School: FVR PHASE 2 ELEMENETARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: RICHARD SM. CRUZ Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 23 – 27, 2023 (WEEK 9) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Listening Oral Language Reading Comprehension Grammar/Language Vocabulary development
B.Performance Standards
C.Learning Competencies/Objectives A. Recount events effectively A. Clarify meaning of words A. Clarify meaning of words A. Compose clear and A. Compose clear and
B. Read grade level text with using dictionaries using thesaurus coherent sentences using coherent sentences using
118 words correct per minute B. Browse and read more B. Browse and read more appropriate grammatical appropriate grammatical
stories/ paragraphs stories/ paragraphs structures :conjunctions structures :conjunctions
(because, if, although, so ( before, after, when,
that, unless) where, so)
B. Observe politeness at all B. Observe politeness at
times all times
C. Show tactfulness when C. Show tactfulness when
communicating with others communicating with
others
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages English for All Times, Reading, Fun in English p.73 Expressways Lang.p. 37 Expressways Reading p.133 English for All Times,
p. 48 Reading, p. 48
4.Additional materials from learning resource
(LR) portal
B.Other Learning Resource pictures, copy of stories/ pictures, copy of stories/ pictures, copy of stories/ pictures, copy of stories/ pictures, copy of stories/
paragraphs, graphic organizer, paragraphs, graphic organizer, paragraphs, graphic organizer, paragraphs, graphic paragraphs, graphic
flower organizer, flower organizer, flower organizer, organizer, flower organizer, organizer, flower
inverted pyramid, flashcards organizer,
IV.PROCEDURES
A.Reviewing previous lesson or presenting Preliminary Activities Checking of Assignment Checking of Assignment Checking of Assignment
the new lesson 1. Unlocking of Difficulties
(Using pictures, context clue
and demonstration)
B.Establishing a purpose for the lesson Show a picture of Magellan and For today we are going to study For today we are going to
Lapulapu. how to find difficult words using study about conjunctions
Who looks more impressive to dictionary
you ? Why ?
C.Presenting Examples/ instances of the new What significant event in What is the job of the people Who among you is always
lesson Magellan’s life is related to our living near the oceans? absent? What did you do
history ? when you were absent from
class?
D.Discussing new concepts and practicing 1. Model reading of the story Read the following sentences. Presentation of a Story Introduction/ Presentation of Introduction/
new skills #1 2. Popcorn reading of the story a. Magellan wanted all the Excuse Letter Presentation of
people including Humabon to Here is a sample of an excuse Sentences Let's do the
pay tribute to his king. letter. Observe the parts of a chores one last time
b. He sent his men to burn the letter and answer the before we leave. After
village called Bulaia. questions below. the service, Alex was
c. Lapu-Lapu called all his men unusually silent. As
armed with spears , lances and always, he had been
arrows. there when she needed
d. Lapu-Lapu chose a tricky site him. We reach the point
of the sea which was filled with where the technology
coral does everything we need
e. reefs. to do. I know you’re tired
f. Magellan was wounded until so I will let you rest
he fell and died in the shallows
E. Discussing new concepts and practicing Answering the motive question What are the underlined words Read the following sentences. Who was absent from class ? What are the underlined
new skills #2 4. Comprehension Checkup in the sentence ? 1. He could hardly heave into Why was Kent absent ? words ?
When did the story happen ? What do you mean by these the boat. Did he write good excuse What is the independent
What did Magellan and his words ? 2. Something yellow glistened in letter ? Why do you say so ? clause in the sentences?
men bring with them ? How can you give their the afternoon sun. What trait did he show in dependent clause?
How did they want the Filipino meanings ? 3. He did not notice the water writing a letter ? How can you complete
to welcome them ? slowly seeping into his boat. it’s meaning ?
What made Magellan burn the 4. All he could see was the Original File Submitted
village ? brilliant gold color of the chains. and Formatted by DepEd
How did Lapu-lapu react about 5. The water had rushed into his Club Member - visit
Magellan’s burning of the boat depedclub.com for more
village ?
Who lost in the battle ?
Let the pupils read the text
with 118 words correct per
minute
F.Developing Mastery Recount events about Say : Read the underlined What are the underlined words Study the following Since such a clause
Magellan using graphic words. in the sentence? sentences taken from an depends on an
organizer We can clarify their meanings What do you mean by each excuse letter. Answer the independent clause for
through the use of dictionaries. word? What are their questions below. it’s meaning, it is a
Words opposites? Kent was absent from class dependent clause. It is
Meaning How can you give their because his mother has a introduced by a different
tribute to honor someone with synonyms and antonyms? fever. set of conjunctions like
words or an award DAY 4 before, after, when,
village small community or Grammar where and so.
 group of houses in a rural area I will come to school if my
spears a weapon consisting of a father will arrive home early.
long shaft with a sharply pointed What are the underlined
end words?
coral reefs a ridge of rock in the What is the independent
sea formed by the growth and clause in the sentences? Can
deposit of coral it stand alone?
shallows an area of the sea, a How about dependent
lake, or a river where the water clause? Does it express a
is not very deep complete meaning?
How can you complete it’s
meaning ?
Say : Since such a clause
depends on an independent
clause for it’s meaning, it is a
dependent clause. It is
introduced by a different set
of conjunctions like because
and if.
G.Finding Parctical application of concepts Recount events in the story of With a good dictionary you can Read the story. Write the Go around the classroom. Compose coherent
and skills in daily living Carlos P. Romulo using a story look up the meaning of an synonyms/ antonyms of the Ask three of your classmates sentences by adding an
pyramid by writing the words English word you see or hear. underlined words by filling up tocomplete appropriate dependent
called for, on the lines after the table below the statements below. clause to the given
each number 1. I love reading because conjunctions.
____________________. 1. It was a warm and
2. We can learn anything fast bright day when
if ____________________.
_______________________. 2. Find a pool where
3. I play the guitar although __________________.
________________________ 3. Kindly finish your work
__. before
4. We study hard so that ________________.
_____________________. 4. Melissa studied hard so
5. I will not go camping __________________. 5.
unless All four of them went
___________________. outside to play ball after
_________________.
H.Making generalization and abstraction Tips to help you recount events A thesaurus is a reference book When we use because, we We use before and after
about the lesson effectively : Have a contest in getting the that enriches one’s vocabulary. are focusing on the reason: to talk about the order of
1. Look at the storyteller meaning of words (teacher may It contains synonyms and Conjunction if is used with events in the past or
2. Take down notes especially : give as many words) using a antonyms of words which are will/ can + base verb for a future. We can use when
a. name words- persons, dictionary. The first group that listed alphabetically. probable future result. to introduce a single
places, things can post the meaning on the Although is used to completed event that
b. action words and words of board gets a point. The group introduce a subordinate takes place in the middle
 feeling with the most number of points clause in which you mention of a longer activity or
c. dates wins something that contrasts event. All of the uses of
d. direct statements or with what you are saying in where have to do with a
quotations the main clause. So that and place, location, or
e. sequence of events in order that are used to talk situation. So is used to
f. unfamiliar words about purpose. Unless show the reason for
3. Consider carefully the parts expresses a condition.It is something.
of the story emphasized by the used to say that a particular
storyteller. action or situation will occur
4. Write down questions only if another specified
before and after the story was action happens earlier
read.Be open-minded and in
the right mental set.
I.Evaluating learning Recount events in the story Read the story/ paragraphs. Fill Do the following : Form complex sentences Choose one from the
using a flower organizer up the table below. 1. Divide the class into five using conjunctions because, picture below and
It was stormy day. Erwin didn’t groups. Ask each group to look if, although, so that, unless. compose 2-3 sentences
go to school because it was for a story in their book. 1. I enjoyed very much my using conjunctions
signal Number 2. He felt very 2. Choose 10 difficult words and first visit to the zoo. before, after, when,
happy because he likes to play write their synonyms and 2. My summer vacation was where and so
in the rain. Before his mother antonyms using thesaurus. unforgettable.
left for the office, she told Erwin 3. Have a group presentation 3. My first school days were
to read his books and review for after a 10-minute activity quite a mixture of feelings.
the periodic test, besides 4. I will never forget my
warning him not to go out in the birthday celebration.
rain. 5. I love playing computer
Soon, the streets get flooded. games
Erwin saw his neighborhood
playmates happily wading in the
flooded streets.
“Come, Erwin! Come and join
us,” called his playmates.
Erwin got tempted, took off his
t-shirt and joined the group.
They waded in the flood and
bathe in the rain. Erwin felt cold
and started having running
nose. He returned to the house
because his mother would come
home for lunch. Erwin changed
his clothes and went to bed. His
mother called him for lunch but
he didn’t go out of his room
J.additional activities for application or Recount events in the story Read more stories and write at Read more stories and write at Based on the picture, Write a five- sentence
remediation using a graphic organizer . least 5 words you do not least 5 words you do not compose a five-sentence paragraph about your
The Ant and the Grasshopper understand. understand. paragraph using conjunctions most unforgettable
Find the meaning of those Find their synonyms and because, if, although, so experience this summer
words in the dictionary antonyms using thesaurus. that, unless. using conjunctions
before, after, when,
where and so.

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move
evaluation the next objective. the next objective. the next objective. to the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got _____% of the pupils got
mastery mastery mastery 80% mastery 80% mastery
B.No.of learners who require additional ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
activities for remediation difficulties in answering their in answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
lesson. ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
___Pupils found difficulties in answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found
answering their lesson. ___Pupils did not enjoy the ___Pupils did not enjoy the answering their lesson. difficulties in answering
___Pupils did not enjoy the lesson because of lack of lesson because of lack of ___Pupils did not enjoy the their lesson.
lesson because of lack of knowledge, skills and interest knowledge, skills and interest lesson because of lack of ___Pupils did not enjoy
knowledge, skills and interest about the lesson. about the lesson. knowledge, skills and the lesson because of
about the lesson. ___Pupils were interested on ___Pupils were interested on interest about the lesson. lack of knowledge, skills
___Pupils were interested on the lesson, despite of some the lesson, despite of some ___Pupils were interested and interest about the
the lesson, despite of some difficulties encountered in difficulties encountered in on the lesson, despite of lesson.
difficulties encountered in answering the questions asked answering the questions asked some difficulties ___Pupils were
answering the questions asked by the teacher. by the teacher. encountered in answering interested on the lesson,
by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson the questions asked by the despite of some
___Pupils mastered the lesson despite of limited resources despite of limited resources teacher. difficulties encountered in
despite of limited resources used by the teacher. used by the teacher. ___Pupils mastered the answering the questions
used by the teacher. ___Majority of the pupils ___Majority of the pupils lesson despite of limited asked by the teacher.
___Majority of the pupils finished their work on time. finished their work on time. resources used by the ___Pupils mastered the
finished their work on time. ___Some pupils did not finish ___Some pupils did not finish teacher. lesson despite of limited
___Some pupils did not finish their work on time due to their work on time due to ___Majority of the pupils resources used by the
their work on time due to unnecessary behavior. unnecessary behavior. finished their work on time. teacher.
 unnecessary behavior. ___Some pupils did not ___Majority of the pupils
finish their work on time due finished their work on
to unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
have caught up with the lesson 80% above 80% above 80% above 80% above earned 80% above

D.No. of learners who continue to require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
up the lesson the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who ___ of Learners who
principal or supervisor can helpme solve? to require remediation to require remediation to require remediation continue to require continue to require
remediation remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
used/discover which I wish to share with ___Metacognitive ___Metacognitive ___Metacognitive well: well:
other teachers? Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive
assessments, note taking and assessments, note taking and assessments, note taking and Development: Examples: Development: Examples:
studying techniques, and studying techniques, and studying techniques, and Self assessments, note taking Self assessments, note
vocabulary assignments. vocabulary assignments. vocabulary assignments. and studying techniques, and taking and studying
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments. techniques, and
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: vocabulary assignments.
anticipatory charts. anticipatory charts. anticipatory charts. Think-pair-share, quick- ___Bridging: Examples:
writes, and anticipatory Think-pair-share, quick-
___Schema-Building: ___Schema-Building: Examples: ___Schema-Building: Examples: charts. writes, and anticipatory
Examples: Compare and Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: charts.
contrast, jigsaw learning, peer learning, peer teaching, and learning, peer teaching, and Examples: Compare and ___Schema-Building:
teaching, and projects. projects. projects. contrast, jigsaw learning, Examples: Compare and
peer teaching, and projects. contrast, jigsaw learning,
___Contextualization: peer teaching, and
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, projects.
Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, ___Contextualization:
media, manipulatives, media, manipulatives, media, manipulatives,
repetition, and local repetition, and local repetition, and local repetition, and local Examples:
 opportunities. opportunities. opportunities. opportunities. Demonstrations, media,
___Text Representation: manipulatives, repetition,
___Text Representation: ___Text Representation: ___Text Representation: and local opportunities.
Examples: Student created
Examples: Student created Examples: Student created Examples: Student created drawings, videos, and games. ___Text Representation:
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Examples: Student
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: Speaking slowly and clearly, created drawings, videos,
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, modeling the language you and games.
modeling the language you modeling the language you want modeling the language you want want students to use, and ___Modeling: Examples:
want students to use, and students to use, and providing students to use, and providing providing samples of student Speaking slowly and
providing samples of student samples of student work. samples of student work. work. clearly, modeling the
work. language you want
students to use, and
providing samples of
student work.

Prepared by:

RICHARD SM. CRUZ

Teacher I

Noted by:

JOVELYN S. FELIX, PhD

Principal III