material.

I. Evaluating learning Refer to LM________. Refer to LM________.

J. Additional activities for application Refer to LM________. Refer to LM________.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%
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 materials
did I use/discover which I wish to share
with other teachers?