School Manapla Level Grade 5

GRADE 5 Elemantary
DAILY LESSON School
PLAN Teacher Liezel A. Dinglasan Learning Area English
Teaching Date and March 12,2025 Quarter
Time

I. OBJECTIVE
A. Content The learner demonstrates command of the
Standards conventions of standard English grammar and
usage when writing or speaking
B. Performance The learner uses the correct function of nouns,
Standards pronouns, verbs, adjective and adverbs in general
and their functions in various discourse (oral and
written).
C. Learning Compose clear and coherent sentences using
Competencies/O appropriate grammatical structures: Subject –
bjectives Verb Agreement
Write the LC EN5G-IIa-3.9
Code for each Knowledge: Recognize the subject and verb
agreement in a sentence.
Skill: Write Sentences using Subject-Verb
Agreement
Attitude: Work cooperatively with the group
II. CONTENT Subject Verb Agreement
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide Gr. 5 page 106
pages
2. Learner’s
Materials
3. Textbook pages English for You and Me 4 (Language). 2011.pp
120-125,130-138
Grammar in Focus pages 91-97
Essential English pages 81-87
4. Additional https://www.youtube.com/shorts/J73_BroiAEE?
Materials from feature=share
Learning
Resource (LR)
Portal
5. Other Learning LED TV, envelopes, comprehension box, task
Resources cards, popsicle sticks
IV. PROCEDURES Activities Indicators
A. Reviewing Preliminary Activities:
previous lesson 1. Prayer
or presenting the 2. Presentation of Classroom rules via AVP
new lesson (Integration of positive and non-violent discipline)
3. Checking of Attendance

Drill
Directions: Read the words on the flashcards and
think of an action word that can go with it.
1. Basketball player
2. Vendors
3. Policeman
4. Writer
5. Teacher
 Review: Used a range of
Directions: Clap your hands once if the noun or teaching strategies
pronoun presented on the screen is singular then to enhance learner
stamp your feet twice if it is plural. achievement in
1. Children numeracy and
2. Table literacy
3. Branches
4. Monkeys
5. Geese

B. Establishing a Unlocking of Difficulties Ensure positive use

purpose for the Let’s play 4 pics 1-word game. Take a look at the of ICT to facilitate
lesson given pictures then try to guess the word using teaching and
(Motivation/Mo the pictures and the hint. learning process.
tive Questions)

What’s the word:

Hint: 4 letters only What’s the word?
Hint: 6 letters

___p___ ___ f __ __ ___ ___ ___

What’s the word?

Hint: 4 letters only

__ __ __m

Motivation
Present a video of tornado Ensured positive use
https://www.youtube.com/shorts/J73_BroiAEE? of ICT to enhance
feature=share teaching and
What have you seen in the video? learning process.
Have you seen a tornado?

What can you say about a tornado in the video? Is

it dangerous or not? Why do you say so?

C. Presenting Present a paragraph about a tornado

examples/instanc Apply knowledge of
es of the new What causes tornado? A “front” forms between a content within and
lesson cold air mass and a warm air mass. Sometimes a across curriculum
called air mass moves in above the warm air. teaching area.
The hot air rises. It spins. The it forms a funnel-
shaped cloud – a tornado. Weather experts look
for these conditions. Then they give a tornado
watch. The winds inside a tornado may reach 500
miles per hour. Sometimes a tornado touches the
ground and destroy everything in its way.
 Using the comprehension ball and music, each of Apply a range of
the chosen, each of the chosen student will get 1 teaching strategies
question and will answer it in front of the class. to develop critical
and creative
a. What causes a tornado according to the thinking, as well as
paragraph? higher order thinking
b. Where does cold air mass move that skills.
causes tornado?
c. Who looks for the tornado and give
tornado watch?
d. When will tornado becomes dangerous?
e. When can we be safe in case a tornado
hits our place?
What are the underlined sentences?
a. A cold air mass moves in above the warm
air.
b. Weather experts look for these
conditions.
What are the subjects in the sentence? How
about the verb in the sentence?
D. Discussing new Discuss the first two rules to the pupils with
concepts and some samples.
practicing new The verb must always agree with subject in Plan, manage, and
skills #1 person and member. implement
Below are two of the some of the rules in using developmentally
the base -s/es form of the verbs that we are going sequenced teaching
to take up. and learning process
to meet curriculum
A singular subject requires a verb with s/es form: requirements and
a plural subject requires the base form of the varied teaching
verb. The pronouns I and you require the regular contexts.
form of the verb.

Examples:
1. Stella plays every day before she goes
home sleep.
2. The boys prepare their presentation for
the program.
3. They write a letter to their grandma.
4. She bakes a cake for her friend.

Get a popsicle stick in a glass of noun or verb.

Then use it in the sentence.

Use does and doesn’t with singular subjects, do

and don’t with plural subjects and pronouns I,
we, you, and they.

Examples:
Shella does her chores without being told.
He does his projects on time.
You don’t understand what I’m saying
E. Discussing new The children do their research in the library. Plan, manage, and
concepts and Get a popsicle stick in the glass of noun or verb implement
practicing new then use it in the sentence. developmentally
skills #2 sequenced teaching
A. Pick-A -Verb Task and learning process
Directions: Read what is written in the task cards to meet curriculum
then choose the most appropriate verb for the requirements and
sentence. varied teaching
contexts.
 B. Group Activity Plan, manage, and
The group will be choosing an envelope implement
containing the activity assigned to them developmentally
sequenced teaching
Group 1. (Choose Me) and learning process
to meet curriculum
Directions: Choose the most appropriate verb requirements and
from the given choices. varied teaching
contexts.
1. My pet cat (like, likes) to drink milk.
2. Daddies usually (work, works) to provide
the needs of their families.
3. Manapla Elementary School (do,does) a
Clean -Up Drive against dengue.
4. The baby (sleep,sleeps) in her mother’s
arm.
5. SONA (is,are ) a way to inform the Filipino
people about the achievements of our
President for the past year.
Group 2 (Use me)
Directions: Use the given subject and verb in the
sentence.

Subject: Jose Rizal Verb: fight

Subject: doctor verb: cure
Subject: They verb: watch
Subject: grade 5 pupils verb: play
Subject: Farmers verb: cultivate

Group 3 (Let’s Construct)

Directions: Look around the classroom and
construct 5 sentences with the correct use of
subject and verb agreement.
F. Developing Directions: Choose the most appropriate verb for
mastery (lead to the sentences following the two rules for subject- Design, select,
Formative verb agreement, the explain your answer. organize, and use
Assessment 3) diagnostic, formative
1. Andres Bonifacio (is, are) called as the and summative
Father of Philippines Revolution. assessment
2. Subtraction sentence (use, uses) the strategies consistent
symbol (-). with the curriculum
3. Butterfly eggs (hatch, hatches) into tiny requirements.
larvae or caterpillar
4. The sun (heat, heats) water in the river
lakes, and ocean causing it to evaporate
into water vapor.
5. They (feeds, feed) the hungry.

G. Finding Practical If you were the one to experience tornado, what Apply a range of
Application of will you do? teaching strategies
concepts and Use correct subject-verb agreement in answering to develop critical
skills in daily and creative
living thinking, as well as
higher order thinking
skills.
 Let’s check your understanding of the lesson by
H. Making doing this activity. Write T if the statement is Apply a range of
generalization TRUE and F if the statement is false. teaching strategies
and abstractions 1. The verb must always agree with subject to develop critical
about the lesson in person and number. and creative
2. A singular verb subject requires a verb thinking, as well as
with -s/es higher order thinking
3. The pronoun I and you require the skills.
regular form of the verb.
4. A plural subject requires the base form or
the regular verb
5. Use does and doesn’t with singular
subject and do and don’t for plural
subject and with pronouns I, we, you, and
they.

Answer the following questions:

What are the two rules of subject and verb
agreement?
Give a sentence using subject and verb
agreement.
I. Evaluating Evaluation:
Learning Directions: Write a sentence using the Design, select,
given noun/pronoun and verb. organize, and use
Noun/Pronoun Verb diagnostic, formative
and summative
1. I love assessment
2. My brothers visit strategies consistent
3. Learners create with the curriculum
4. Regine Velasquez sing requirements.
5. We learn

J. Additional Assignment:
Activities for Write a paragraph about your favorite hobbies.
application or Use the subject and verb agreement correctly.
remediation

Prepared by: Liezel A. Dinglasan