School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: WEEK 9 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Grade Level Standards The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in reading to meet various needs.
A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives Summarize information from Use verbal and non-verbal cues in a TV Make connections between Observe politeness at all times Show tactfulness when
Write the LC code for each various text type broadcast information viewed and personal communica- ting with other
experiences Show tactfulness when
EN5LC-IVi3.13 Observe accuracy, appropriate rate, proper communica- ting with others Make connections between
expressions and correct pronunciation in EN5VC- IVi 2.4 information viewed and
dramatic readings and presentation Conduct short research projects personal experiences
on a self-selected topic
EN5OL-IVi-4 EN5A-IVi-17
EN5A-IVi-16 EN5VC- IVi 2.4
EN5F-IVi-1.6 EN5F-IVi-1.3 EN5F-IVi-1.7
EN5F-IVi1.14 EN5A-IVi-17

EN5SS-IVi2.3
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Improving Proficiency in Reading I Connotations and Denotations K To 12 New Dynamics Series in English 5 Growing in English 5 p. 177 K to 12 Curriculum Guide p. 78
pp. 44 Curriculum Guide in English 5 pp. 49-50
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Using hands, the teacher acts-out Drill/Review Setting the stage Setting the stage Setting the stage
presenting the new lesson each of the given things and asks
the pupils to identify Direction. Ask pupils to read repeatedly Spelling activity: Have you had an experience
Then unstruct them to recite without about a storm?
1. rain drop Tell the compound word that fits each reading it. 1. patience
2. thunder sentence. 2. celebration What were your
3. lightning Tongue twisters 3. mischievous feelings/reactions that you had
 4. flash flood 1. The policeman tries to stop the heavy car Videographers 4. rejoicing been afraid of?
5. earthquake with an ____________ Videotape the videography of videos 5. silly
2. The people in the neighbourhood did not What were those things that
sleep well owing to the warmth and caused you fear?
darkness brought by _________
3. Empty small or big containers in the Do you think your neighbors had
backyard to avoid __________ dengue same feelings or reactions?
viruses.
4. A lot of __________ riders had met on
____________.
5. The carpenter needs a ___________ for
building a house.

a. brown-out
b. construction-material
c. overload
d. motor-vehicle
e. wide spread
B. Establishing a purpose for the lesson ASK: Think and Tell Contextual clues Think and Tell Think and Tell
Task the pupils to analyze given
What are those identified things? Read the ff. sentences aloud sentences. Identify the cause and effect Teacher provides picture of a
place (rural) under a storm.
a. The farmer is evry fond of Ram, the black 1. There was rejoicing in the palace 1. Because its raining, the pupils
sheep. yesterday. open their umbrellas
b. Father is angry with Roy, the family’s 2. Trials are test of patience. They 2. That was the same day when
black sheep are the spices of life. the rainbow appeared.
3. The King’s wife requested for a 3. Victor, whose words are
Ask: monkey’s liver. inviting, won the contest.
4. Timothy is a mischievous boy. He
Do the two sentences convey similar ideas? always makes his teachers angry. Ask:
If not, what is the difference? 5. Juan is a silly boy. He does things
What kind of word is black sheep in the that show lack of good sense. Which one is the cause and effect
furst sentence? in each sentence?
What kind of word is black sheep in the a. test of patience
second sentence? b. makes his teachers angry Distininguish the dependent
c. celebration lasted clause, the independent clause
d. respond to wife’s wish and the conjunction.
e. lack of good sense
C. Presenting examples/instances of the Form Compound words by giving Find and Learn Explaining to pupils what to do Find out and Learn ASK:
new lesson matching type test
Let the pupils identify the denotative and Our reading selection for today is Here are some sentences from the Is the place in order? Is the
A connotative words “The Jellyfish Journey” selection, “The jellyfish Journey” situation normal? Why?
1. Brown
2. Construction a. Impossible! It rained cats and dogs. Ask: 1. Before a month has passed, the What happens to the people to
c. over b. It rained cats and dogs during typhoon younger dragon fell ill. the house, to the nature?
4. motor Yolanda Ccn you think of words, compound 2. Tell the monkey, how much
 5. wide words, or remarks that we may nicer everything here in Dragon Why do storm, flood, and
a. This ia a sketch of human body. Please associate to animals? Lands so that he will be willing to typhoon occur? Can they be
B. paint a heart of gold. come controlled by man?
a. load b. Here is Mr. Rico who gives money to the Show pictures of a jellyfish, dragon 3. When he told the dragon king Who are affected? Can people
b. outs needy. He has a heart of gold. and monkey what happened, the king got do something in order that hey
c. material angry. will not be so much affected?
d. spread Differentiate the denotations and Find out the different blended traits 4. The officer beat the jellyfish,
e. vehicle connotations of the characters in the selection. that’s why the jelly fish have no
What does each of them mean? bones.
D. Discussing new concepts and Think and Tell Do and Learn Modeling the pupils ASK: Do and Learn
practicing new skills #1
Teacher read the situation aloud. Task the pupils to complete the sentences Teacher read the selection by part. What composed the independent Cooperative Group Activity
with the given connotative words. Teacher asks the pupils to read after clause?
Situation: her. What does it tell? Group I
Teacher pauses once in a whoile What composed the dependent Name 5 disasters. Write harm
While watching “Probinsyano”, and asks questions. clause? and distructions that each brings
suddenly there was an electric Is it complete in ideas? Group II
interruption that shot off the lights, What is connected by Draw the most destructive
television, electriv fan, refrigerator conjunction? disaster that you have witnessed
and other household appliances in What kind of sentence does each in your place. Identify the
your neighbor’s house home. from? elements in your output.
Group III. Name all the agencies
Ask: of the government, people,
What is that even called? private corporations that may
help the victims of calamity.

Ask each group to present their

work.
E. Discussing new concepts and Find-out and Learn Task the pupils to fill in blanks with correct Try and Learn Learn some more
practicing new skills #2 Ask: denotations. Ask:
When a brown-out in your own Underline once the cause and Ask the pupils to see a pleasant
house occurs, what will you do? Provide choices for them. What was the story about? underline twice the effect. film that shows the beautiful
What is the main idea of the story? aspect of life.
Try and Learn Provide sentences for the pupils.
Ask: Ask them to observe proper
When electrical behaviour while watching the
interruptions/failures occur in the film.
entire province, will you consider it
brown-out? If no, then what is it?

Why does black out or brown out

occur?

Do and Learn

Ask:
 How does black-out affect a
province or city?

Ask the pupils to explain their

answers
F. Developing mastery Modeling the pupils Learn some more Guided Practive Do and Learn Talk about it
(Leads to Formative Assessment 3)
Teacher reads the selection clearly Give further activity for the pupils. Be it Cooperative Group Activity Use a conjuction to connect the 2 What is the film about? What
and slowly. Pause once in a while matching type for connotations and sentences to form a complex does it show?
to ask questions. denotations. Group I sentences.
Draw the dragonette and write her What can you say about the
“Black-out or Brown-out” characteristics Provide sentences to connect. characters?
Draw II
Draw the jellyfish and write its Ask: How did they face their life?
characteristics Who were with them?
Group III What is complex sentence?
Darw the monkey and write his How do you form a complex What did they do to make their
attempts to escape his death sentence? life happy and contented?

Would you like to be happy and

contented?How?
G. Finding practical applications of Comprehension Questions Talk about it Comrpehension Questions Learn some more If one had been a victim of a
concepts and skills in daily living disaster, what do you think
How was black-out different from Discuss the meaning of the given 1. Tell the most remarkable traits of 1. What are the possible causes would be his insight? Should he
brown-out? connotations and denotations. Ask pupils to each character. why many animals are in danger lose hope? Why?
What may cause black-out and use them in sentences. Teacher may use 2. Why was the jelly fish sent by the of becoming extinct?
brown-out? non-verbal expressions for further king for an errand?
Which between black-out and understanding of the lesson. 3. How did the jelly fish persuade the a.
brown-out is more disturbing? monkey to go with him? Did the b.
Support your answer? jellyfish succeed? c.
How can we prepare ourselves to 4. If you were the monkey, what
any of them so that we will not be would you do to serve yourself? 2. If people have made many
fully affected? 5. What became of the jellyfish after changes in the environment, what
being punished? will be its effect?
6. What does this story want to
convey? a.
b.
c.
H. Making generalizations and Remember Remember The main idea is the point of view or What is complex sentence? Essay is a writing composition
abstractions about the lesson A paragraph is consists of an Denotation expresses literal or real general perception of the reader How do you form a complex that deals with a subject from a
introduction, body and conclusion. meaning about the reading material. sentence? limited point of view.
The first sentence is indented
Connotation on the other hand, expresses
concealed meaning
I. Evaluating learning Group the class into three. Then, Final activity: FINAL TASK: Ask the pupils to complete the Write about it
distribute the activity sheets. outline given. Then ask them to
 Direction: In a paragraph, write the main idea develop a paragraph. Ask the pupils to write a three-
Group I: Role play 5 activities of Write denotation or connotation on each of the selection, “The Jellyfish’ paragraph descriptive essay
family members during occurrence blank. Journey” MY SUCCESS IN STUDYING about the topic:
of a brown-out
Group II: Act-out the usual 5 _____1. When the naughty boy was A. Causes of success in studying Light after Darkness
reactions to brown-out in your scolded by his mother he shed crocodile 1.
house tears. 2.
Group III: Pretend to be government _____2. The mason seems to have an iron 3.
agencies tha will respond to call in hand while shaping up a bolo.
case, a brown-out extends longer _____3. Your joke are too corny, it didn’t B. Effects of success in studying
make me laugh at all.
_____4. The river had finally reached its 1.
dead end; the water dried-up, fish and 2.
plants all died. 3.
_____5. When necessary, create an adlib
to make your part very realistic. C. If you became successfuk, how
will you share it to others?
1.
2.
3.

J. Additional activities for application or

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

C. Did the remedial lessons work? No. of ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
learners who have caught up with the above above above 80% above
lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation

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