School: DLMMIS Grade Level: V

GRADES 1 to 10 Teacher: AIZA N. CLET Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and AUGUST 12 - 16, 2024 (WEEK 3) 8:15 TO
Time: 9:00 AM Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

AUGUST 12 AUGUST 13 AUGUST 14 AUGUST 15 AUGUST 16
I. OBJECTIVES Read aloud grade level Infer the meaning of unfamiliar Infer the theme of a Infer the theme of a literary Compose clear and
appropriate text with an accuracy compound words on given context literary text. text. coherent sentences
of 95-100% clues(synonyms, antonyms, word using appropriate
parts) and other strategies. grammatical
structures: aspect of
verbs
A. Content Standards

B. Performance Standards
C. Learning
Competencies/Objectives EN5F-Ib-1.6 EN5V-Ib-12 and 13 EN5RC-Ib-2.9.1 EN5RC-Ib-2.9.1 EN5G-Ib-3.3
Write for the LC code for each
II. CONTENT Lesson 2 Inferring the meaning of Inferring the theme of a Inferring the theme of a Literary Progressive Aspect
Reading selection: “Thundering unfamiliar compound words on Literary Text. Text. of Verb
Water” by Sally Lee given context clues and other Selection: Thundering Selection: Thundering Water
strategies. Water
Synonyms
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 13-14 Page 14 Page 15 Page 15 Pages 15-16
2. Learner’s Materials pages Pages 18-19
3. Textbook pages Pages 18-19 Pages 19-20 Pages 19-20 Pages 19-20 Pages 22-24
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources https:// http:// http:// http://
www.amazingclassroom.com www.ereadingworkshee www.ereadingworksheets.com/ www.englishforever
worksheet, word meaning card, ts.com/free-reading- free-reading-worksheets/ yone.org/Topics/
chart worksheets/theme- theme-worksheets/ Verb-Tenses.htm
worksheets/ charts, worksheets worksheet
charts, worksheets
IV. PROCEDURES

A. Review previous lesson or Gestures Elements of a Narrative Elements of a Narrative Verb

presenting the new lesson Give emphasis on Give emphasis on “Theme”
“Theme”
B. Establishing a purpose for the Ask:What is a “dam”? Do you Have the pupils turn their books Show pupils pictures Show pupils pictures Have the pupils give
lesson know some water dams in our on page 19 and ask them to read representing representing examples of verb
country? the passage. Love, peace, friendship, Love, peace, friendship,
What happens when the water happiness, among other happiness, among other
dams overflow? themes. themes.
Ask:Which picture Ask:Which picture represents
represents love?peace? love?peace?friendship?
friendship?happiness? happiness?
Why? Why?
C. Presenting Have the pupils read the high Ask:What kind of compound word Direct the pupils to the Direct the pupils to the Show the pupils the
examples/instances of the new frequency words:cabin, valley, is wristwatch? definition found on page definition found on page 20. following sentences:
lesson trail,water flood. 20. Have them read the Have them read the definition 1. Winston Chua has
Call on the pupils one by one to definition and and explanation aloud. Have created scale models
read the words aloud. explanation aloud. Have pupils supply other universal since he was seven
Have them practice reading the pupils supply other truths, topics, or quotes that years old.
word aloud until they get it right. universal truths, topics, they know which may be 2. Winston Chua had
or quotes that they considered as ways of created a lot of scale
know which may be expressing themes. models before he
considered as ways of met Eddie Ong.
expressing themes. 3. Winston Chua will
have created a lot of
scale models before
he becomes famous.
Tell the pupils that
the sentences show
the perfect aspect of
verbs.
D. Discussing new concepts and Unlocking of Difficultie(Before Direct the pupils to the two Ask: What is the theme Ask: What is the theme of the Discuss the
practicing new skills #1 Reading):Present the words using sentences on page 19. of the reading text reading text “Thundering progressive aspect
word cards displayed on a pocket Ask: Which word in the first “Thundering Water”? Water”? of verbs shown on
chart.Have the pupils read the sentence and second sentence are How did you know that How did you know that the page 22.
words aloud. Draw the meaning of compound words? the theme could be theme could be concern for How is progressive
the words using context clues What kind of compound concern for others? How others? How is this shown by aspect of verbs
and/or pictures. words are halfway and hillcrest? is this shown by the the characters? How does the formed in the
Have the pupils practice reading characters? How does setting help in the development present tense? past
the phrases and sentences taken the setting help in the of the theme? What event or tense? future tense?
from the selection until a 95-100% development of the events in the story enable the Have the pupils give
accuracy rate is achieved. theme? What event or characters to show concern for more examples for
Ask the pupils the words they are events in the story others? each.
familiar with and have them use enable the characters to Original File
these in sentences to check show concern for Submitted and
understanding of meaning. others? Formatted by DepEd
 Club Member - visit
depedclub.com for
more
E. Discussing new concepts and Silent Reading(During Reading) Have the pupils read the Group Activity: 4 Group Activity: 4 members Present Progressive
practicing new skills #2 Direct the pupils to reading the sentences on page 20 of the members each. each.(Reciprocal Teaching) Form of Verbs:
selection “Thundering Water” on textbook. (Reciprocal Teaching) Have each member of the Have the pupils read
pages 18-19, textbook. Ask: Based from the sentences Have each member of group pick a task card to the conversation on
what do halfway and hillcrest the group pick a task identify each pupil’s page 22-23 of the
mean? card to identify each role:summarizer, textbook.
Which word in the first pupil’s role:summarizer, questioner,clarifier and a Have the pupils
sentence means the same as questioner,clarifier and predictor.(visualizing, making identify the
halfway?Which word in the a predictor.(visualizing, connections, questioning the progressive aspect
second sentence is synonymous to making connections, author and inferencing). of verbs.
hillcrest? questioning the author Explain the task of each Tell the pupils that
Do halfway and midway, and inferencing). member:Summarizer will the verbs are in the
hillcrest and hilltop have the same Explain the task of each highlight present progressive
meaning? member:Summarizer key ideas , form, the be+verb-
Based from these words , what will highlight Questioner, will pose ing form goes with
does synonyms mean? key ideas , questions about the specific noun and
Tell:In some cases, you can infer Questioner, will selection(unclear pronoun subjects.
the meaning of unfamiliar pose parts, Read and discuss the
wordwhen you find another word questions puzzling information, chart on page 23 of
which means the same as that about the connections to other the textbook.
word or its synonym. concepts already Ask: What noun
selection(unclear parts, learned subject goes with
puzzling Clarifier, will address each helping verb?
information, confusing parts and What noun or
connections to attempt to answer the pronoun goes with
other the questions that each helping verb?
concepts were
already learned just posed.
Clarifier, will Predictor, can offer
address predictions.
confusing parts Distribute the short story for
and each group.
attempt to Have the pupils read the story
answer the assigned to them.Encourage
the questions them to use note-taking
that were strategies(selective underlining)
just posed. Give the group enough time for
Predictor, can their task.
offer Have a discussion with each
 predictions. group.From then, infer the
Distribute the short theme of the story.
story for each group. Appreciate the work of each
Have the pupils read the group.
story assigned to
them.Encourage them to
use note-taking
strategies(selective
underlining)
Give the group enough
time for their task.
Have a discussion with
each group.From then,
infer the theme of the
story.
Appreciate the work of
each group.

F. Developing mastery Oral Reading: Have the pupild take See worksheet/chart See worksheet/chart See worksheet/chart Independent
turns reading the story paragraph Discuss the pupils’ Discuss the pupils’ answers. Practice:
by paragraph. (per column). answers. Feedback Feedback Have the pupils
Comprehension Check:Answer and answer the exercises
discuss the questions on “Think It on page 24 of the
Over” on page 19,textbook. textbook.(A)
Group Activity: Group the pupils
into five groups and have them
make a report on sone dams here
in the Philippines.

G. Finding practical applications Focus Skill/Competency Check: Guided Practice:

of concepts and skills in daily Ask:What do you usually do when Have the pupils
living you come across with the words answer the exercises
you cannot read at once? on page 24
Tell: You can improve the accuracy
level in oral reading by doing the
practice indicated on page 19 of
your textbook..

H. Making generalizations and Ask:Why is it important to practice Ask: What is synonyms? Ask: How to identify the Ask: How to identify the theme Ask: How is the
abstractions about the lesson reading different words aloud? theme of a narrative? of a narrative? progressive aspect
of verbs?
 How is the
helping verb “be”
used?
I. Evaluating learning Identify from among the other See worksheet/chart See worksheet/chart See worksheet
words in the sentence the
synonym of each italicized
compound word. Write the
answer on your paper.(see chart)
J. Additional activities for What is meant by synonyms? Determine what the Determine what the theme is See chart
application or remediation theme is for each for each story.Write in
story.Write in complete complete sentences.(see chart)
sentences.(see chart)

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 By using Context Clues Reciprocal Teaching Reciprocal Teaching
strategies worked well? Why did Instruction(Oral/Silent Deductive Method Small Group Activity Small Group Activity
these work? Reading/BDA Strategy Because of these strategies  Through  Through reciprocal
 Integration of Learning learners were able to identify the reciprocal teaching, the pupils
Through differentiated meaning of the words through teaching, the learn to guide group
instructions learners learned in a clues in the sentences given. pupils learn to discussions.It
style that suits them, thus they guide group encourages students
stay on the task/motivated. discussions.It to think about their
Integration of Learning.In this encourages own thought process
strategy learners were able to students to during reading.
connect and create more real think about  It helps students learn
world connections thus, they their own to be actively involved
 actively engaged themselves in the thought and monitor their
discussion. process during comprehension as
reading. they read.
 It helps  It teaches students to
students learn ask questions during
to be actively reading and helps
involved and make the text more
monitor their comprehensible
comprehension
as they read.
 It teaches
students to ask
questions
during reading
and helps make
the text more
comprehensible
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?