DAILY LESSON LOG FOR School: Grade and Section: V-

IN-PERSON CLASSES Teacher: Subject: ENGLISH

Teaching Dates: SEPTEMBER 25 – 29, 2023 (WEEK 5) Quarter: FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Grade Level The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet
Standard various needs. The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written forms;
demonstrates confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text
types.
a. Content
Standards
b. Performance
Standards
c. Most Use compound and complex Use compound and complex Use compound and complex Use compound and complex Use
Essential sentences to show cause and sentences to show cause and sentences to show cause and sentences to show cause and compound
Learning effect and problem-solution effect and problem-solution effect and problem-solution effect and problem-solution and complex
Competencies relationship of ideas (EN5G-IVa- relationship of ideas (EN5G-IVa- relationship of ideas (EN5G-IVa- relationship of ideas (EN5G- sentences to
(MELCs) 1.8.1) 1.8.1) 1.8.1) IVa-1.8.1) show cause
and effect
and problem-
solution
relationship of
ideas (EN5G-
IVa-1.8.1)
D. Learning a. identify causes and effects;
Objectives b. combine cause and effect clauses using a correct conjunction; and
c. use complex sentences to show cause and effect.
II. LEARNING Using Complex Sentences to Using Complex Sentences to Using Complex Sentences to Using Complex Sentences
CONTENT Show a Cause and Effect Show a Cause and Effect Show a Cause and Effect to Show a Cause and Effect WEEKLY
(Subject Relationship Relationship Relationship Relationship TEST
Matter)
III. LEARNING
RESOURCES/RE
FERENCES
a. Teacher’s
Guide Pages
b. Learner’s
Material Pages
c. Textbook
Pages
d. LRMDS . Pedroches, C. (2020). . Pedroches, C. (2020). Quarter . Pedroches, C. (2020). . Pedroches, C. (2020).
Materials Quarter 1 – Module 3, Lesson 1: 1 – Module 3, Lesson 1: Using Quarter 1 – Module 3, Lesson 1: Quarter 1 – Module 3, Lesson
(SLMs/LASs) Using Complex Sentences to Complex Sentences to Show a Using Complex Sentences to 1: Using Complex Sentences
Show a Cause and Effect Cause and Effect Relationship Show a Cause and Effect to Show a Cause and Effect
Relationship First Edition, First Edition, 2[Self-Learning Relationship First Edition, Relationship First Edition,
2[Self-Learning Module] Module] Retrieved (June 15, 2[Self-Learning Module] 2[Self-Learning Module]
Retrieved (June 15, 2023) from 2023) from https://r7- Retrieved (June 15, 2023) from Retrieved (June 15, 2023)
https://r7-2.lms.deped.gov.ph/m 2.lms.deped.gov.ph/moodle/mod/ https://r7-2.lms.deped.gov.ph/m from https://r7-
oodle/mod/folder/view.php? folder/view.php?id=15343 oodle/mod/folder/view.php? 2.lms.deped.gov.ph/moodle/m
id=15343 id=15343 od/folder/view.php?id=15343

e. Other PowerPoint Presentation, PowerPoint Presentation, laptop, PowerPoint Presentation, PowerPoint Presentation, PowerPoint
Learning laptop, SLMs/Learning Activity SLMs/Learning Activity Sheets, laptop, SLMs/Learning Activity laptop, SLMs/Learning Activity Presentation,
Resources Sheets, pens, notebook pens, notebook Sheets, pens, notebook Sheets, pens, notebook paper, quiz
notebook or
test paper
IV.
PROCEDURES
A. a. Greetings
PRELIMINARY b. Checking of Attendance
ACTIVITIES c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the Directions: Encircle the Directions: Fill in the blanks with Directions: Copy the following Directions: Combine the
previous clipped words below. the correct answer. Use your sentences in your notebook. short sentences by using the
lesson/Drill notebook for your answers. Underline the cause once and subordinating conjunction
ad memo bus 1. A ____________ consists of the effect twice. provided to create a complex
Pop cat one independent clause and at 1. If pollution is reduced, global sentence. Write your answers
least one dependent clause. health will improve. in your notebook.
2. Clauses are joined by 2. Because energy use is high 1. I was cleaning the
_____________ to show clear in the developed world, people basement. The power went
and precise relationship. use a lot of resources. out. (While)
3. Another way to link 3. Unless people try to save 2. You practice. You will not
_______________ ideas is energy, global demand for get any better at basketball.
through complex sentences. energy increases every year. (Unless)
 4. Complex sentences have 4. Future generations will suffer 3. We missed the basketball
______________ independent if pollution is not reduced today. match. Our car broke down.
clause and at least one 5. Bikeshares are becoming (Because)
dependent clause. popular because they are a 4. You need to study your
5. When the dependent clause great way to reduce pollution. vocabulary words. You can do
comes at the beginning of a well on the quiz. (So That)
sentence, use a 5. Follow the road. You will
________________ to separate see our house. (If)
it from the independent clause.
C. Establishing What can you infer in the Unscramble the sentence. THREE-MINUTE RACE
a purpose for images below? Identify the cause and effect, and To play, students will jot down
the lesson/ the independent clause. as many complex sentences
Motivation with cause and effect as they
Jonathan finds to go biking can think of within three
during weekends because he minutes. After the timer sounds,
likes it relaxing but tiring. students will share their
sentences with a partner. The
Correct Sentence: Jonathan likes student with the most sentences
to go biking during weekends will receive a prize.
because he finds it tiring but
relaxing.
D. Presenting We are living in a different world We are living in a different world We are living in a different world We are living in a different
examples/instan because of the different social, because of the different social, because of the different social, world because of the different
ces of the new economic and environmental economic and environmental economic and environmental social, economic and
lesson/Motivatio issues. Many Filipinos are poor issues. Many Filipinos are poor issues. Many Filipinos are poor environmental issues. Many
n because of the corrupt officials. because of the corrupt officials. because of the corrupt officials. Filipinos are poor because of
People get sick and the climate People get sick and the climate is People get sick and the climate the corrupt officials. People
is changing because of negative changing because of negative is changing because of negative get sick and the climate is
human activities. This shows a human activities. This shows a human activities. This shows a changing because of negative
cause-and-effect relationship. cause-and-effect relationship. cause-and-effect relationship. human activities. This shows
a cause-and-effect
relationship.
E. Discussing What is a cause? What is an What is a cause? What is an What is a cause? What is an What is a cause? What is an
new concepts effect? Why do certain things effect? Why do certain things effect? Why do certain things effect? Why do certain things
and practicing happen? What does knowledge happen? What does knowledge happen? What does knowledge happen? What does
new skills No. 1 on cause and effect contribute? on cause and effect contribute? on cause and effect contribute? knowledge on cause and
What is the advantage of being What is the advantage of being What is the advantage of being effect contribute? What is the
able to properly describe a able to properly describe a cause able to properly describe a advantage of being able to
cause and effect process? and effect process? cause and effect process? properly describe a cause and
effect process?
F. Discussing Study these sentences. Study these sentences. Study these sentences. Study these sentences.
new concepts 1. The Earth’s ground shakes 1. The Earth’s ground shakes 1. The Earth’s ground shakes 1. The Earth’s ground shakes
and practicing because tectonic plates rub because tectonic plates rub because tectonic plates rub because tectonic plates rub
new skills No. 2 together. together. together. together.
2. When the water on the 2. When the water on the 2. When the water on the 2. When the water on the
surface of the earth is surface of the earth is surface of the earth is surface of the earth is
displaced, a wave is created. displaced, a wave is created. displaced, a wave is created. displaced, a wave is created.
3. When a strong quake 3. When a strong quake occurs 3. When a strong quake 3. When a strong quake
occurs under the sea, a under the sea, a tsunami alert is occurs under the sea, a occurs under the sea, a
tsunami alert is declared. declared. tsunami alert is declared. tsunami alert is declared.
4. People have to evacuate to 4. People have to evacuate to 4. People have to evacuate to 4. People have to evacuate
higher grounds during a higher grounds during a higher grounds during a to higher grounds during a
tsunami so that they may be tsunami so that they may be tsunami so that they may be tsunami so that they may be
saved from its deadly effects. saved from its deadly effects. saved from its deadly effects. saved from its deadly effects.
What is cause and effect What is cause and effect What is cause and effect What is cause and effect
relationship? relationship? relationship? relationship?
You may have noticed that the You may have noticed that the You may have noticed that the You may have noticed that the
lesson talks about cause and lesson talks about cause and lesson talks about cause and lesson talks about cause and
effect. You’re right. You were effect. You’re right. You were effect. You’re right. You were effect. You’re right. You were
even made to identify examples even made to identify examples even made to identify examples even made to identify
of a cause as well as examples of a cause as well as examples of a cause as well as examples examples of a cause as well
of an effect. You may have of an effect. You may have of an effect. You may have as examples of an effect. You
noticed also that in any cause noticed also that in any cause noticed also that in any cause may have noticed also that in
and effect relationship, there is and effect relationship, there is and effect relationship, there is any cause and effect
always one event that serves as always one event that serves as always one event that serves as relationship, there is always
a cause and another event that a cause and another event that a cause and another event that one event that serves as a
becomes the effect. The cause becomes the effect. The cause is becomes the effect. The cause cause and another event that
is the reason why something the reason why something is the reason why something becomes the effect. The
happens, while the effect is the happens, while the effect is the happens, while the effect is the cause is the reason why
result of something that result of something that result of something that something happens, while the
happened. Whatever the case happened. Whatever the case happened. Whatever the case effect is the result of
may be, the cause always takes may be, the cause always takes may be, the cause always takes something that happened.
place before the effect and the place before the effect and the place before the effect and the Whatever the case may be,
effect always happens last. In effect always happens last. In the effect always happens last. In the cause always takes place
the sentences above, the sentences above, the causes are the sentences above, the before the effect and the
causes are written in italics written in italics while the effects causes are written in italics effect always happens last. In
while the effects are underlined. are underlined. while the effects are underlined. the sentences above, the
causes are written in italics
Dependent Clauses and Dependent Clauses and Dependent Clauses and while the effects are
Independent Clauses Independent Clauses Independent Clauses underlined.
 Have you noticed how the word Have you noticed how the word Have you noticed how the word
structure of all the causes were structure of all the causes were structure of all the causes were Dependent Clauses and
written? If you erase all the written? If you erase all the written? If you erase all the Independent Clauses
connected effects, will they connected effects, will they stand connected effects, will they Have you noticed how the
stand on their own as a on their own as a sentence? Let stand on their own as a word structure of all the
sentence? Let us look at these us look at these groups of words sentence? Let us look at these causes were written? If you
groups of words when the when the effects are removed: groups of words when the erase all the connected
effects are removed: 1. Because tectonic plates rub effects are removed: effects, will they stand on their
1. Because tectonic plates rub together 1. Because tectonic plates rub own as a sentence? Let us
together 2. When the water on the surface together look at these groups of words
2. When the water on the of the earth is displaced 2. When the water on the when the effects are removed:
surface of the earth is displaced 3. When a strong quake occurs surface of the earth is displaced 1. Because tectonic plates rub
3. When a strong quake occurs under the sea 3. When a strong quake occurs together
under the sea 4. So that they may be saved under the sea 2. When the water on the
4. So that they may be saved from its deadly effect 4. So that they may be saved surface of the earth is
from its deadly effect hese groups of words cannot be from its deadly effect displaced
hese groups of words cannot be considered as sentences since hese groups of words cannot be 3. When a strong quake
considered as sentences since they don’t have a complete considered as sentences since occurs under the sea
they don’t have a complete meaning and they cannot stand they don’t have a complete 4. So that they may be saved
meaning and they cannot stand on their own. They need the meaning and they cannot stand from its deadly effect
on their own. They need the omitted parts to become on their own. They need the hese groups of words cannot
omitted parts to become complete sentences. These omitted parts to become be considered as sentences
complete sentences. These group of words are called complete sentences. These since they don’t have a
group of words are called dependent clauses. group of words are called complete meaning and they
dependent clauses. Now, let us examine the groups dependent clauses. cannot stand on their own.
Now, let us examine the groups of words that represent the Now, let us examine the groups They need the omitted parts
of words that represent the effect. of words that represent the to become complete
effect. 1. The Earth’s ground shakes. effect. sentences. These group of
1. The Earth’s ground shakes. 2. A wave is created. 1. The Earth’s ground shakes. words are called dependent
2. A wave is created. 3. A tsunami alert is declared. 2. A wave is created. clauses.
3. A tsunami alert is declared. 4. People have to evacuate to 3. A tsunami alert is declared. Now, let us examine the
4. People have to evacuate to higher grounds during a tsunami. 4. People have to evacuate to groups of words that
higher grounds during a Do these groups of words have a higher grounds during a represent the effect.
tsunami. complete meaning? Can they tsunami. 1. The Earth’s ground shakes.
Do these groups of words have stand as a sentence on their own Do these groups of words have 2. A wave is created.
a complete meaning? Can they even without the causes added to a complete meaning? Can they 3. A tsunami alert is declared.
stand as a sentence on their them? If your answer is “Yes,” stand as a sentence on their 4. People have to evacuate to
own even without the causes then you are right. These groups own even without the causes higher grounds during a
added to them? If your answer of words that have a complete added to them? If your answer tsunami.
is “Yes,” then you are right. meaning are called independent is “Yes,” then you are right. Do these groups of words
These groups of words that clauses. These groups of words that have a complete meaning?
have a complete meaning are have a complete meaning are Can they stand as a sentence
called independent clauses. Complex Sentences to Show called independent clauses. on their own even without the
Cause and Effect Relationship causes added to them? If your
Complex Sentences to Show When a dependent clause and Complex Sentences to Show answer is “Yes,” then you are
Cause and Effect Relationship an independent clause are Cause and Effect Relationship right. These groups of words
When a dependent clause and combined, they form a complex When a dependent clause and that have a complete meaning
an independent clause are sentence. an independent clause are are called independent
combined, they form a complex combined, they form a complex clauses.
sentence. sentence.
Complex Sentences to
Show Cause and Effect
Relationship
An effective way to link cause When a dependent clause
and effect ideas is by means of and an independent clause
An effective way to link cause complex sentences. A complex An effective way to link cause are combined, they form a
and effect ideas is by means of sentence consists of one and effect ideas is by means of complex sentence.
complex sentences. A complex independent clause and at least complex sentences. A complex
sentence consists of one one dependent clause. These sentence consists of one
independent clause and at least clauses are joined by subordinate independent clause and at least
one dependent clause. These conjunctions to show clear and one dependent clause. These
clauses are joined by precise relationship. clauses are joined by
subordinate conjunctions to The words because, as, in order subordinate conjunctions to An effective way to link cause
show clear and precise that, since, although, as a show clear and precise and effect ideas is by means
relationship. result and so that which relationship. of complex sentences. A
The words because, as, in function as subordinate The words because, as, in complex sentence consists
order that, since, although, as conjunctions are always used to order that, since, although, as of one independent clause
a result and so that which begin the dependent or a result and so that which and at least one dependent
function as subordinate subordinate clause. function as subordinate clause. These clauses are
conjunctions are always used to When the dependent clause conjunctions are always used to joined by subordinate
begin the dependent or comes at the beginning of the begin the dependent or conjunctions to show clear
subordinate clause. sentence, use a comma to subordinate clause. and precise relationship.
When the dependent clause separate it from the independent When the dependent clause The words because, as, in
comes at the beginning of the clause. comes at the beginning of the order that, since, although,
sentence, use a comma to sentence, use a comma to as a result and so that which
separate it from the independent separate it from the independent function as subordinate
clause. clause. conjunctions are always used
to begin the dependent or
subordinate clause.
When the dependent clause
 comes at the beginning of the
sentence, use a comma to
separate it from the
independent clause.
G. Developing Directions: Read each Directions: Read each sentence Directions: Copy the chart in Directions: Read the
Mastery (Leads sentence below. Before each below. Before each number, write your notebook. Write down the paragraph and complete the
to Formative number, write C if the C if the underlined clause is a cause and effect of the following graphic organizer below with
Assessment) underlined clause is a cause cause and E if it is an effect. sentences in the proper column. the missing details in your
and E if it is an effect. An example has been provided notebook.
____6. It rained, and the field to serve as a guide in answering Pupils are not allowed to
____1. Because he played turned green. the activity. chew gum in my class.
under the rain, his mother ____7. The town was put on CAUSE EFFECT First, some irresponsible
became angry. lockdown since people kept Because he Mario got pupils make a mess with
____2. The street was flooded going out. played under sick their gum. Another reason
when it rained for several hours. ____8. She took a rapid test as the rain why I don’t allow pupils to
____3. Mario got sick, so Luigi soon as she felt sick. chew gum is because it is
took his place. ____9. People go nuts whenever a distraction. When they
____4. The students couldn’t go they hear about a new case of are allowed to chew gum,
to school because the rain was COVID-19. pupils are more focused
heavy. ____10. Some people were jailed on playing with it, popping
____5. Children were told to because they were caught it, chewing it, and
stay home after the quarantine spreading fake Example: Mario got sick snapping it than paying
was declared. news. because he played under the attention to the
rain. discussion. This is why I
1. Nora was still in uniform don’t allow pupils to chew
because she had just arrived gum in my class.
from school.
2. The houses were destroyed
because the typhoon was very
strong.
3. The boy broke his leg when
he fell from a tree.
4. The boy waters the plants
every day so that the plants will
grow healthy.
5. Since it did not rain for a long
time, the grass turned brown.
H. Finding How can you use complex How can you use complex Does the surrounding context of What was the most difficult
Practical sentences to explain a cause sentences to explain a cause and a sentence help us understand part of inferring the meaning
Application of and effect relationship between effect relationship between two the meaning of clipped words? of clipped words for you?
Concepts and two events or actions? Can you events or actions? Can you give Why?
Skills in Daily give an example? an example?
Lives
I. Making What is a cause and effect What is a cause and effect What is a cause and effect What is a cause and effect
Generalization relationship? What is an relationship? What is an example relationship? What is an relationship? What is an
and Abstraction example of a complex sentence of a complex sentence that example of a complex sentence example of a complex
that shows a cause and effect shows a cause and effect that shows a cause and effect sentence that shows a cause
relationship? relationship? relationship? and effect relationship?
J. Evaluating Directions: Use the Directions: Combine the short Directions: Using the specified Directions: Connect these
Learning subordinating conjunctions sentences by using the subordinating conjunction, add a pairs of clauses to form a
although, if, when, because, subordinating conjunction dependent clause to the given complex sentence. Use
unless, before, and after to provided to create a complex independent clause to form a because, as, in order that,
make complex sentences out of sentence. Write your answers in complex sentence. Choose your since, or so that. You may
the clauses below. Write your your notebook. answer from the box below. switch the order of the
answers in your notebook. 1. School was cancelled. We clauses.
1. I’m going to the bank went to the mall. (Since) • There is an important Example: The ice in the
_________ I will withdraw some 2. I have to stay for tutorial. I presentation next week. plastic bag melted. It was
money. failed the exam. (Because) • The weather is not good. placed under sun.
2. I made lunch __________ I 3. We won’t have practice today. • We will have a better The ice in the plastic bag
got home. It is raining. (Since) future. melted because it was placed
3. Submit the project 4. The alarm was not set. We • She was too worried under sun.
___________ the day is over. were late for work. (Because) about his job. 1. There is no dictionary here.
4. I really enjoyed the concert 5. You eat your vegetables. You • He had received one as Let us go to the library.
________ the music was too cannot have dessert. (Until) a gift last week. ________________________
loud. 2. He could sell his toothpaste
5. ________ you fix your bike, for a cheap price. Many
1. I can’t go to school today
you won’t be able to join us. wanted to buy it.
because _______________.
_______________________
2. Dennis bought a new jacket
3. My cousin got the first prize
although ______________.
in essay writing. He is talented
3. Jennifer decided to leave
and hardworking.
Jomar since _____________.
_______________________
4. Let’s follow our parents’
4. Our teacher gives us
advice so that
inspiration. Our class can
_________________.
excel in many ways.
5. Alexander has been working
_______________________
sixty hours a week
5. Our Glee Club coach
because_______________.
always reminds us to attend
rehearsals regularly. Our
performance becomes
 outstanding.
_______________________
K. Additional
activities for
application or
remediation
V. REMARKS The delivery of instruction and The delivery of instruction and The delivery of instruction and The delivery of instruction and The delivery
expectations meet the purpose expectations meet the purpose expectations meet the purpose expectations meet the of instruction
and objectives of the lesson and objectives of the lesson and objectives of the lesson purpose and objectives of the and
because the learners because the learners because the learners lesson because the learners expectations
meet the
purpose and
objectives of
the lesson
because the
learners

VI. Learners are engaged in the Learners are engaged in the Learners are engaged in the Learners are engaged in the Learners are
REFLECTIONS teaching-learning process when teaching-learning process when teaching-learning process when teaching-learning process engaged in
incorporating incorporating incorporating when incorporating the teaching-
learning
process when
incorporating

VII. FEEDBACK
A. No. of learner
who earned 80%
B .No. of learner
who scored
below 80%
( needs
remediation)
C. No. of learners
who have caught
up with the
lesson
D. No of learner
who continue to
require
remediation
E. Which of my
teaching
strategies work
well? Why?
F. What
difficulties did I
encounter which
my principal
/supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share w/other
teacher?