School: GENZOLA ES Grade Level: V

GRADES 1 to 12 Teacher: KATHERINE R. SOMCIO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 22 – 26, 2022 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Note significant Infer the meaning of Recognize the elements Compose clear and coherent sentences
Self-correct when reading compound of a
details using appropriate grammatical
Value/love one another words narrative
Use appropriate structures:aspects of verbs.
facial expressions

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

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

I. Evaluating learning Let the pupils Informative Assessment: Pupils will watch a short Have the pupils answer the practices on
present the Identify the words that story. their textbooks pages 11-12.
dialogue in front of make up the following Copy the graphic
the class. compound word. Provide organizer from the chart
the meaning for each on your paper and fill
individual word and for out the elements of a
each compound word. narrative. Present your
Then, use the compound output in class. (Chosen
 word in a sentence. pupils)
1. basketball ( see chart)
2. fireplace
3. land bridge
4. best friend
5. brother-in-law
J. Additional activities for Give 2 examples for each Find the meaning of the Select the best verb form: (1/2 crosswise
application or remediation type of compound words. word verb. Write it down of a piece of paper)
Then, give the meaning. on your notebook. 1. We ________ to London last year.
To be passed tomorrow. Give atleast five example     go         will go         went
( ½ crosswise piece of of a verb. 2. Yesterday she _______on the ice.
paper).     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
strategies worked well? Why did and Integration of Learning
these work? (Pair-Share)
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?

Prepared by;

KATHERINE R. SOMCIO
Master Teacher -I

Noted:

ROMEO F. BRAGADO
Principal-III