DLL New English 5

DAILY LESSON LOG
School
Teacher
Teaching Dates and Time
OCAMPO CENTRAL SCHOOL

JEAN SABULARSE- PALADAN
JULY 11-JULY 15/ 8:15-9:05, 1:40-2:30
Grade Level
Learning Area
Quarter
FIVE RIGHTFUL and SENCERITY

ENGLISH
FIRST
Monday
Tuesday
Wednesday
demonstrates understanding
of various linguistics nodes to
comprehend various texts
demonstrate understanding that

words are composed of different
parts to know that their meaning
changes depending in context
of different formats to write
for a variety of audiences and
purposes
demonstrates command of
the conventions of standard
English grammar and usage
when writing or speaking
B. Performance Standards
analyzes text types to

effectively understand
information/ message(s)
uses strategies to decode

correctly the meaning of
words in isolation and in
context
draft texts using appropriate

text types for a variety of
audiences and purposes
uses the correct function of nouns,

pronouns, verbs, adjectives, and
adverbs in general and their
functions in various discourse (oral
and written)
C. Learning
Competencies/Objectives
Write for the LC code for each
EN5LC Ic 2.17.2,
EN5RC-Ic-2.23, EN5A-Ic-16
EN5V Ic 12 and 13
EN5WC Ic 2.2.4
EN5G-Ic-3.6
ENVC-Ic-5.1, EN5OL-Ic-3.9
Identify the elements of

literary texts
Inferring the meaning of

unfamiliar words based on
the given context clues
Writing two to three

paragraph based on the
prepared outline
Compose clear and coherent

sentences using appropriate
grammatical structures: modals
Different Forms and

conventions of film and
moving pictures
Q1-Week 3/ pp. 1-3

Q1-week 3/pp. 1-4
Q1-Week 3/ pp. 3-5

Q1-week 3/ pp. 4-7
Q1-week 3 / pp. 6-9

Q1-week 3 / pp. 7-9
Q1-week 3 / pp. 9-12

Q1-week 3 / pp. 9-10
Q1-week 3 / pp. 12-15

Q1-week 3 / pp. 9-11
Forms and conventions of a

film or moving picture
(using a picture of a girl)
Refer to LM,Think and Tell
What can you say about
the girl in the picture?
Elements of a literary texts
Inferring the meaning of the

unfamiliar words
Refer to LM, Think and Tell
Writing paragraphs based on

the outline
What are these activities that
you used to do?
Composing sentences using

modals
C. Presenting
examples/instances of the new
lesson
Literary elements refers

to an aspect of a whole text.
The elements are setting,
character and plot.
Infer the meaning of the

unfamiliar words that we will
encounter in the story you are
about to read
Writing two to three

paragraph based on the
outline
We will compose clear and

coherent sentences using
appropriate grammatical
Structures specifically the modal
auxiliaries used to, will and
would.
Presenting pictures of movies
D. Discussing new concepts and

practicing new skills #1
The teacher will read the

story of Princess Polite to
the pupils.
What are the elements of a
story?
Refer to LM, Read and Learn
Read the outline to the pupils.
Refer to LM, Read and Learn
We will discuss about the

different forms and conventions
of films and moving pictures
Questions about the story
How do we write paragraphs

based on the outline?
Questions about the poem.
A film, also called a movie, motion

picture or photoplay, is a series of
still images which, when shown on a
I. OBJECTIVES
A. Content Standards
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
E. Discussing new concepts and

(Using picture of Girl Scout

and Boy Scout ) Refer to LM,
Think and Tell
Thursday
Friday
demonstrates understanding of
the forms and conventions of
print, non-print, and digital
materials to understand various
viewing texts
applies knowledge of the various
forms and conventions of print,
non-print, and digital materials to
appropriately comprehend print,
non-print, film and moving texts
Are you fond of watching films or

movies?
What movies have you watched?
Which from those movies you
have watched, do you like best?
screen, creates the illusion of moving

images due to the phi phenomenon.
F. Developing mastery

and their definition
G. Finding practical applications

of concepts and skills in daily
living
Read aloud the story The

Greedy Boy then, identify the
elements of literary text.
Refer to LM, Try and Learn.
H. Making generalizations and

abstractions about the lesson
I. Evaluating learning
J. Additional activities for

application or remediation
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
strategies worked well? Why did
these work?
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?
The words that precede and

follow an unfamiliar word will
help you get its specific
meaning.
Refer to LM, Try and Learn
Presenting outline forms:

Main topics and subtopics
Presenting Modals: used to,

would, will
Presenting the different forms

and conventions of films
Refer to LM, Find out and

Learn
Let the pupils form four groups. Let

each group form a small circle. Let
each member of every group share
with the rest of the group members
his habit when
he/she was small using the modals
Pupils will play the game Laglag

Panyo whoever pupils get the
handkerchief will be the one to
answer the questions inside the
box.
The elements of literary texts

are ______________, plot ,
________________, and
_____________.
How can we get the meaning

of unfamiliar words?
How do we write two to three

paragraph based on a
particular outline?
What are modals?

What modals are used to
express a past habit?
What modals are used to
express a present habit?
What are the different

conventions of a film?
Refer to LM, Learn Some

More. Comprehension
questions with choices will
also be provided to assess
whether the competency
was achieved
Choose your favorite story
and identify elements of
literary texts in your
notebook.
Refer to LM, Do and Learn

More
Refer to LM, Write About It

More
Copy the outline. Rewrite it in

paragraph form.
DAILY LESSON LOG
School
Teacher

JULY 18-JULY 22/ 8:15-9:05, 1:40-2:30
Grade Level
Learning Area
Quarter

ENGLISH
FIRST
Monday
Tuesday
Wednesday
Thursday
Friday
of various linguistics nodes to
comprehend various texts
demonstrates command of the

conventions of standard
English grammar and usage
when writing or speaking
demonstrates understanding of
the oral standards of English in
order to participate in various oral
communication demands
(situation, purpose and audience)
of different formats to write for
a variety of audiences and
purposes
analyzes text types to

effectively understand
information/ message(s)
uses the correct function of nouns,

pronouns, verbs, adjectives, and
adverbs in general and their functions
in various discourse (oral and written)
prepares for and participates

effectively in a range of conversations
and collaboration with diverse
partners, building on others ideas and
expressing their own clearly and
persuasively
demonstrate understanding that

words are composed of
different parts to know that their
meaning changes depending in
context
uses strategies to decode
correctly the meaning of words
in isolation and in context
C. Learning
EN5LC-Id-2.17.3
EN5OL-Id-2.23
EN5G-Id-3.6
EN5WC-Id-2.2.4
EN5OL-Id-3.9
EN5WC-Id-2.2.4
EN5V-Id-12 and 13
EN5F-Id-1.8.1.1
EN5WC-Id-2.2.4
EN5A-Id-16
Identify the elements of

literary texts
Clear and Coherent Sentences

using Appropriate Grammatical
Structures Modals: Can and May
1. Using Formal and Informal English

2. Showing Tactfulness when
Communicating with Others
Inferring Meaning of Unfamiliar

Words (Affixed)
Prefix re-, un- Suffix able, -ment
Different Forms and

conventions of film and moving
pictures
Q1-Week 4/ pp. 1-3

Q1-week 4/pp. 1-4
Q1-Week 4/ pp. 3-5

Q1-week 4/ pp. 4-7
Q1-week 4 / pp. 6-9

Q1-week 4 / pp. 7-9
Q1-week 4 / pp. 9-12

Q1-week 4 / pp. 9-10
Q1-week 4 / pp. 12-15

Q1-week 4 / pp. 9-11
I. OBJECTIVES
II. CONTENT
A. References
3. Textbook pages
Learning Resource (LR) portal
IV. PROCEDURES
B. Establishing a purpose for the
lesson
English Expressways in Reading p.
draft texts using appropriate

text types for a variety of
audiences and purposes
English Expressways Reading, 145-149
35

Modals: Can and May
Formal and informal English
Prefixes and suffixes
(Picture talk-Dyad) (Refer to LM

Think and Tell)
Ask: Who among you here know how
to draw? What picture do you love to
draw?
Picture clue and dialog (Refer

to LM Think and Tell)
Introduce to the class the

Loop-the-Word Game. (Refer
to LM Think and Tell)
Show picture of children giving

gifts.
Show picture of birds.
C. Presenting
examples/instances of the new
lesson
Listen to the story that I am

going to read. From the story
you are going to identify the
elements of the story.
1. What can Mark and Reiner make?

2. Who helped Mark build the sand
castle?
3. What may Jasmine be able to do?
4. What reminder did Reiner give her?
Let the pupils read the story

orally. (Refer to Find Out and
Learn)
Do you like birds? What kind of

birds do you like?
Why do you like it?
Describe the birds that you like.
D. Discussing new concepts and


story to the pupils. (Refer to
LM Find out and Learn).
What characteristics do the

children in the dialog possess?
How can you show your love to
your brother and sister?
Whenever you meet friends, you are

obliged to exchange greetings with
them. This morning we are going to
learn how to use formal and informal
form of English in such kind of
instances.
Read each pair of sentences. Take
note of the differences between
long/formal expressions and
short/informal expressions.
Are you like Sarah? Do you also

give gift to your friends?
Aside from giving gift to your
friends, what other things you can
do to show that you value
friendship?
I have here an outline describing

about birds. (Refer to LM Find out
and Learn)
E. Discussing new concepts and

Use the questions in guiding

the students to identify the
elements of the literary texts.
Our lesson for today is about

modals can and may.
If you are about to meet friends in

a party, what will you use, formal
or informal English? Why?
Read the underlined words in the

sentences. What do you call the
underlined words?
What prefix or suffix is added to each
word?
What is the topic sentence in the

outline?
What kind of outline is presented?
What are the main topics in the
outline?
The organizer explains the

content of the elements of
literary text based on the
selection that you have read.
The teacher will present
another story. (Refer to LM
Try and Learn)
Read the sentences below.

Explain how the modals can and
may used in sentences. (Refer to
LM Find out and Learn)
Read the sentences in the

chart.
Presenting prefix and suffix:

un-, re-, -ment, -able
Writing a Composition Based

on an Outline
Teacher will provide pictures

and activity cards for group
activity. (Refer to LM, Try and
Learn)
When do we use the modal
can?
When do we use the modal
may?
Group Activity (Refer to LM

Find Out and Learn)
Group Activity (Refer to LM Try

and Learn)
1. Group the class into 4.

2. Prepare an outline for each group.
3. Each group will write a paragraph
based on the prepared outline.
4. Activity proper
Use a Venn diagram to illustrate

important details in using formal and
informal English. In the overlapping
circle at the middle their similarities
and in the outer are their differences.
Instruct the pupils to check if

their tables have stars. If it has,
he/she will answer the question.
Study each expression. Put a

check (/) in the column
whether the expression is
formal or informal.
Choose from the tree the

correct word to complete the
sentences.
Teacher will distribute strips of

paper to the students then
they will post on the organizer
the important details that they
have learned from the lesson.
Refer to LM, Write About It
Cut a picture or draw your

answers in each circle. Then
use it in your own sentence.
Pretend that a friend and you are

attending to a birthday party. Write a
dialog between the two of you about
the event in the party. Use formal and
informal English in your dialog.
Complete the table
G. Finding practical applications

of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
The teacher will provide a ball,

wrapped in it are strips of paper with
questions. The pupils will play Pass
the Ball. When the teacher tells the
pupils to stop, whoever holding the
ball he/she will answer the question.
The teacher reads the short story

and instructs the pupils to fill in
the blanks to complete the
statement. (Refer in LM Do and
Learn)
Present the details of your
favorite fairy tale using the
elements of the literary texts.
Write your work in your
notebook.

V. REMARKS
VI. REFLECTION
80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.

these work?
teachers?
DAILY LESSON LOG
School
Teacher
Monday
I. OBJECTIVES
Infer the speakers tone,

mood and purpose
Wednesday
Analyze figure of speech
(simile, metaphor,
personification, hyperbole in
a given text.
Quarter 1 week 6 pp.




Speakers tone, mood and

purpose
(Ask: Do you feel the love

and care of you mother?
What are the instances that
show your mothers tender
loving care?
Ask: Have you encountered

words such as brunch, motel,
smog etc.
Who among you knows the
meaning of these unfamiliar
words?
Meaning of unfamiliar words

(blended) based on given
context clues, synonyms,
antonyms, word parts and
other strategies.
Ask: Who among you love
poems?
Why do you love poems?
Let us read the line.
My love is like a red red rose
By, Robert Burns
Say. This is an example of
figures of speech.
Using formal and informal

English when appropriate to
task and situation
C. Learning
Curriculum Guide: EN5LC If

2.B.1/ 2.B.2/ 2.B.3
EN5OL If 3.9
Inferring the speakers tone,
mood and purpose
II. CONTENT
B. Establishing a purpose for

the lesson
Tuesday
Infer the meaning of
unfamiliar words (blended)
based on given context clues,
synonyms, antonyms, word
parts and other strategies.
parts and other strategies
Curriculum Guide EN5V If
12 and 13
203
parts and other strategies.

A. References
3. Textbook pages
Learning Resource (LR)
portal
IV. PROCEDURES

JULY 25-JULY 29/ 8:15-9:05, 1:40-2:30
Analyzing figure of speech

(simile, metaphor,
a given text.
Curriculum Guide EN5RC If
2 and 3
Analyzing figure of speech
(simile, metaphor,
a given text.
Grade Level
Learning Area
Quarter
Thursday

ENGLISH
FIRST
Friday
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts

and practicing new skills #1
Class our lesson for today is

about inferring the speakers
tone, mood and purpose.
When we infer the speakers
tone, mood and purpose we
are giving our idea on what
maybe the feeling/intention of
the speaker in the poem.
It is giving the
feeling/intention of the
speaker or writer in one
scenario.
A.
Pre Listening
before the teacher read the
story
Unlocking of difficulties
1. A dagger is thrust into
her heart. The word thrust
means
A. To push B. to play
C. to remain
B.
The teacher will read
the poem to the class
My Mother Dear
Say: What do you think is the
speakers tone, mood or
purpose in the poem?
E. Discussing new concepts

and practicing new skills #2
Teacher will read again the

poem to the pupils. Then they
will infer the speakers tone,
mood or purpose.
Group I Stanzas 2 and 3
Group II Stanza 4
Group III Stanza 6
Group IV Stanza 8

following sentences and the
pupil will infer the speakers
Say: Class our lesson for

today is about inferring the
meaning of unfamiliar words
(blended). We may use
context clues, synonyms,
antonyms word parts and
other strategies to know the
meaning of these unfamiliar
words (blended).
Say: Class our lesson for

today is about analyzing
figure of speech (simile,
metaphor, personification,
hyperbole.
I.
Read the sentences
orally. Context Clues
1.
Elsa sends mail
through her electronic
computer last night but Anna
read her email the next
morning.
What do you think is the
meaning of brunch? Email?
SayClass these are example
of blended words. We can
find the meaning of these
unfamiliar words using
context clues or we can find
the meaning of words in the
sentence. Such as:
1.
breakfast + lunch =
brunch
What do you think is the
meaning of smassy?
Multiplex?
Say. Synonyms are words
with the same meaning.
Unfamiliar words can be
defined through synonyms.
Such as Smassy = smart but
rude, Multiplex = multiple
complex.
Antonyms are words with
opposite meaning. Unfamiliar
words be defined through
antonyms. Such as Smassy=
unwise timid, Multiplex =
multiple complex.
Say: These are example of
blended words. We can find
the meaning of these
Read the poem orally.

Analyze the similarities and
differences of the poems.
Simile Metaphor
Personification Hyperbole
Say. Class these are figure

of speech. Figure of speech
is
A figure of speech is a word
or phrase that has a meaning
something different than its
literal meaning. It is used to
add color to the language.
Poem 1 Simile
Poem 2 Metaphor
Poem 3 - Personification
Poem 4 Hyperbole
Analyze the following

sentences and determine if it
is simile, metaphor,
tone, mood or purpose.

.
G. Finding practical
applications of concepts and
skills in daily living
Group I Mr. Ramirez had a

dialogue with the boys.
During the interview, he
noticed that Arthur answered
his questions politely.
Group II One of the
applicants was praised as
worthy of confidence by the
mayor and was given a
recommendation
H. Making generalizations
and abstractions about the
lesson
What is a mood?
How Inferring the speakers
tone, mood or purpose done?
paragraph. Pupils will analyze
what will be the speakers
tone, mood and purpose.
Their cheers energized him
and after few more seconds,
he was already on top. I did
it! I did it! he shouted politely.
unfamiliar words through their

word parts. Such as
Simulcast = simultaneous
broadcast, smog = smoke
and fog.
personification or hyperbole.
Group I Look for the

meaning of the underlined
words through context clues.
Report the answer through
singing.
1.
Due to the smoke of
kaingin and the fog in the
mountain the farmers cannot
see clearly because of the
smog.
a.
Kaingin and forest
b.
Fog and Mountain
c.
Smoke and fog
Group II Arrange the
jumbled letter to get the
synonyms or antonyms of the
following words.
poem.
1.
INTERNATIONAL
NETWORK T E N I N E R T
Group III Look for the word
parts of the following words
inside the treasure box.
rap.
1.
Cyborg = cybernetic
+ organism
How can we infer the
speakers tone, mood and
purpose?
Infer the meaning of
the unfamiliar
words.
1. Brunch
2. Email
3. Motel
4. Simulcast
5. Smog
Analyze the four poems.

Figure out why it is classified
to that figure of speech.
( Refer to LM)
Group I Poem I
Group II Poem II
Group III Poem III
Group IV Poem IV
GroupI. A ruby is as red as

blood.
Group II. Life is a barren field.
Group III. The sea leaps all
day.
Group IV. They both took
root in the carpet.
What are simile, metaphor,

personification, hyperbole?
Analyze the poem
considering the figure of
speech used. Refer to (LM)

V. REMARKS
VI. REFLECTION
80%.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
these work?
teachers?
Read a story and analyze the

speakers tone, mood or
purpose?
Write another 5
unfamiliar words
(blended) in your
notebooks.
Analyze the poem The Tree

and analyze the figure of
speech used.

DLL New English 5

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

DLL New English 5

Caricato da

Copyright:

Formati disponibili

DAILY LESSON LOG

OCAMPO CENTRAL SCHOOL

FIVE RIGHTFUL and SENCERITY

demonstrate understanding that

analyzes text types to

uses strategies to decode

draft texts using appropriate

uses the correct function of nouns,

Identify the elements of

Inferring the meaning of

Writing two to three

Compose clear and coherent

Different Forms and

Q1-Week 3/ pp. 1-3

Q1-Week 3/ pp. 3-5

Q1-week 3 / pp. 6-9

Q1-week 3 / pp. 9-12

Q1-week 3 / pp. 12-15

Forms and conventions of a

Elements of a literary texts

Inferring the meaning of the

Writing paragraphs based on

Composing sentences using

Literary elements refers

Infer the meaning of the

Writing two to three

We will compose clear and

Presenting pictures of movies

D. Discussing new concepts and

The teacher will read the

Refer to LM, Read and Learn

Read the outline to the pupils.

Refer to LM, Read and Learn

We will discuss about the

Questions about the story

How do we write paragraphs

Questions about the poem.

A film, also called a movie, motion

E. Discussing new concepts and

(Using picture of Girl Scout

Are you fond of watching films or

screen, creates the illusion of moving

Elements of a literary texts

G. Finding practical applications

Read aloud the story The

H. Making generalizations and

J. Additional activities for

D. No. of learners who continue

The words that precede and

Presenting outline forms:

Presenting Modals: used to,

Presenting the different forms

Refer to LM, Find out and

Let the pupils form four groups. Let

Pupils will play the game Laglag

The elements of literary texts

How can we get the meaning

How do we write two to three

What are modals?

What are the different

Refer to LM, Learn Some

Refer to LM, Do and Learn

Refer to LM, Learn Some