DLL - English 5 - Q1 - W1-D2

Grade
GRADES 1 to School: ORMOC CITY CENTRAL SCHOOL Level: V - MAGITING

12 Learning
DAILY Teacher: MARIETTA R. DIZON Area: ENGLISH
LESSON Teaching Dates JULY 30, 2024
PLAN and Time: (WEEK 1) Quarter: 1ST QUARTER
TUESDAY
I. OBJECTIVES
Self-correct when reading
Value/love one another
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives EN5V-Ia-12 and 13
Write for the LC code for each
II. CONTENT
Selection: Two Were Left by Hugh B. Cave
Self-correcting when reading
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pages 3-5
2. Learner’s Materials pages pages 4-7
3. Textbook pages Pages 4-7
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Word cards, pocket chart, story chart
IV. PROCEDURES
A. Review previous lesson or Ask: What is a dialogue?

presenting the new lesson How is noting details of a story is done?
Why is using appropriate facial expression important in reading?
B. Establishing a purpose for the Ask: Why are dogs called “man’s bestfriend”? Have you had an experience with a dog that
lesson will support or contradict the statement?
C. Presenting Unlocking of difficulties:
examples/instances of the new marooned, slab, gnawing, wedged
lesson Present the words using word cards and displayed on a pocket chart. Have the pupils read
the words aloud? Draw out the meaning of the words using context clues and/or pictures.
Then, have the pupils practice reading the phrases taken from the selection.
marooned on the ice
the slab of iron
wedged one of the iron strip
the gnawing pain of his injured leg
D. Discussing new concepts and Read: The Two Were Left
practicing new skills #1 The teacher will read the story then,
assign a pupil to be Noni and instruct him to read Noni’s dialogue aloud with expression. Call
on volunteers to take turn reading the story paragraph by paragraph.
Answer and discuss as a class:

Think It Over on page 6 # 1-5
Have pupils do Think-Pair-Share.Tell pupils to work with a partner, discuss questions with
their partner, and report their partner’s answers to the class.
Think It Over on page 6 # 6-9
E. Discussing new concepts and Focus Skill/Competency check
practicing new skills #2 Ask: What do you usually do when you misread some words while you are reading a text
aloud?
Explain that it is okay to self-correct while reading to convey the message of the text
correctly.
F. Developing mastery Facilitate the practice described on page 6 of the text book. Instruct the pupils to read aloud
the passage with their partners. Take note of the words that their partner finds difficulty to
read. Remind him/her to self –correct while reading.
G. Finding practical applications Presentation of output in class.

of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson Ask: Why is it important to value/love one another
Why is self-correction while reading a text aloud necessary?
I. Evaluating learning Let the pupils present the dialogue in front of the class.
J. Additional activities for Give 2 examples for each type of compound words. Then, give the meaning. To be passed
application or remediation tomorrow. ( ½ crosswise piece of paper).
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 ___Yes ___No

strategies worked well? Why did ____ of Learners who caught up the lesson
these work?
F. What difficulties did I ___ of Learners who continue to require remediation
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized Strategies used that work well:
materials did I use./discover ___Metacognitive Development: Examples: Self assessments, note taking and studying techniques, and
which I wish to share with other vocabulary assignments.
teachers? ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching___ Group collaboration___Gamification/Learning throuh play___ Answering
preliminary activities/exercises
___ Carousel___ Diads___ Differentiated Instruction___ Role Playing/Drama___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs___ Availability of Materials___ Pupils’ eagerness to learn___ Group member’s
Collaboration /cooperation in doing their tasks___ Audio Visual Presentation of the lesson
Prepared by: Noted:

ELVIRA M. DE LEON
MARIETTA R. DIZON Principal-III
MT-I

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Grade

GRADES 1 to School: ORMOC CITY CENTRAL SCHOOL Level: V - MAGITING

III. LEARNING RESOURCES

A. Review previous lesson or Ask: What is a dialogue?

Answer and discuss as a class:

G. Finding practical applications Presentation of output in class.

E. Which of my teaching _Yes _No

Prepared by: Noted:

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