GRADES 1 to 12 School LIBJO ELEMENTARY SCHOOL Grade Level V-CAMIA

DAILY LESSON LOG Teacher PACITO S. RUTAS Learning Areas ENGLISH

Teaching Dates and Time JUNE 12-16, 2017 Quarter 1ST

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Analyze sounds devices
(onomatopoeia, alliteration,
assonance )
A. Content Standards The learner... The learner... The learner... The learner... Weekly Test

Demonstrate understanding of the Demonstrate understanding of the Demonstrate understanding of the Demonstrate understanding of the
various forms and conventions of various forms and conventions of various forms and conventions of various forms and conventions of
print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various non-verbal elements in various non-verbal elements in various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating information orally communicating information orally communicating information

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various linguistics nodes to various linguistics nodes to various linguistics nodes to various linguistics nodes to
comprehend various texts comprehend various texts comprehend various texts comprehend various texts
B. Performance Standards The learner... The learner... The learner... The learner...

Evaluates effectively the message Evaluates effectively the message Evaluates effectively the message Evaluates effectively the message
constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various
viewing texts. viewing texts. viewing texts. viewing texts.

Orally communicates information, Orally communicates information, Orally communicates information, Orally communicates information,
opinions and ideas effectively to opinions and ideas effectively to opinions and ideas effectively to opinions and ideas effectively to
different audiences using a variety different audiences using a variety different audiences using a variety different audiences using a variety
of literary activities of literary activities of literary activities of literary activities
C. Learning EN5G-Ie-8.3/8.4 EN5G-Ie-8.3/8.4 EN5OL-Ie-3.9 EN5OL-Ie-3.9
Competencies/Objectives Compose clear and coherent Compose clear and coherent Use formal and informal English Use formal and informal English
Write the LC code for each sentences using appropriate sentences using appropriate when appropriate to task and when appropriate to task and
grammatical structures: grammatical structures: situation situation
-conjunctions -conjunctions
II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
 2. Learner’s Material pages
3. Textbook pages EN5LC-Ie – 2.11.1 / 2.11.2/ 2.11.3 EN5LC-Ie – 2.11.1 / 2.11.2/ 2.11.3 EN5OL -Ie – 3.9 EN5OL -Ie – 3.9
Internet Internet
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Story,article Story,article chart, pictures ,activity sheet ,meta chart, pictures ,activity sheet ,meta
Books Books cards cards
Thesaurus Thesaurus
IV. PROCEDURES
A. Reviewing previous Look at the picture. Look at the picture. Look at the picture . Try to analyse Look at the picture . Try to analyse
lesson or presenting the which of them are using the formal which of them are using the formal
new lesson and informal English based on the and informal English based on the
situation portrayed . situation portrayed .
B. Establishing a purpose for Analyze sounds devices Analyze sounds devices Use formal and informal English Use formal and informal English
the lesson (onomatopoeia, alliteration, (onomatopoeia, alliteration, when appropriate to task and when appropriate to task and
assonance ) assonance ) situation situation

C. Presenting What do you see in the picture? What do you see in the picture? Say: What can you say about the Say: What can you say about the
examples/instances of the Can you imitate the sounds of it? Can you imitate the sounds of it? picture? picture?
new lesson Can you tell something about this? Can you tell something about this?
Based on their actions. Which do Based on their actions. Which do
you think shows the formal and you think shows the formal and
informal informal
conversation ? conversation ?
D. Discussing new concepts Say: Today we discuss about the Say: Today we discuss about the Say: Today we discuss about using Say: Today we discuss about using
and practicing new skills #1 sound devices using onomatopoeia, sound devices using onomatopoeia, formal and informal English based formal and informal English based
alliteration, and assonance. alliteration, and assonance. on their task and situation. on their task and situation.
What is onomatopoeia? What is onomatopoeia?
Onomatopoeia is when a word’s Onomatopoeia is when a word’s Say: How do you differentiate the Say: How do you differentiate the
pronunciation imitates its sound. pronunciation imitates its sound. formal and informal English ? formal and informal English ?
What is alliteration ? What is alliteration ?
Alliteration happens when words Alliteration happens when words Formal English - we use it when Formal English - we use it when
that start that start writing essays for school, cover writing essays for school, cover
with the same sound are used close with the same sound are used close letters, to apply for jobs or e mails letters, to apply for jobs or e mails
together in a together in a and letters at work. and letters at work.
phrase or sentence. The sound is phrase or sentence. The sound is
usually a consonant usually a consonant Example: represent , Finally Example: represent , Finally
and the words don’t have to always and the words don’t have to always
be right next be right next Informal English – we use it with Informal English – we use it with
to one another. One of the fun to one another. One of the fun friends, children and relatives. friends, children and relatives.
features of alliteration is features of alliteration is Example : stand for, In the end Example : stand for, In the end
when it becomes a tongue twister. when it becomes a tongue twister.
 What is assonance ? What is assonance ?
Assonance takes place when two or Assonance takes place when two or
more words close to one another more words close to one another
repeat the same vowel sound but repeat the same vowel sound but
start with different consonant start with different consonant
sounds. sounds.
E. Discussing new concepts The teacher will give more sample The teacher will give more sample The teacher will give more sample The teacher will give more sample
and practicing new skills #2 of sound devices ( onomatopoeia , of sound devices ( onomatopoeia , of formal and informal English. of formal and informal English.
alliteration, assonance) alliteration, assonance)
Refer to LM. Refer to LM.
Say: What have you noticed about Say: What have you noticed about
the samples of the formal and the samples of the formal and
informal English? Which of the two informal English? Which of the two
do you want to use ? do you want to use ?
F. Developing mastery The teacher will present new The teacher will present new The teacher will present new sample The teacher will present new sample
(Leads to Formative sentences to analyze the sounds sentences to analyze the sounds of formal & informal English. of formal & informal English.
Assessment 3) devices. Arrange it on the table devices. Arrange it on the table
below. below.

The sheep went, “Baa.” The sheep went, “Baa.”

2. Silence 2. Silence
your cellphone so that it does your cellphone so that it does
not beep during the movie. not beep during the movie.
3. We light 3. We light
fire on the mountain. fire on the mountain.
4. I feel 4. I feel
depressed and restless. depressed and restless.
5. Dan’s dog 5. Dan’s dog
dove deep in the dam, drinking dirty dove deep in the dam, drinking dirty
water as he dove. water as he dove.

G. Finding practical Group activity: Group activity: Group Activity Group Activity
applications of concepts and Complete the table below . Complete the table below .
skills in daily living Analyzing the sound device used in Analyzing the sound device used in
the sentence. the sentence. Group 1: Abbreviation Group 1: Abbreviation
Informal Informal
The large dog said, “Bow-wow!” The large dog said, “Bow-wow!” Formal English Formal English
Both bees and buzzers buzz. Both bees and buzzers buzz. English English
The bird’s chirp filled the empty The bird’s chirp filled the empty
night air night air
Honesty is the best policy. Honesty is the best policy. Television Television
Let the cat out of the bag. Let the cat out of the bag.
 A stitch in time saves nine. A stitch in time saves nine. Photo Photo
Alice’s aunt ate apples and acorns Alice’s aunt ate apples and acorns
around August. around August.
Becky’s beagle barked and bayed, Becky’s beagle barked and bayed,
becoming bothersome for Billy. becoming bothersome for Billy. Group 2: Letter of Expression Group 2: Letter of Expression
Carrie's cat clawed her couch, Carrie's cat clawed her couch, Informal Informal
creating chaos. creating chaos. Formal English Formal English
English English

Group 1: List down the sentences Group 1: List down the sentences Hi Hi
sound devices ( onomatopoeia ) sound devices ( onomatopoeia ) Robert Robert
Group 2: List down the sentences Group 2: List down the sentences
sound devices ( alliteration ) sound devices ( alliteration ) Truly Truly
Group 3: List down the sentences Group 3: List down the sentences Yours, Yours,
sound devices ( assonance ) sound devices ( assonance )

H. Making generalizations and Differentiate the sound devices Differentiate the sound devices When do we use formal English ? When do we use formal English ?
abstractions about the learned today. ( onomatopoeia, learned today. ( onomatopoeia, informal English? informal English?
lesson alliteration, assonance ) alliteration, assonance )
I. Evaluating learning Directions: Read and analyze the Directions: Read and analyze the Directions: Arrange the words in the Directions: Arrange the words in the
sound devices used in the sound devices used in the table below . table below .
sentences ( onomatopoeia, sentences ( onomatopoeia,
alliteration, assonance ). alliteration, assonance ).
Completely Completely
The early bird catches the worm. The early bird catches the worm. loaded loaded
The squeaky wheel gets the grease. The squeaky wheel gets the grease. Smart Smart
Go and mow the lawn. Go and mow the lawn. You can call me if you need You can call me if you need
anything. anything.
Johnny went here and there and Johnny went here and there and Rich Rich
everywhere. everywhere. intelligent intelligent
I look forward to having from you. I look forward to having from you.
The engineer held the steering to The engineer held the steering to Please do not hesitate to contact Please do not hesitate to contact
steer the vehicle steer the vehicle me. Hope to me. Hope to
hear from you soon. hear from you soon.
totally totally

Formal Formal

Informal Informal
J. Additional activities for Give more examples of the sound Give more examples of the sound Give more examples of the formal Give more examples of the formal
application or remediation devices. devices. and informal English. and informal English.

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?