School: The Adelphi College Grade Level: V

GRADES 1 to 12
Teacher: Christian M. Valle Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Note significant details Infer the meaning of compound Recognize the elements of a Compose clear and coherent
Self-correct when reading
Use appropriate facial words narrative sentences using appropriate
Value/love one another
expressions grammatical
structures:aspects of verbs.
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives EN5LC-Ia-2.1 EN5V-Ia-12 and 13 EN5F-Ia-13 EN5F-Ia-2.9
Write for the LC code for each EN5OL-Ia-2.6.1 EN5G-Ia-3.3

II. CONTENT
Listening to a dialogue Selection: Two Were Left by Hugh Inferring the meaning of Recognizing the elements of Using the simple aspects of
Speaking with appropriate B. Cave compound words narrative verb
facial expression Self-correcting when reading Using the present tense for
of the verbs
Using the simple regular
past form of verbs
Using forms that show
future time
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pages 2-3 pages 3-5 page 5 pages 5-6 pages 6-8
2. Learner’s Materials pages pages 3-4 pages 4-7 pages 6-7 pages 7-9 pages 10-12
3. Textbook pages pages 3-4 Pages 4-7 Pages 6-7 pages 7-9 pages 10-12
4. Additional Materials from https://www.thoughtco.co
Learning Resource (LR) portal m

B. Other Learning Resources Pictures, charts, Word cards, pocket chart, story Picture, chart, word card Chart/ppt.flah cards, Pictures, chart, metacards
chart https://www.thoughtco.co
m, http://englishlinx.com
IV. PROCEDURES

A. Review previous lesson or Ask: What does being a Ask: What is a dialogue?
presenting the new lesson steward of creation mean? How is noting details of a story is
Ask the pupil to read the done? Importance of self-correcting Answer the assignments as a
 big idea and another to read Why is using appropriate facial when reading. review for the past lesson. Elements of a narrative
the verse. expression important in reading?
Ask: Does the verse say what
being a steward of creation
means?
B. Establishing a purpose for the Show a picture of people with Ask: Why are dogs called “man’s Show the word iceberg using a Show a poster size version or Show pictures of trees,
lesson their pets/ people with bestfriend”? Have you had an flashcard. Tell the pupils that it is a PPT. slide of the paragraph. (see flowers, birds, rivers
animals> experience with a dog that will compound word. PPT. or chart)
Ask: How do you think these support or contradict the Tell the pupils that what they just Ask: Do you take care of our
people statement? saw came from the story “Two environment? What activity
feel being around their Were Left” do you usually do to take
pets? Ask: If you had not yet read the care of our environment?
being around animals? story, will you be able to
Why should we take care understand it? Original File Submitted and
of? Show a list of words/phrases to Formatted by DepEd Club
our pets and other the pupils. Tell the pupils to fill in Member - visit
animals? the blanks with these depedclub.com for more
words/phrases:
(see chart/ppt)
Have the pupils write their
answers on the blanks?
Ask:Does it make more sense
now?
C. Presenting Tell the pupils to listen very Unlocking of difficulties: Go back with the example above. Tell the pupils that the words and Say: You have learned that
examples/instances of the new well while reading the marooned, slab, gnawing, wedged Ask: How many words you can phrases they used are called verbs are action words.
lesson dialogue. Have the pupils Present the words using word form from these word? What are elements of narratives. Today, you will be learning
answer the questions in Talk cards and displayed on a pocket these words? Direct the pupils to the the different aspects of
About These? chart. Have the pupils read the Show the pupils how iceberg is definitions on pages 7-9. verbs.
words aloud? Draw out the divided into two words by Have the pupils read aloud the Have the pupils read the
meaning of the words using separating the parts of the definitions of each element? following sentences:
context clues and/or pictures. flashcard into ice and berg. Then, call someone to read aloud 1. The president continues
Then, have the pupils practice Determine the meaning of each the definition aloud. (randomly) to motivate people to take
reading the phrases taken from the word. care of the environment.
selection. Give more examples as possible . 2.The teachers continue to
marooned on the ice motivate pupils to take care
the slab of iron of the environment.
wedged one of the iron strip 3.He continued working with
the gnawing pain of his injured leg the group his father
founded since 2002.
4. They will continue to
inspire people of all ages.
5. Janice bought a new
watch last week.
Help the pupils study and
 analyze the sentences.
Give more examples
D. Discussing new concepts and Read the dialogue about pets Read: The Two Were Left Direct the pupils to the types of Have the pupils read the Lead the pupils to the
practicing new skills #1 again with neutral facial The teacher will read the story compound words. elements on the flash cards? different aspects of verb
expression. then, Tell the pupils that there are three Then, call some pupils to repeat using the sentences above.
Ask:Did it change the meaning assign a pupil to be Noni and types of compound word; closed, the definition in their own words Help the pupils study and
of the dialogue? instruct him to read Noni’s open, or hyphenated. and understanding. analyze the sentences.
dialogue aloud with expression. Have the pupils think of a Give more examples
Call on volunteers to take turn compound words and write them
reading the story paragraph by on the board on the proper
paragraph. column. .
From the example given by the
Answer and discuss as a class: pupils have them identify the
Think It Over on page 6 # 1-5 definition of each compound
words.
Have pupils do Think-Pair- Ask: How are the three types of
Share.Tell pupils to work with a compound words different from
partner, discuss questions with one another? Who can you explain
their partner, and report their the meaning of each compound
partner’s answers to the class. word?
Think It Over on page 6 # 6-9
E. Discussing new concepts and Model: Refer back to the Focus Skill/Competency check Have the pupils identify the Guided Practice:
practicing new skills #2 dialogue about pets. Go Ask: What do you usually do when different elements of “Two Were The class will be divided into
through each line and ask the you misread some words while you Left”. 5. Each group will be
pupils to identify the emotions are reading a text aloud? Post the diagram on the board. receiving metacards to write
expressed in each line. Read their answers. The teacher
each line aloud with proper Explain that it is okay to self- will ask a pupil to pick a card
facial expression. correct while reading to convey the to be shown in class, each
message of the text correctly. card has a verb and
corresponding tense of verb
written on it. Each group will
compose clear and coherent
sentences using the verb in
the tense asked. Two
minutes will be used to
answer each item.

F. Developing mastery Activity: Oral Language Facilitate the practice described on Let the pupils answer the Independent Practice: Independent Practice:
Practice page 6 of the text book. Instruct Independent Practice on page 7 on Form a group of five and watch A. The following sentences
Tell the pupils to pick a the pupils to read aloud the their evaluation folder. the film Spellbound/Obey Your are written in past tense.
partner, as instructed. Tell passage with their partners. Take Parents. Rewrite them in present and
them to read the dialogue note of the words that their Then, on a piece of paper the future tense on the lines.
silently and identify the partner finds difficulty to read. pupils will copy the graphic (See Chart)
 emotions expressed in each Remind him/her to self –correct organizer on the ppt. and fill out
line. Afterwards, they may while reading. the elements of a narrative.
proceed with assigning and
exchanging roles and reading
the dialogue aloud.
G. Finding practical applications Presentation of output in class.
of concepts and skills in daily
living
H. Making generalizations and What is a dialogue? Ask: What is a compound word? Ask: What is a narrative? What What is a verb? What are
abstractions about the lesson How is noting details of a story Ask: Why is it important to What are the three types? are the different elements of a the different aspects of
is done? value/love one another Who can give the difference narrative? State their differences. verb? Differentiate each
Why is using appropriate facial Why is self-correction while of?
expression important in reading a text aloud necessary? each type?
reading?

I. Evaluating learning Let the pupils present the Informative Assessment: Pupils will watch a short story. Have the pupils answer the
dialogue in front of the class. Identify the words that make up Copy the graphic organizer from practices on their textbooks
the following compound word. the chart on your paper and fill pages 11-12.
Provide the meaning for each out the elements of a narrative.
individual word and for each Present your output in class.
compound word. Then, use the (Chosen pupils)
compound word in a sentence. ( see chart)
1. basketball
2. fireplace
3. land bridge
4. best friend
5. brother-in-law
J. Additional activities for Give 2 examples for each type of Find the meaning of the word Select the best verb form:
application or remediation compound words. Then, give the verb. Write it down on your (1/2 crosswise of a piece of
meaning. To be passed tomorrow. notebook. paper)
( ½ crosswise piece of paper). Give atleast five example of a 1. We ________ to London
verb. last year.
go will go went
2. Yesterday she _______on
the ice.
slips slipped will
slip
3. They ________ in Toronto
by next year.
will live live lived
4. Tomorrow he ________
to Miami.
 traveled travels
will travel
5. Mice ________ peanut
butter.
love will love
loved
6. Don't bother Tim while he
____.
is driving will drive
drove
7. When Jen was in Canada
she ____skiing.
goes will go went
8. Right now Niki ________
on the phone.
is was will be
9. Call back later. Ella
__home soon.
is was will be
10. Blake ________ his
homework last night.
finished finish finishes

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 Differentiated Instruction and
strategies worked well? Why did Integration of Learning (Pair-Share)
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?