School: Quezon City Christian Academy Grade Level: 5

GRADES 1 to 12 Teacher: Ms. Marxia Redd P. Macaranas Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: (July 15-19) Week 1 Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The students demonstrate understanding of kinds of nouns and types of word formations such as blending, clipping, and compound sentences.

B. Performance
The students are able to make a travel brochure using prefixes and suffixes, and simple and compound sentences.
Standards
C. Learning EN2RC-IIIf-h-2.17 EN9V-Ie-11 EN3V-Iva-j-12.3 EN4G-Id-3 EN6WC-IIc-1.1.6.1
Competencies) Answer questions to clarify Arrive at meaning of words Use clues from the context to Use clear and coherent Use appropriate graphic
understanding before, during, through word formation (clipping, figure out what words mean sentences using appropriate organizers for prewriting tasks.
and after reading blending, acronymy, grammatical structures:
compounding, folk etymology, Kinds of Nouns
etc.) - Mass nouns and Count
Noun

II. Content Selection: Kyoto in My Mind
by Alce M. Sentones
Types of word formation such as
blending. clipping, and
compounding
Using types of word formation to
identify the meaning of
compound, affixed, blended, and
clipped words
Identifying kinds of nouns – - Using prefixes and
common, proper, collective, and suffixes
abstract - Constructing simple and
compound sentences

III. (Learning Resources)

A. References IE for EC Grade 5
1. Teacher’s Guide Pages page 4 pages 7-9 pages 7-9 pages 11-13 page 15
2. Learner’s Materials Pages pages 4-6 pages 7-9 pages 7-9 pages 11-13 page 15
3. Textbook Pages pages 4-6 pages 7-9 pages 7-9 pages 11-13 page 15
4. Additional Materials from
IE for EC Grade 5 – Teachers Wraparound Edition
Learning Resources (LR) Portal
B.Other Learning Resources https://www.ruf.rice.edu/~kem https://grammar.yourdiction
mer/Words/wordtypes.html ary.com/parts-of-
speech/nouns/types-of-
nouns.html

IV.Procedures
A. Review Previous Lessons
B. Establishing purpose for the
Ask the students to think of
one dream destination and
what they want to do there
Introduce essential questions:
Recall details from the travel diary
“Kyoto in My Mind”
Lead the discussion of word
Review to the students the types
of word formation processes
Divide the class into groups. Let
Present to the class the
sentences in Connect Unit 1,
pages 12 and 13 of the work
text.
Focus the attention of the
Review the lesson about the
different kinds of nouns.
Explain the performance task
Lesson
C. Presenting examples
/instances of the new lessons
D. Discussing new concepts
and practicing new skills #1.
E. Discussing new concepts &
practicing new skills #2
F. Leads to Formative
Assessment 3)
G. Finding Practical
Applications of concepts and
skills in daily living
H. Making Generalizations &
Abstractions about the lessons
I. Evaluating Learning
J. Additional activities for
application or remediation
* How does one’s identity
relate to his culture?
Ask: Have you read a diary
before?
Read aloud to the class the
diary :Kyoto in My Mind”
Ask the students to discuss
the last two questions and
compare the culture of
Filipinos and Japanese.
Oral recitation: Imagine you
are given a chance to visit
Intramuros (or any other
place in the Philippines) and
you haven’t been to that
place, how would you feel?
- Have the students identify
the places, songs, and the art
pieces that struck them most
as they listen and see Kyoto.
- Have the students engage in
discussion: Why was Kyoto
the capital of Japan before?
Ask Essential Question No. 1:
How does one’s identity relate
to his culture?
Answer questions in Probe
Unit 1, page 5 of the work text
formation processes in Connect
Unit 1, pages 8 and 9 of the work
text.
Have them identify the word
formation taken from the diary
Discuss types of word formation
such as blending, clipping and
compounding
Present the different examples
from the class. Add more
examples for further
understanding aside from the
examples given in the worksheet.
Let the students answer the travel
dictionary in Activate Unit 1, page
99 of the work text.
Ask: What is the essence of
knowing how to identify the
different types of word formation
processes?
Have the students finish the
statement: Different words can be
formed by…
Answer Activate Unit 1, page 9 of
the work text.
Give additional examples of words
in each word formation process
them answer Engage in Unit 1,
page 10 of the work text.
Lead the class in the sample
planned itinerary in Enrich Unit 1,
page 10 of the work text. Instruct
the students to study the
presented sets of itinerary and
have them answer the questions
that follow.
Ask Essential Question No. 2: How
are new words formed?
Ask students to discuss the word
formation processes on their own.
Provide examples on the board or
through powerpoint presentation.
Let the student answer each item
orally.
Ask: How do word formation
processes help you in
distinguishing the meaning of each
word you encounter?
Have the students finish this
statement: Today, I learned that…
Answer Engage in Unit 1, page 10
of the work text.
Provide written seatwork for
students.
students to the sentences taken
from the story.
Ask: What have you noticed in
the italicized words in each
sentence?
Have the students answer the
question orally.
Discuss different kinds of nouns.
Ask the students to give more
examples of common, proper,
abstract, and collective nouns.
Have the students identify the
nouns in the paragraph in
Activate Unit 1, on page 13 of
the work text. Have them fill
out the appropriate box.
Students will engage I a group
task: Pretend that you will go on
a trip abroad and discuss the
organizer found on Engage A
Unit 1, page 14 of the works
text.
Have the students finish the
statement: There are different
kinds of nouns…
Let the students answer Enrich
Unit 1, page 15 of the work text.
Provide a short passage where
students will determine the
nouns and classify it according
and the scoring rubric in
Engaging Scenario Unit 1, on the
same page of the work text.
Give each student ample time to
work on the task.
Give each student the chance to
showcase his/her project.
Tell the class your feedback and
ask other students to give their
feedbacks as well.
Ask them to do Viewing Unit 1,
page 17 of the work text. Have
them share their answers with
their seatmates.
Realize the importance of
knowing how words are formed
through a travelogue
Review important reading and
grammar concepts.
Administer a seatwork covering
the topics discussed.
 to its kind.

V.Remarks
VI. Reflection
A .No.of learners who earned 80%
in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%

C. Did the remedial lessons work?

No.of learners who caught up with
the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?)

F. What difficulties did I encounter

which my principal/supervisor can
help me solve?

G. What innovations or localized

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

Prepared by: Ms. Marxia Redd P. Macaranas Checked by: Mrs. Veronica V. Guivencan Approved by: Ptra. Mary Elaine T. Benjamin
Subject Teacher Grade School Coordinator Principal