School: PARANG ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: HERMINIA S. ARTAZO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 3-7, 2022 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Vocabulary Development Reading Comprehension Grammar Awareness Oral Fluency /Composition
B.Performance Standards
C.Learning A. Infer the speakers tone, mood Analyze figures of speech (simile, Compose clear and coherent A. Reading with automaticity Assess pupils ability in the
Competencies/Objectives and purpose based on the metaphor, personification, sentences using appropriate level frequently occurring skills learned
listening text. hyperbole) in a given text grammatical content area words. (Science)
B. Infer the meaning of unfamiliar EN5RC –If-2.3 structures- conjunctions B. Revise writing for clarity-
words relative to the text listened (contrasting idea) EN5G-If- punctuation marks
to 8.3/8.4 EN5WC –If-1.8.1
EN5V-IIf-2.8.1
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.69 CG p.69 CG p.69 CG p.69
2.Learners’s Materials pages
3.Textbook pages English Expressways English Expressways
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource chart Chart Chart,picture
IV.PROCEDURES
A.Reviewing previous lesson or 1. Unlocking of Difficulties Preliminary Activity/ Oral Language Match the sentence in set A Preliminary Activity/ Spelling
presenting the new lesson Identify the meaning of the Pronounce the following pair of with the sentence in set B to Drill
underlined words through context words correctly form a compound sentence 1. equation
clues. joined by “and 2. theory
A. There was a heavy traffic and 3. relativity
the cars were honking so loud. 4. complex
B. Handle brittle objects carefully 5. formulas
because they break easily.
C. When polvoron crumbles it
becomes powdery in form
B.Establishing a purpose for the Do you know someone who is Each groups will form a line, every Describe what the children are
lesson blind? How do you feel for him? group will be given the same doing based on the given picture Motivation
If you had a blind friend, what will limerick, the leader will be the first Show a picture of Albert Einstein
you tell him ? Why? one to read it and relay to his /her Do you know who is in the
Today you will listen to “Antonio’s members. The group that can relay picture?
 Story”. the message accurately with
What do you think is the other the shortest period of time will be
world where Antonio lives? the winner
There was an old person of fold
Who shrank from sensations of
cold;
So he purchased some muffs,
Some furs, and some fluffs,
And wrapped himself from the cold
C.Presenting Examples/ instances of Read Antonio’s Story” to the Read the poem with the pupils Unlocking of Difficulties Are you fond of listening and
the new lesson pupils. Poem No.1 Find the meaning of the reading funny stories?
The moon, like a flower underlined words, inside the DAY 4
In heaven’s high bower sentence. Oral Fluency /
With silent delight G. The members of the Composition
Sits and smiles in the night organization are fond Today you will read a funny
of going to the beach, story about a famous scientist
they named Albert Einstein
incline themselves to rest.
b. Most of their friends prefer
playing volleyball over
basketball; they like to be
engaged in outdoor games.
D.Discussing new concepts and 1. Engagement Activities Group the class into four and give Read the selection below. Be During Reading Activities
practicing new skills #1 Group the class into three and give each group a task card ready to answer the questions 1. Comprehension Checkup:
each group a task card. Each group will report their finished that follow a. Who is Albert Einstein?
GROUP 1: “Sketch Me” activities Comprehension Checkup: b. Why did Albert Einstein need
Draw an image of Francisca and a. What do Kevin and Patrick to travel to different
describe her. enjoy doing at the beach? universities?
GROUP 2: “Act it Out” b. What do they usually do on c. Narrate the part of the story
Show through a role playing on Saturdays and Sundays? that made you laugh.
how Antonio and Francisca spent c. What do most of their friends Original File Submitted and
their time in the park. Observe the prefer to eat? Formatted by DepEd Club
proper intonation to express d. What does Kevin usually do Member - visit depedclub.com
feelings effectively while alone? for more
performing.
GROUP 3:” Write Me”
Write a short friendly letter for
Antonio
E. Discussing new concepts and Discussion of the group outputs. Introduction/Presentation Let us examine the given Skill Development:
practicing new skills #2 Say: Let us know more about What is figure of speech? sentence from the story G. Introduction/
Antonio’s friend. What are the different types of Most of their friends prefer fish Presentation
Ask: Who is Antonio’s friend? figure of speech? Give some but sometimes they have roast Direction: Identify the
Is she blind like Antonio? examples of each chicken. punctuation marks used in the
When did they meet? How many simple sentence following sentences.
Where did they meet? does it contain? G. There’s a story about
What would Francisca do What have you noticed about how Albert Einstein
whenever she sees Antonio the ideas they convey? was travelling to
coming? What would she say? What word separates these two universities in a
What emotion or mood do the contrasting ideas? chauffeur- driven car,
words and action of Francisca delivering lecture on
indicate? his theory of relativity .
Call Group 2 to perform their Funny Story
assigned tasks. There’s a story about how
What would they do in the park? Albert Einstein was travelling to
How would they walk around the universities in a chauffeur-
park? driven car, delivering lecture on
“And the wind that makes us his theory of relativity. One day
laugh, that moves our hair, that while in transit, the chauffeur
makes our clothes fly, not even I remarked, “ Dr. Einstein, I’ve
can see. See?” heard you deliver that lecture
And I laugh to hear funny colors, about 30 times. I know it by
and soon I forget that I am blind heart and bet I could give
and that she lives in another myself”.
world. “We’ll, I’ll give you the chance ,”
This is my friend Francisca who is said Einstein. “They don’t know
more important to me than having me at the next school, so when
my own eyes. we get there, I’ll put your cap,
Source: One World on the Horizon and you introduce yourself as
What emotion do these actions me and give the lecture.”
indicate? The chauffeur delivered
Which action of Antonio tells us Einstein’s lecture flawlessly.
that sometimes he feels sad about When he finished, he started to
being blind? leave, but one of the professors
What does Francisca do when she stopped him and asked a
sees him crying? What could complex question filled with
Francisca’s mood/feeling be as she mathematical equations and
holds Antonio’s hand and tells him formulas. The chauffeur thought
about her eyes? fast. “The solution to that
Ask Group 3 to present their problem is so simple, “ he said.
friendly letter for Antonio. “I’m so surprised you have to
How would you feel if you have a ask me. In fact to show you just
blind friend or a blind member in how simple it is, I’m going to ask
the family? my chauffeur to come up here
and answer your question.”
New Dynamic Series In English,
Josefina B. Suarez p.268
Punctuation marks- are tools
that we use to make our written
 sentences clear to the people
who read them.
Period- Is used at the end of
declarative and imperative
sentences. It is also used after
an abbreviation. It is used after
an initial.
Example: Rice grows well in a
hot, moist climate.
Question mark- Is used after
interrogative sentence.
Example: Why do molds not
grow on dry toast?
Commas- Are used to separate
words in series. The words in a
series may be all nouns, all
verbs, all adjectives, and so
forth.
Example: Rick, Rina, Rose, and
Pia are classmates
Are used after the salutation
and complimentary close in a
friendly letter.
Example: Dear Louie,
Your loving sister,
Are used to set off short
directions.
Example: “ Leave your things
here,” said Diana.
Are used to set off dates,
addresses, and geographical
names.
Example: I was born on
September 19, 2004.
2. They don’t know me at the
next school, so when we get
there, I’ll put your cap, and you
introduce yourself as me and
give the lecture.
F.Developing Mastery Let us recall Antonio’s story. I have Divide the pupils into four groups. Complete the sentences to show
here a box containing strips of Each group will be given an activity contrasting idea. Choose your
paper with statements from the card. answers from the box.
story. As I play the music you will 1. His rope was thin but it was
start passing the box to your ___________.
 seatmates. As the music stops, the 2. He is fat but he runs
pupil holding the box will read the ____________.
statement and tell the mood or 3. I want to lose weight but I
purpose of the speaker. hate __________.
1. “Hello, Antonio! Let’s go! Let’s 4. The meal was good but
go!” __________.
2. “The tree’s body or its trunk is 5. My teacher is very nice but a
big, thick, and rough. Here, touch bit ___________.
it!
3. “Don’t cry. My eyes are big
enough for the two of us.”
4. I smile and say, “I know what a
mango tastes like.”
5. “And the wind that makes us
laugh, that moves our hair, that
makes our clothes fly, not even I
can see. See?”

G.Finding Parctical application of Let the pupils do the group activity Each group will be given a task
concepts and skills in daily living card.
GROUP 1
Direction: Read each sentence.
Circle the answer that shows
correct ending punctuation
mark
H.Making generalization and Teaching/ Modelling What are the different of figure of How do we form a sentence What are the different
abstraction about the lesson What helped us in guessing the speech? with contrasting ideas? punctuation marks commonly
tone, mood and purpose Why do writers in many poems and used especially in writing
expressed in the story stories used figures of speech? sentences?
What are the basic rules in using
correct punctuation marks?
I.Evaluating learning Infer the general mood of the Direction: Read each sentence Direction: Rewrite the letter of
situations that I will read. Choose carefully. Identify the figure of Direction: Supply the correct invitation and insert the correct
your answer from the words speech used. Write S for simile, M contrasting idea by using “but “ punctuation marks
written on the board. for metaphor, and P for as a conjunction. 143 Maginhawa St.
1.“ It breaks my heart to see you personification, H for hyperbole in 1. School can be fun Teacher’s Village
very ill,” said Auring to her sick your notebook. ______________________ Quezon City
daughter. 1. The stars are jewels strung in a 2. The Science experiments January 10 2014
2. Mang Pedro raised a wooden golden chain across the dark sky. need much time and Dear Menchie
stick and shouted at the two boys 2. The hanging bridge is like a giant patience._______ Sunday January 26 is my tenth
to get out of his garden. hammock swaying wildly during the 3. In Physical Education, we birthday The whole family will
3. Yoly’s brother was playing with storm. learn many kinds of go on a picnic to Bulacan We
other children in the park. After a 3. The guest of honor’s message dances._________ would like you to join us .We
 while she could not see him was a mile long. 4. Our Music teachers teach will leave on time at six o’clock
anymore. She tried to look for him 4. The moonbeams smiled sweetly. Filipino in the morning and come back in
everywhere but she could not find 5. The street dancers wore songs._____________________ the afternoon.We will pick you
him. costumes as colorful as rainbows 5. Mathematics seems up in your house at about five
4. Lightning flashed followed by a challenging. o’clock in the morning.
terrible thunder. Sara closed her __________________________ Please come.
eyes and covered her ears as she Your friend
sat on the chair. Mitch
5. Ramon had always topped his
class since grade one. Now,
mother was expecting another
gold medal. Awarding day came
but Ramon was not called.
Anger sadness disappointment
worry fear
J.additional activities for application Identify which parts of the sentence Rite five sentences using Study the sentences below,
or remediation contain exaggeration. conjunction but place commas and quotation
 About 500 trillion stars are marks where they are needed.
shining tonight. 1. Are you going to take our son
 Ayla cannot go with us because for a walk? Asked the man.
she has tons of homework to do. 2. Three-point shot for the
 It would take an atomic bomb to Eagles! Shouted the
wake father up sportscaster.
3. I really tried my best
defended the boy.
4. Ruby yelled as loud as she
could Fire! Fire! Help!
5. Ruby said her mother angrily
Don’t ever do that again!
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to
evaluation objective. objective. objective. objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in
their lesson. their lesson. their lesson. their lesson. answering their lesson.
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
of lack of knowledge, skills and interest of lack of knowledge, skills and interest because of lack of knowledge, skills and because of lack of knowledge, skills and lesson because of lack of
about the lesson. about the lesson. interest about the lesson. interest about the lesson. knowledge, skills and interest
___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the about the lesson.
despite of some difficulties encountered in despite of some difficulties encountered in lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
answering the questions asked by the answering the questions asked by the encountered in answering the questions encountered in answering the questions the lesson, despite of some
 teacher. teacher. asked by the teacher. asked by the teacher. difficulties encountered in
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite answering the questions asked
limited resources used by the teacher. limited resources used by the teacher. of limited resources used by the teacher. of limited resources used by the teacher. by the teacher.
___Majority of the pupils finished their ___Majority of the pupils finished their work ___Majority of the pupils finished their ___Majority of the pupils finished their ___Pupils mastered the lesson
work on time. on time. work on time. work on time. despite of limited resources
___Some pupils did not finish their work on ___Some pupils did not finish their work on ___Some pupils did not finish their work ___Some pupils did not finish their work used by the teacher.
time due to unnecessary behavior. time due to unnecessary behavior. on time due to unnecessary behavior. on time due to unnecessary behavior. ___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 learners who ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned
have caught up with the lesson 80% above

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

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue
principal or supervisor can helpme solve? remediation remediation remediation remediation to require remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
used/discover which I wish to share with ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
other teachers?
Examples: Self assessments, note taking Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note taking Development: Examples: Self
and studying techniques, and vocabulary techniques, and vocabulary assignments. and studying techniques, and vocabulary and studying techniques, and vocabulary assessments, note taking and
assignments. ___Bridging: Examples: Think-pair-share, assignments. assignments. studying techniques, and
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments.
quick-writes, and anticipatory charts.
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory share, quick-writes, and anticipatory ___Bridging: Examples: Think-
charts. charts. pair-share, quick-writes, and
___Schema-Building: Examples: Compare anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching,
and contrast, jigsaw learning, peer and projects. ___Schema-Building: Examples: ___Schema-Building: Examples:
teaching, and projects. Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, ___Schema-Building: Examples:
peer teaching, and projects. peer teaching, and projects. Compare and contrast, jigsaw
___Contextualization: learning, peer teaching, and
___Contextualization: projects.
Examples: Demonstrations, media,
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
manipulatives, repetition, and local opportunities. Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations,
opportunities. manipulatives, repetition, and local manipulatives, repetition, and local media, manipulatives,
opportunities. opportunities. repetition, and local
___Text Representation: opportunities.
___Text Representation:
Examples: Student created drawings, videos, ___Text Representation:
___Text Representation: ___Text Representation:
Examples: Student created drawings, and games. Examples: Student created
videos, and games. Examples: Student created drawings, Examples: Student created drawings,
___Modeling: Examples: Speaking slowly drawings, videos, and games.
___Modeling: Examples: Speaking slowly videos, and games. videos, and games.
and clearly, modeling the language you want
and clearly, modeling the language you students to use, and providing samples of ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples:
want students to use, and providing student work. slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly,
samples of student work. language you want students to use, and language you want students to use, and modeling the language you
Other Techniques and Strategies used: providing samples of student work. providing samples of student work. want students to use, and
Other Techniques and Strategies used: ___ Explicit Teaching providing samples of student
___ Explicit Teaching ___ Group collaboration Other Techniques and Strategies used: Other Techniques and Strategies used: work.
___ Group collaboration ___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching Other Techniques and
___Gamification/Learning throuh play ___ Answering preliminary ___ Group collaboration ___ Group collaboration Strategies used:
___ Answering preliminary activities/exercises ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Explicit Teaching
activities/exercises ___ Carousel ___ Answering preliminary ___ Answering preliminary ___ Group collaboration
___ Carousel ___ Diads activities/exercises activities/exercises ___Gamification/Learning
___ Diads ___ Differentiated Instruction ___ Carousel ___ Carousel throuh play
___ Differentiated Instruction ___ Role Playing/Drama ___ Diads ___ Diads ___ Answering preliminary
___ Role Playing/Drama ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction activities/exercises
___ Discovery Method ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel
___ Lecture Method Why? ___ Discovery Method ___ Discovery Method ___ Diads
Why? ___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Differentiated Instruction
___ Complete IMs ___ Availability of Materials Why? Why? ___ Role Playing/Drama
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs ___ Discovery Method
___ Pupils’ eagerness to learn ___ Group member’s ___ Availability of Materials ___ Availability of Materials ___ Lecture Method
___ Group member’s collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why?
collaboration/cooperation in doing their tasks ___ Group member’s ___ Group member’s ___ Complete IMs
in doing their tasks ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation ___ Availability of Materials
___ Audio Visual Presentation of the lesson in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s
of the lesson of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
Indigenized IM’s IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition