School: MESOPA ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: RACMA T. PANIGAS Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 29 – SEPTEMBER 2, 2022 (WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards demonstrates understanding of the various forms and conventions of
print, non-print, and digital materials
B. Performance Standards evaluates effectively the message constructed and conveyed in various
viewing texts
C. Learning 1.Identify the elements of a 1.Infer the meaning of unfamiliar Read aloud grade level 1.Compose clear and coherent Describe different forms
Competencies/Objectives literary text. words (compound) based on appropriate text with an accuracy sentences using appropriate and conventions of film and
Write the LC code for each 2.Infer the theme of the literary given context clues (synonyms, rate of 95 – 100%. grammatical structures – aspects moving pictures (lights,
text. antonyms, word parts) and other 2.Use appropriate body of verbs. blocking, direction,
3.Observe politeness at all strategies movements/gestures. 2. Plan a two or three paragraph characterization, acting,
times. 2.Read aloud grade level EN5OL – Ib – 2.6.2/ Page 64 of composition using an outline or dialogue, setting or set-up)
oEN5LC – Ib – 2.17.1 appropriate text with an accuracy 164 other graphic organizers. EN5V-Ib-5.1/ Page 64 of 164
oEN5RC – Ib – 2.9.1/Page 64 of rate of 95 – 100%. EN5G-Ib-3.3, EN5WC-Ib-1.1.6.1/
164 3.Observe politeness at all times. Page 64 of 164
oEN5LC – Ib – 12 and 13
oEN5RC – Ib – 1.6/Page 64 of 164
II. CONTENT ELEMENTS AND THEME OF A COMPOUND WORDS VERBS (BODY MOVEMENTS AND Writing Compositions Using Describing different forms
LITERARY TEXT GESTURES) Aspects of Verbs and conventions of film and
moving pictures (light,
blocking, direction,
characterization, acting,
dialogue, setting or set-up)
III. LEARNING
RESOURCES
A. References •Curriculum Guide: CG in •Curriculum Guide: CG in English Curriculum Guide in English 5 Curriculum Guide in English 5 Curriculum Guide in English
English 5 Week 2 5 Week 2 5
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Picture of a thief, a stealing B.Materials pictures of body Chart of Aspects of verbs video about making films
machine, deaf little girl using chart containing compound movements/gestures Pictures showing actions sample of a script
sign language, letter soup words. flashcards of action words (verbs) Pictures of an outline and
flashcards containing polite picture puzzle of compound different graphic organizers
words. words.
 Story Chart of “A Letter Soup”, Story Chart of “A Letter Soup”
“The Fox in the Well”, and http://clipart.me/premium-
“Inside the Canteen” people/outlaw-565307

IV. PROCEDURES
A. Reviewing previous Review Review Review Review Review
lesson or presenting the Aspects of Verbs Elements of literary Compound Words Different Body movements and What is an outline?
new lesson text/Checking of assignments Gestures What are the teps in making
an outline.
B. Establishing a purpose for the Motivation Motivation: Group the class into two groups. Sing “She’ll be coming round Show posters of movies and
lesson Sing: “Be Polite – Good Manner Divide the class into 8- Have them play a game of the mountain” films, local and abroad.
Song” 10 groups. Give them the charades using the words below. Ask: “How do you think
picture puzzle of compound Call a representative from each these movies are made?”
words. group to act out the word. “If you were to
Ask them to solve the angry happy scared make your own movie,
puzzle and write the name of (using (using (using what do you think do
the picture on a strip of paper. hands) whole face) you need?”
Have a representative “What are the
body)
from each group present the things you need to
picture and the word they have remember when making a
tired excited bored
formed. movie?”
(using (using (using
whole whole hands
body) body) and
feet)

talking stop sad

(using (using (using
hands) hands) face
and
hands)

C. Presenting Today we are going to learn Today we are going to study Today we are going to study about Today we are going to write Today we’ll be studying
examples/instances of the about the elements of a literary about compound words.” body movements and gestures.” about the aspects of verb” about the forms and
new lesson text.” Have the pupils read “Find Out Have the pupils read “Read and “But first, what are verbs?” conventions of a film and
Present the story in the LM on and Learn” from the LM page Learn” from the LM page ____. “What are the tenses of verbs?” moving picture. What are
page ____. ____. Answer the questions below the Original File Submitted and the things we need in
Call a pupil volunteer to read Answer the questions below the sentences Formatted by DepEd Club making a movie and what
the story orally. sentences. Member - visit depedclub.com do need to remember if we
Comprehension Check: Ask the for more are to make our own film or
questions in the LM. Talk about movie?”
 the pupils answers.
D. Discussing new concepts and C.Modelling for Students C.Modelling for Students A. Modelling for C.Modelling for Students C.Modelling for Students
practicing new skills #1 Unlocking of Difficult Words Read the story in the “Try and Students Have the students read “Read Discuss “Read and Learn”
(using picture clues, context Learn” in the LM page ____. Unlocking of Difficult and Learn” on the LM page ____. on page ____ of the LM.
clues, and examples. Identify the compound words in Words (using picture Discuss the process on how to Show the short film
a.crook the story. clues, context clues, create an outline and use other “Principles of Film Form”
Say: “The crook is stole the Write it down on your notebook and examples) graphic organizers. from youtube.com
lady’s bag.” (show the picture of  chatting https://
a crook) Say: www.youtube.com/watch?
“What do crooks steal? Why do “Everybody v=yXmlLLqWrZQ
they steal things?” was chatting
b.argue about what
Say:“Don’t argue over who little their father
things.” (show picture of the looked like
people arguing) now.” (show
picture of
people
talking)
What are
they doing?

 tapped
Say “They
just tapped
their feet to
loose
boredom.”
(show
picture of
someone
tapping
their feet”.
What is he
doing? How
does he do
it?

 kiosk
Say:
“Mother
was sipping
coffee she
bought from
 a kiosk.”
(show the
picture of a
kiosk)

Read
the story “The Homecoming” in
the LM’s “Let’s Read More”
page
___ and answer the questions
after.

E. Discussing new concepts and “Why do people argue?”

practicing new skills #2 c.deaf
Say: “The two girls are
deaf.” (Show pictures of two
deaf girls)
“Why do some people cannot
hear?”
Ask: “What should you
remember when listening to a
story?”
“What are the things we should
know about the story?”
“What elements did you
remember from the story we
read?”
F. Developing mastery D.Guided Practice D.Guided Practice Guided Practice D.Guided Practice D.Guided Practice
(Leads to Formative Read the story again silently. Match the words in Column A to Have the pupils Group the class into five groups Have the students answer
Assessment 3) List down the elements of the the words in Column B in order read “Try and and have them answer “Try and the “Find Out and Learn” on
literary text you have read. to create a compound word. Learn” on the Learn” on the LM page ____. the LM on page ____.
Write your answer on your Note that the words in Column LM page ____. Have them write their answer on
notebook. B can only be used once. a manila paper and have a
Column A Column B representative present their
Refer to Find Out and Learn on answer in front of the class.
the LM.
Call a pupil-volunteer to read
and retell the story using the Sad angr excit ign Hun
information he/she have y ed ore gry
gathered.
 1. rain a. case
2. flower b. drop
3. window c. fly
4. butter d. light
5. police e. man Bored silence stop
6. book f. pane happy
7. sun g. pot
8. day h. room
9. sea i. shell
10. store j. shine
G. Finding practical applications E.Independent Practice E.Independent Practice E.Independent Practice E.Independent Practice E.Independent Practice
of concepts and skills in daily Read the story “The Fox in the Do “Do and Learn” in the LM Answer “Do and Learn” on page Let the pupils answer “Do and Group the pupils into four
living Well” and answer the wh- page ____. ____ of the LM. Learn” on page _____. groups. Have them assign a
questions. director, a cameraman, a
THE FOX IN THE WELL floor director, a lights man,
Aesop’s Fable and the rest will be actors
and actresses. Have them
One day a fox fell into a well. He act out a scene with the
jumped and jumped but he following theme:
could not get out. The well was
too deep. Soon he began to feel Group 1 – Drama Film
cold and hungry. Group 2 – Horror Film
Suddenly there was a noise Group 3 – Actions Film
from above. A goat had come to Group 4 – Comedy Film
drink from the well. It looked in
and saw the fox. “Why, what Give each group 5-7
are you doing down there, Mr. minutes to think about
Fox?” asked the goat. what scene they will re-
The fox was very cunning. enact and present their
Quickly, he thought of a way to work in front of the class.
trick the goat. “Oh, I’m
drinking,” he said.
“Down there? But there’s water
in the bucket up here.”
“Yes, I know,” said the fox. “But
the water down here is much
sweeter.
Why don’t you come down and
taste it for yourself?”
“I think I will do that.” And the
silly animal jumped into the
well.
At once the fox leapt on to the
 goat’s back. And from there he
soon jumped out of the well.
“Hey! Where are you going?”
cried the goat. “What about
me? How am I going to get out
of here?”
Guide Questions:
1.Who was trapped in the well?
2.Who came passing one day?
3.What convinced the goat to
go down the well?
4.How did the fox get out of the
well?
5.What is the moral of the
story?

H. Making generalizations and F.Closure/Assessment F.Closure/Assessment F.Closure/Assessment F.Closure/Assessment F.

abstractions about the lesson Teaching Points Compound words are two words Body movements refer to the The aspect of a verb is
put together to create a new actual movement of the body. It is determined by whether the Closure/Assessment
When listening to story being word. a kind of nonverbal action is on-going or completed.
read, we should listen carefully communication where thoughts The three aspects are: The different forms and
and pay attention to the details They can be open, closed, or intentions or feelings are 1.The simple aspect is indefinite, conventions of film and
of the story. In this way we can hyphenated. expressed by physical behaviour not sure if the action is on-going moving pictures are:
identify the elements of a Examples: such as facial expressions, body or completed. It may also
literary text. Open Compound Words posture, gestures, eye movement, indicate if the action is habitual 1. Lights refers to the
dog house, ice cream, six-pack, touch, and use of space. or repeated action. lighting used in films can be
We could also take down notes runner-up Body movements maybe 2.In the perfect aspect the task is natural or artificial. It is
while listening and reading. implied as a verbs or an adjective. already completed. used achieve aesthetical or
Closed Compound Words 3.While in the progressive aspect, practical effect while
The elements of a literary text ladybug, toothpaste, bedroom the action is still taking place or illuminating the scene.
are the character, setting, and on-going.
plot, conflict, and theme. Hyphenated Compound Words The same principle applies to the 2. Blocking is the
editor-in-chief, officer-in-charge, past form of the verb. precise staging of actors in
The theme is the subject of the life-saver order to facilitate the
story and what the author An outline is a formal system performance of a film
wants to convey to the readers. used to think and organize your
ideas. You can use it to see if your 3. Direction is the
ideas are connected to each control of the scenes in the
 The plot is made up of
other and what order works best. film. In simpler terms, it is
events that happened in the
Outlines can be useful to help giving directions to the
story. It consists of the
you see the overall picture. actors and the people in
beginning, the middle, and the
ending. charge of the set and those
oBeginning – It gives the There are two kinds of outlines: behind the camera.
 problem faced by the main the topic outline and the
character. sentence outline. 4.Characterization refers to
oMiddle – It presents the 1.The topic outline consists of the process by which the
actions made by the character words or short phrases. writer reveals the
to solve the problem. 2.The sentence outline is done in personality of a character
oEnding – It gives the solution full sentences. It is normally used
to the problem. when you want to focus on 5.Acting is the work of an
complex details. actor or actress, in which a
person in theatre, film,
Steps in making an outline: television, and any other
1. Identify the topic or the main storytelling medium
idea. portrays a character.
2. Identify the main categories.
3. Create the first category. 6.Dialogue is the
4. Create subcategories. conversation between
Normally, use Roman numerals characters in the film.
to write the main idea. Then
under the main idea, we indent 7.Setting or set-up refers to
and write the first subcategory the time and location where
with a capital letter. See the filming takes place.
example below.
I. Evaluating learning G.Evaluation G.Evaluation G.Evaluation G.Evaluation G.Evaluation
Read the story “Inside the Answer “Learn Some More” on Have the pupils read the following Write a three paragraph Match the words in Column
Canteen” and identify the the LM page _____. sentences and have them identify composition about your daily A with the word clue about
elements of the literary text. the body movement/gesture used routine before you go to school, in Column B
Inside the Canteen in the sentence. while in the school, and during at
by Jean Paul V. Banay 1.Terence Romeo shoots the ball night. Column A
at the last second. 1.lights
It was 9:30 in the 2.The athletes stretched their 2.blocking
morning at Labuin Elementary body before doing the routine. 3.direction
School. It was already break 3.Mother rubs fathers back when 4.characterization
time for Grade V-Coral. Children he is tired. 5.acting
line up in a queue to go the 4.Squeeze it to get the toothpaste. 6.dialogue
canteen to have their recess. 5.My sister likes pinching me when 7.setting or set-up
At the canteen, the she is mad. Column B
children lined up in a queue a)control of the set and
waiting for their turn to buy actors during filming
their food. Luke, a Grade 3 pupil b)conversation between the
rushed in front of the queue actors
and shouted at the canteen c)illuminating the set
manager for food. whether natural or artificial
Calmly, the canteen d)personality of the
manager said to Luke “Luke, it is character
 not nice to shout at people, e)time and location where
especially when you’re at the filming takes place
canteen. And we should observe f)work of an actor or actress
the rules inside the canteen.
Look at these children, they line
up in a queue and wait for their
turn. You should do the same.”
said the canteen manager.
After that day, Luke
lined up in the queue and asked
politely for food.

J. Additional activities for Identify the element of the Write 5 examples of each type Assignment
application or remediation literary text from the story you of compounds words Create an outline of your family
just read. Choose your answer tree starting from your
from the boxes below. grandparents.
character setting
conflict
plot theme
1.It was 9:30 in the morning at
Labuin Elementary School.
2.Luke, a Grade 3 pupil
3.Luke rushed in front of the
queue
4.The canteen manager told
Luke about the rules inside the
canteen
5.Following rules inside the
canteen is the right thing to do.
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?