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GRADE 5 School: JOSUE ALCASID CENTRAL SCHOOL Grade Level: V

Teacher: MARICEL E. PALOMILLO Learning Area: ENGLISH


DAILY LESSON PLAN

Teaching Dates and Time: March 14, 2019- VB (10:30-11:20 AM) Quarter: 4TH QUARTER
VA (1:00-1:50 PM)

Activities Annotations
I.OBJECTIVES
A.Content Standards . Demonstrates command for the convention of standard English Grammar and usage when writing or speaking

B.Performance Standards

C.Learning Use complex sentences to show problem-solution relationship of ideas ( EN5G-IV-g-1.9.2/ Page 78 of 164)
Competencies/Objectives
Revise writing for clarity using transition words (EN5WC-IVG-1.8.3)

II.CONTENT Using complex sentences to show problem-solution relationship of ideas

III.LEARNING RESOURCES

A.References

1.Teacher’s Guide pages/CG K 12 Curriculum Guide in English 5

2.Learners’s Materials pages

3.Textbook pages Joy in Learning English 5,pp. 314,326

4.Additional materials from


learning resource (LR) portal
B.Other Learning Resource manila paper, activity sheets

IV.PROCEDURES

A. Reviewing previous lesson or Group the class into four. Show to the class the folded manila paper and tell them to do the task as instructed
presenting the new lesson in it. Ask the group leaders to pick one. Each group will be given 5 minutes to do their task.
Activity I - Underline the problem and box the solution in each sentence. ESP
Activity II- Underline the dependent clause once and the independent clause twice.
Activity III – Encircle the subordinating conjunctions or transition words.
Activity IV – Construct one example of complex sentence

(Note: Activity I-III contains the same sentences)


1. Sarah missed the bus so her mom had to drive her to school.
2. My mom locked her keys in the car that’s why she called Dad to bring her the extra set.
3. Since my family was late getting to the movies, we had to wait for the later showing
4. Michael prefers to bring his lunch so that he can save money.
5. Tin brought her dirty clothes to a laundry shop because she has no time to wash them.
Check the group outputs to ensure that they’d understood the previous lessons.

B.Establishing a purpose for the Ask the pupils if they had experienced/see problems at home, in school ,in the community or country.
lesson What did they do or suggestions to solve such problems?

C.Presenting Examples/ instances Have pupils read the sentences below.


of the new lesson Science
A. One of the little girl’s damaged kidneys had to be replaced. A fresh kidney was transplanted into her
body.

B. One of the little girl’s damaged kidneys had to be replaced, so a fresh kidney was transplanted into her
body.

Are the ideas of the sentences related? Which states the problem? the solution?
How are these ideas combined? What transition/signal word has been used? What kind of sentence is used to
present the problem and the solution?
Tell to the class that complex sentences can be used to show problem-solution relationship with the help of
transition word such as so, so that, because, since, and in order to.

D.Discussing new concepts and Teacher will ask the pupils to read the examples of complex sentences that show problem-solution relationships
practicing new skills #1
1. More and more children in the neighborhood were becoming sick of respiratory diseases, so the barangay
officials planned out some action.
Science
2. The entry of vehicle was limited, so that fumes exhausted would be lessened.
ICT
3. Since smoking cigarettes harms the health of children, smokers in families were advised not to.

4. Families were told to use water-based paint, odorless detergents, unscented soap, and other mild
cleaning agents so that children would not inhale the offensive odor.

5. The people were encouraged to plant more trees and other plants in their yards in order that air around
would be cleaner.

From the given sentences above, ask the following questions:

 What is the problem and the solution in each sentence?

•Which is the independent clause in each sentence? Underline once.

•Which is the dependent clause in each sentence? Underline twice.

•What word was used to connect the independent clause to the dependent clause in the first sentence? second
sentence? third sentence? and so on.
E.Discussing new concepts and Call a pupil to answer .
practicing new skills #2
Direction: Underline the appropriate transition word to form a meaningful complex sentences that show problem-
solution relationship.
ESP
1. The books are not enough for the pupils to use (so, because) the teacher assigned one book in every two pupils.
Science
2. (In order, since) for the pupils to concentrate on their studies, cell phones were not allowed inside the campus.
EPP
3. There is a shortage of water supply (so, since) El Nino strikes.

4. He cannot eat due to tooth ache (so,so that) he went to a dentist.

5. He immediately fix the broken faucet (in order, so that) the water will not flood the area.

F.Developing Mastery Group the class into four. Give each group the same task

Match the two related ideas that show problem-solution relationship. Write the complex sentence in the manila
paper. Group I will do number 1,Group II number 2, Group III number 3 and Group IV number 4.
ESP

1. Martha left her ballpen at home a. since they scattered around the campus.
2. The barangay strengthened the b. so he borrowed one from his classmate.
curfew hours among youth c. so that the crimes where they are usually
3. Jen mop the floor involved lessen.
4. The principal reminded the canteen d. in order to dry the water that spilled on
vendors to limit the use of plastic and the floor
cellophanes materials.

G.Finding Practical application of


concepts and skills in daily living
H.Making generalization and Ask: Can a problem and a solution be express in one sentence? How?
abstraction about the lesson What kind of sentence is being formed then?

Read: Complex sentence can be used to show problem-solution relationship with the help of transition words
such as so, so that, because, since and in order that.

I.Evaluating learning Find two related ideas in A and B and combine them using appropriate transition/signal words. Write the complex
sentence on your paper.

1. A car stuck in the mad A plumber came to fix it up


2. I couldn’t find my eyeglasses Sister called the supplier to deliver
3. A water pipe in the bathroom
a cylinder
burst
4. Our stove ran out of gas I called somebody to help me
5. Flood water destroyed many Father gets a wrecker to pull it out
crops. The farmers had to plant again as
soon as the fields cleared.

J.additional activities for Write 5 complex sentences showing problem-solution relationship.


application or remediation

V.REMARKS
VI.REFLECTION
A.No. of learners who earned ___Lesson carried. Move on to the next objective.
80% in the evaluation
___Lesson not carried.

_____% of the pupils got 80% mastery

B.No.of learners who require ___Pupils did not find difficulties in answering their lesson.
additional activities for
remediation ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.

___Pupils were interested on the lesson, despite of some difficulties encountered in answering the questions asked by the teacher.

___Pupils mastered the lesson despite of limited resources used by the teacher.

___Majority of the pupils finished their work on time.

___Some pupils did not finish their work on time due to unnecessary behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% above
learners who have caught up with
the lesson

D.No. of learners who continue to ___ of Learners who require additional activities for remediation
require remediation

Prepared by:

MARICEL E. PALOMILLO, T-II


Teacher
Observed by:

_______________________________ ______________________________________ ______________________________________

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