GRADE 5 School: Mate Elementary School Grade Level: SIX (VI)

DAILY LESSON
LOG Teacher: Dianne Charish A. Cabuyao Learning Area: English (Reading)
Teaching Dates
and Time: Quarter: 3rd Quarter

I. OBJECTIVES
A. Content Standards ORAL LANGUAGE
 demonstrates an understanding of verbal cues for clear expression of
ideas
 demonstrates an understanding of verbal and nonverbal cues for effective
oral presentation
 demonstrates an understanding of information derived from multimedia
sources for clear and creative presentation

READING COMPREHENSION
 demonstrates an understanding of various linguistics nodes to
comprehend various texts
 demonstrates an understanding of text elements to comprehend various
texts
 demonstrates an understanding of writing styles to comprehend the
author’s message
 demonstrates an understanding that reading in a wide range of texts
provides pleasure and an avenue for self-expression and personal
development

STUDY STRATEGIES/ RESEARCH

 demonstrates an understanding of library skills to research on a variety of
topics

VOCABULARY
 demonstrates an understanding that word meaning can be derived from
different sources
 demonstrates an understanding that words are composed of different parts
and their meaning changes depending on context
 demonstrates an understanding that word meaning changes based on
context

B. Performance Standard ORAL LANGUAGE

 actively creates and participates in oral theme-based activities
 efficiently delivers oral presentations
 creatively presents information using broadcast media

READING COMPREHENSION
 uses linguistic cues to appropriately construct meaning from a variety of
texts for a variety of purposes
 uses knowledge of text types to correctly distinguish literary from
informational texts
 uses diction (choice of words) to accurately analyze text elements
 uses literal information from texts to aptly infer and predict outcomes

STUDY STRATEGIES/ RESEARCH

 uses library skills to gather appropriate and relevant information

VOCABULARY
 uses different resources to find word meaning
 uses strategies to decode the meaning of words
 uses strategies to decode the meaning of words in context
C. Learning Competencies EN6LC-IIIa-2.2
Note significant details

EN6V-IIIa-8.1/ 8.2
Clarify meaning of words using dictionaries, thesaurus

EN6VC-IIIa-6.1/ 6.2
Identify real or make-believe, fact or non-fact images

At the end of the lesson, the pupils should be able to:

1. Distinguish real and make-believe images
2. Illustrate a scene from the story that shows real and make- believe images
3. Appreciate the virtue of contentment
II. CONTENT Story: King Midas and the Golden Touch
As told by: Charlotte Craft

Topic: Real and Make Believe Images

A. References

1. Curriculum Guide K to 12 Curriculum in English p. 133

2. Teacher's Guide
3. Learner's Material English Encounters: Reading by Pia Patricia P. Tenedero pp. 186-189
4. Additional References https://lrmds.deped.gov.ph/pdf-view/7100
from LRMDS Portal
5. Other References , google.com/images , merriam-webster.com , www.youtube.com
a. . Online References
b. Textbooks
B. Materials Pictures (localized and downloaded), graphic organizer, semantic web, realia,
downloaded videoclips, rubrics,

III. LEARNING
PROCEDURES
A. Spelling Drill Spell the following words:
a. renowned- ri-ˈnau̇nd (adjective)
widely acclaimed and highly honored
Use in a Sentence: Carlos V. Francisco is a renowned artist from Angono,
Rizal.

b. entertained- en-tər-ˈtān (transitive verb)

1: to show hospitality to
entertain guests
2: to provide entertainment for
(intransitive verb)
Use in a Sentence: The singers entertained the guests before the birthday
celebrant arrives.

c. daughter- dȯ-tər (noun)

1anthropology
a: a female offspring especially of human parents
b: a female adopted child
c: a human female descendant
Use in a Sentence: The rich man's daughter does charity works every year.

d. punishment- pə-nish-mənt (noun)

1: the act of punishing
2a: suffering, pain, or loss that serves as retribution
b: a penalty inflicted on an offender through judicial procedure
3: severe, rough, or disastrous treatment
Use in a Sentence: My parents gave me a punishment for not doing my
homework last week.
 e. inconvenience- in-kən-ˈvē-nyən(t)s (noun)
1: something that is inconvenient
2: the quality or state of being inconvenient
transitive verb
Use in a Sentence: The inconvenience caused by the road construction made
the townspeople furious.

B. Setting the Stage Using the semantic map below, write words that are associated with the word "
RICHES" .

RICHES

Possible Answers:

gold

gemstones
jewels

RICHES

treasures money

luxury

C. Teaching/ Modeling Unlocking of Difficulties

Identify the meaning of the following words using various strategies based from
Edgar Dale's Cone of Experience
a. realm- \ ˈrelm \ (noun) kingdom, domain
(definition using a dictionary)

b. adorn- \ ə-ˈdȯrn \ (transitive verb)

1: to enhance the appearance of especially with beautiful objects
adorned the wall with her paintings
2: to enliven or decorate as if with ornaments
(definition through demonstration)
c. dungeon- \ ˈdən-jən \ (noun)
a dark usually underground prison or vault
(definition using a picture)

d. astonishment- \ ə-ˈstä-nish-mənt \ (noun)

a feeling of great surprise and wonder : the state of being astonished :
AMAZEMENT
(definition through dramatization using pantomime)

e. glistened- \ ˈgli-sᵊn \ (intransitive verb)

to give off a sparkling or lustrous reflection of or as if of a moist or polished
surface
(definition using a realia that glistens)

f. recoil- \ ri-ˈkȯi(-ə)l \ (intransitive verb)

suddenly spring or flinch back in fear, horror, or disgust
(definition through demonstration)

g. anguish- | \ ˈaŋ-gwish \ (noun)

severe mental or physical pain or suffering
(definition using a videoclip of a person showing anguish)

h. curse- \ ˈkərs \ (noun)

1. a solemn utterance intended to invoke a supernatural power to inflict harm or
punishment on someone or something.
(verb)
2. invoke or use a curse against.

(definition using a videoclip that shows a character cursing)

i. gasp- /ɡasp/ (verb)

inhale suddenly with the mouth open, out of pain or astonishment
(definition though demonstration)

j. clutch- /kləCH/ (verb)

grasp or seize (something) tightly or eagerly

(definition through demonstration)

Motive Question:
What do you mean by the saying "A man can never have enough gold"

Read the story "King Midas and the Golden Touch"

Fill in the graphic organizer to complete the details:

Possible Answers:

King Midas- a king who In a kingdom in the

believes that nothing is ancient Greek city of
more precious than gold Pessinus, the capital
Aurelia- King Midas' of Phrygia
daughter who was turned
into gold

Old Man- a
King Midas Problem 1:
stranger who and the
Golden
gave King Midas King Midas
Touch as told
what he wished by Charlotte wished that
Craft
for whatever his
hands touch,
they will turn
into gold

Solution 1: Problem 2:
The old man granted his wish that he will have
a golden touch
His daughter
Aurelia turned
Solution 2: into gold when
King Midas begged to bring back his he held her
daughter's life and remove his golden touch

Comprehension Questions:
a. Who is King Midas? Why does he love gold so much?
Possible answer: King Midas is a kind king who loves gold more than anything
else. He loves its soft yellow hue and comforting weight in the palm of his hand.
The chink of gold coins dropped into a leather purse sounded sweeter to him than
the songs of his finest musicians.
b. What did King Midas love more than gold?
Possible answer: King Midas loves his daughter more than he loves his gold.
c. Who is the mysterious stranger and why does he appear to Kind Midas?
Possible answer: An old enchanted man who was treated generously by King
Midas and his men.
d. What did King Midas ask for to the mysterious stranger?
Possible answer: He asked the mysterious stranger to grant him the power to turn
everything he touches into gold.
e. Based from the story, what inconveniences were felt by the kind when he had
a golden touch?
Possible answer: Everything he wanted to eat turned into gold. Even his
beddings turned hard and umcomfortable to sleep with. His suit became heavier.
f. Why does the king recoil in horror?
Possible answer: He touched his daughter Aurelia and she turned into a golden
statue.
g. What did he do and feel when his daughter turned into gold?
Possible answer: He felt anguish and howled in shock. He cried and begged the
mysterious man to bring back his daughter's life and remove his touch of gold.
h. Why did King Midas keep one golden rose?
 Possible answer: He kept the golden rose to remind him that once he had a
golden touch.
i. What did the King realize after what happened to him?
Possible answer: He realized that the people that he loved most are more
precious than any riches in the world.
j. What do you think are the advantages and disadvantages of people who have
so much more money or riches?
Possible answer: They can buy whatever they want. They can fulfill everything
they need but the contentment is not there. They will ask more and more of
riches.
k. Do you think gold can really buy your happiness? Why or why not?
Possible answer: Money cannot buy happiness because happiness is not
measured with the money that you have but with the contentment and love that
you get from the people that you love.

Guided Practice Show pictures of different Filipino movie posters.

Discuss the difference between real and make-believe images.
Tell the class whether the characters shown are real or make believe.

Real image- an image based on the reality

Make- believe- an image that shows non- real/

fantasy

Independent Practice Group Activity

Group the class into 4 groups (according to interest).
Give the directions and scoring rubrics for each group.
Remind the House Rules in Group Activities.
Group Activity is for 10 minutes preparation and 3 minutes presentation

Group 1- Roleplay on some of the scenes from the story "King Midas and the
Golden Touch" to show real scenes.
Group 2- Create a poster based from the story "King Midas and the Golden
Touch" to show make believe images.
Group 3- Compose a song about appreciating everything that you have.
Group 4- Write a poem about a father's love for his daughter.
(See attached rubric for Group Activity)
Generalization Teach the class the sign language for REAL and MAKE BELIEVE (FANTASY)
Show images to the class and let the students do the REAL or MAKE BELIEVE
sign language based on the pictures to be shown.
 1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
6. _______________________
7. _______________________
8. _______________________
9. _______________________
10. _______________________

Evaluation Write on the blank whether each picture is a REAL or MAKE BELIEVE image.

Additional Activities for
application or remediation
1. _______________________ 6. _______________________
2. _______________________ 7. _______________________
3. _______________________ 8. _______________________
4. _______________________ 9. _______________________
5. _______________________ 10. _______________________
Assignment:
In your notebook, list down 5 movie titles and 5 tv commercials that show real
and make believe images.

I. REMARKS

II. REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No.of learners who require
additional activities for
remediation
C.Did the remedial 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 helpme solve?
G.What innovation or localized
materials did used/discover
which I wish to share with other
teachers?
Prepared by:

DIANNE CHARISH A. CABUYAO

Teacher I, Mate E.S.
 RUBRIC FOR POSTER MAKING
4 3 2 1
CONTENT Content is accurate and Content is accurate but Content is accurate but Content is either
all required information some required some required questionable or
is presented in a logical information is missing information is missing incomplete. Information
order. and/or not presented in a and/or not presented in a is not presented in a
logical order, but is still logical order, making it logical order, making it
generally easy to follow. difficult to follow. difficult to follow.
PRESENTATION Presentation is neat, Presentation is mostly Presentation flows well. Presentation is
clean, well- organized neat and clean. Some tools are used to unorganized. Tools are
and presented in a Information is organized show acceptable not used in a relevant
creative way. in a logical manner and understanding. manner. Lacking some
Presentation is colorful shows some degree of Each member’s of the members’
and creative. creativity. The overall information is information/ and or
Information is presentation is represented and information is not
interesting and accurate. interesting. identified with their identified
name.
PICTURES, CLIP Images, pictures, clip art Images, pictures, and Most images and/or Images are inappropriate
ARTS and drawn artwork are clip art and drawn artwork is are colorful and artwork shows little,
colorful, and appropriate artwork are mostly and appropriate. The if any, creativity. The
to the topic. Layout colorful and appropriate. layout shows little layout is messy,
flows well, shows Layout may show some creativity and/or is not disorganized or
creativity, and is degree of creativity but organized logically or cluttered.
pleasing to the eye. is not organized cluttered.
logically and/or is
cluttered.
OVERALL The poster fulfills all The poster fulfills all but The poster fulfills only a The poster did not fulfill
PRESENTATION requirements of the one of the requirements few requirements of the the requirements of the
assignment and of the assignment and assignment. assignment
represents the student’s shows that the student
full potential. put forth an honest effort
to complete the
assignment.

RUBRIC FOR ROLE PLAYING

4 3 2 1
Participation in Always willing and Usually willing and Sometimes willing Rarely willing and
Preparation and focused during focused during and focused during focused during
Presentation group work and group work and group work and group work and
presentation. presentation. presentation. presentation.
Presentation of Convincing Competent Adequate Limited
Character communication of communication of communication of communication of
character’s feelings, character’s feelings, character’s feelings, character’s feelings,
situation and situations and situation and situation and
motives. motives. motives. motives.
Achievement of Purpose is clearly Purpose is clearly Purpose is Purpose is vaguely
Purpose established and established and established but may established and may
effectively generally sustained. not be sustained. not be sustained.
sustained.
Use of Non-Verbal Impressive variety Good variety of Satisfactory variety Limited variety of
Cues (voice, of non-verbal cues non-verbal cues are of non-verbal cues non-verbal cues are
gestures, eye are used in an used in a competent used in an used in a developing
contact, props, exemplary way. way. acceptable way way.
costumes)
Imagination and Choices Choices Choices Choices
Creativity demonstrate insight demonstrate demonstrate demonstrate little
and powerfully thoughtfulness and awareness and awareness and do
enhance role play. completely enhance developing little to enhance role
role play. acceptably enhance play.
role play.
 RUBRIC FOR POEM WRITING
4 3 2 1
Focus on Assigned The entire poem is Most of the poem is Some of the poem is No attempt has been
Topic related to the assigned related to the assigned related to the assigned made to relate the
topic and allows the topic. The poem topic, but a reader poem to the assigned
reader to understand wanders off at one does not learn much topic.
much more about the point, but the reader about the topic.
topic. can still learn
something about the
topic.
Creativity The poem contains The poem contains a The poem contains a There is little
many creative details few creative details few creative details evidence of creativity
and/or descriptions and/or descriptions and/or descriptions, in the poem. The
that contribute to the that contribute to the but they distract from author does not seem
reader's enjoyment. reader's enjoyment. the poem. The author to have used much
The author has really The author has used has tried to use his imagination.
used his imagination. his imagination. imagination.
Spelling and There are no spelling There is one spelling There are 2-3 spelling The final draft has
Punctuation or punctuation errors or punctuation error in and punctuation errors more than 3 spelling
in the final draft. the final draft. in the final draft. and punctuation
errors.

Title Title is creative, Title is related to the Title is present, but No title.
sparks interest and is poem and topic. does not appear to be
related to the poem related to the poem
and topic. and topic.

Imagery Many vivid, Some vivid, The reader can figure The reader has trouble
descriptive words are descriptive words are out what to picture in figuring out what
used. The reader can used. The reader can the poem, but the imagery the poem is
picture the imagery in somewhat picture the author didn't supply using and what the
the poem. imagery in the poem. much detail. author wants him/her
to picture.

RUBRIC FOR SONG COMPOSITION

4 3 2 1
Factual information More than five separate Five separate facts are Five facts are included Fewer than five facts are
facts are included in the included in the song. in the song. included in the song.
song.

Accuracy All facts are accurate. Facts are accurate with Facts are accurate with The song contains at
no more than one minor no more than two minor least one major error or
error. errors. three minor errors.

Organization All information is well Information is well Information is well Information is poorly
organized in a logical organized with no more organized with no more organized with more
order. than one minor error. than two errors. than three errors.

Message The message to the The message to the The message to the The message is unclear
viewers is clear and viewer is clear. The viewer is clear. Most or impossible for the
strong. It would have listeners would listeners would listener to

Presentation The musician presented The musician presented The musician presented The musician did not
the song in a clear the song in a clear the song with a clear communicate