School KINOGUITAN CENTRAL SCHOOL Grade Level FIVE

DAILY LESSON LOG Teacher For more DEPED Downloads, visit: teachershq.com Learning Area ENGLISH
Teaching Dates and Time September 12-16, 2016/8:00-8:50, 8:50:9:40 A.M. Quarter SECOND

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Identify the elements of Compose clear and coherent Use formal and informal English Infer the meaning of unfamiliar Write two to three paragraph composition
literacy sentences using appropriate when appropriate to task and words(affixed) based on given based on the prepared outline
grammatical structures: modals situation context clues(Synonyms,
antonyms word parts) and other
strategies

B. Performance Standards Analyzes text types to
effectively understand
information/message(s)
C. Learning K to 12
Competencies/Objectives Curriculum Guide
Write for the LC code for EN5LC –Id.-2.17.3
each EN5 OL- Id-2.23
Uses the correct function of
nouns, pronouns, verbs,
adjectives and adverbs in general
and their functions in various
discourse ( 0ral and written)
K to 12 Curriculum Guide
EN5G –Id.3.6
Orally communicates
information, opinions and ideas
effectively to different
audiences using a variety of
literary activities
K to 12 Curriculum Guide
EN5OL-Id.3.9
Use strategies to decode correctly
the meaning of words in isolation
and in context.
K to 12 Curriculum Guide
EN5V –Id- 12 and 13
Rewrite/ revise texts using appropriate
text types for a variety of audiences and
purposes
K to Curriculum Guide
EW5WC-Id-2.2.4

II. CONTENT Writing two to three paragraph

''Identifying elements of Composing clear and coherent Using formal and informal Inferring the meaning of composition
literacy texts" sentences using ... unfamiliar words

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Quarter 2, Week 4, pp.____ Quarter 2, Week 4, pp Quarter 2, Week 4, pp Quarter 2, Week 4, pp Quarter 2, Week 4, pp
2. Learner’s Materials Quarter 2, Week 4, pp.____ Quarter 2, Week 4, pp Quarter 2, Week 4, pp Quarter 2, Week 4, pp Quarter 2, Week 4, pp
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson Determine the factors that
or presenting the new influenced the viewers
lesson
B. Establishing a purpose Ask: Who among you here
for the lesson know how to draw?
What picture do you love to
draw?
C. Presenting Say: This morning, we are
examples/instances of the going to have an activity. We
new lesson are going to do this activity
in pairs .
D. Discussing new Say: Listen to the story that I
concepts and practicing am going to read . From the
new skills #1 story you are going to
identify the elements of the
story. The teacher will read
the story to the pupils. Use
the questions in guiding the
students to identify the
elements of the literary.
E. Discussing new The teacher show a graphic
concepts and practicing organizer. The organizer
new skills #2 explains the content of the
elements of literary text
based on the selection that
you have read.
F. Developing mastery The teacher will present
another story. Read the
story. Identify the elements
What are the element of a
literacy texts?
Picture clue and dialogue. Pupils
read the dialogue orally and
answer the questions orally
Say: Whenever you meet friends,
you are obliged to exchange
greetings with them. This
morning we are going to learn
formal and informal form of
English in such kind of instances.
Teacher let pupils to read the
sentences below. Explain how
the modals can and may used in
sentences.
* Mark can make a tunnel
*I can make a sand castle.
Ask:
a. What mother can do?
b. What Mark can do?
c. What Jasmine may build?
d. What she may use for
drinking?
Teacher will provide pictures and
activity cards for group activity.
Look at the pictures below. The
When do we use modals can
and way.
Introduce to the class the Loop-
the-Word Game. Ask pupils to
find four words from the puzzle
that are written Vertically,
Horizontally
Ask: What characteristics do the
children in the dialogue
possess?
What occasions do you give
gift?
Why do you give gift to your
friends on his/her birthday?
.Read each pair of sentences.
Take note of the differences
between long/ formal
expressions and short / informal
expressions. Get a partner in
reading the sentences.
Ask: What did you notice in
using formal and informal
English in writing sentences.
When should we use formal and
informal English? If you are
about to met friends in the
party, what will you use, formal
or informal English? Why?
Divide the class in 2 groups.
Read the sentences in the strip
of papers. Identify formal or
State if the following sentences is
formal or informal.
* I have to go now.
* I've got to go now
Look at the pictures below then
complete the sentences that
follow,
The picture is about __ ____.
I give gift to my
_________because _______.
Say: I have here outline describing
about birds.
Read each part of an outline then
answer the comprehension
question.
.
Read the selection Time for a
Redo and let pupils answer the
comprehension questions after.
Discuss to the pupils what is
prefix and suffix. Give examples.
Let pupils pick out the words
having prefixes and suffixes in the
selection.
Group Activity:
Group the class into 4. Give each
group activity card with directions
Add a suffix or prefix to the following root
word and give its new meaning
*tie
*love
Show pictures of birds. Let them describe
the bird they like.
I have here outline describing about birds.
Read each part of an outline then answer
the comprehension question.
* Based on the given outline you are going
to write a paragraph.
* Teacher will discuss how to write a
composition based on the given outline.
Let pupils read the paragraph composed
based on the outline given.
Group Activity:
Each group will write a paragraph based
on the prepared outline.

G. Finding practical
applications of concepts
and skills in daily living
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.
of the story
Group Activity:
Group pupils into 4.
Distribute to each group the
photocopy of the story.
Summarize the story by
writing the elements of the
story in teh semantic web.
Report group output.
Ask: What are the elements
of a literary text?
Read each sentence. Write
Th on the blank for the
theme of the story , Se for
the setting , Ch for
characters and Pl for plot. Do
this on a piece of paper.
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)
pictures are activities that a
grade five can do in school.
Write sentences about the
pictures using modals can or
may.
When do we use the modal can?
When do we use the modal
may?
Look at each picture. Complete
each sentence by writing may or
can on each blank.
Cut a picture or draw your
answers in each circle. Then use
it in your sentence
informal English by posting
sentences in the correct
column.
.Study each expression below
and tell whether it is formal or
informal. Write your sentences
on the line.
When should we use formal and
informal English?
Study each expression. Put a
check ( / )in the column
whether the expression is
formal or informal.
Pretend that a friend
and you are attending
to a birthday party.
Write a dialogue
between the two of
you about the event in
the party. Use formal
and informal English in
your dialogue.
on what to do with the activity.
Place stars with questions under Study the outline below then write a three
table/ chairs. ( His should be done paragraph comprehension about it.
before the class starts). Instruct
the pupils to check if their tables
have stars. If it has he/ she will
answer the question.
Ask: What is a suffix? Teacher will distribute strips of paper to
What is a prefix? the students, then they will post on the
organizer the important details that they
have learned from the lesson.
Choose from the three the correct Write a paragraph based on the
word to complete the sentences. outlinegiven below.
1. Jacob almost fell down because
his shoelaces were _________.
Complete the table below. Copy the outline .
Prefix Rootword New Meaning Rewrite it in paragraph form.
word
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?

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