School: DepEdClub.

com Grade Level: V

GRADES 1 to 12 Teacher: File Created by Ma’am ROSA HILDA P. SANTOS Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: JUNE 24 – 28, 2019 (WEEK 4) 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 . . Compose clear and coherent 1. Use formal and informal English 1. Infer the meaning of unfamiliar
Competencies/Objective 1.Identify the elements of literary texts sentences using appropriate when appropriate to task and words (affixed) based on given
s 2. Summarize narrative texts based on elements grammatical structures: Modals situation context clues
Write the LC code for 2. Write two to three- paragraph . 2. Show tactfulness when (synonyms, antonyms, word parts)
each EN5LC-Id-2.17.3 EN5OL-Id-2.23/Page 64 of 164 composition based on the prepared communicating with others. and other strategies
outline EN5OL-Id-3.9/EN5WC-Id-2.2.4/ . 2. Read with automaticity grade
EN5G-Id-3.6/EN5WC-Id- Page 64 of 164 level frequently occurring content
2.2.4/2.23/Page 64 of 164 area words (Art)
EN5V-Id-12 and 13 EN5F-Id-
1.8.1.1
II. CONTENT Identifying the Elements of Literary Texts Clear and Coherent Sentences using 1. Using Formal and Informal English Inferring Meaning of Unfamiliar
Appropriate Grammatical 2. Showing Tactfulness when Words (Affixed)
Structures Modals: Can and May Communicating with Others Prefix re-, un- Suffix –able, -ment
2. Writing two to three-paragraph
composition
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG/Week 4 TG/Week 4 TG/Week 4 TG/Week 4
pages
2. Learner’s Material LM/Week4 LM/Week4 LM/Week4 LM/Week4
pages
3. Textbook pages Joy in Learning English pp.7-9 Joy in Learning English pp.54-56 Joy in Learning English pp. Joy in Learning English pp.48-52
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Power point presentation, lap top, projector, pictures, pictures, power point presentation, : power point presentation, lap top, power point presentation, lap top,
Resources activity cards, improvised ball lap top, activity cards, metacards activity cards, puzzle, strip of papers activity cards, strip of papers

IV. PROCEDURES
 A. Reviewing previous Review Review Review Review
lesson or presenting MODALS( used to, will, would) Elements of literary texts/Checking Checking of Using Formal and Informal English
the new lesson of assignment assignment/MODALS(Can ,May)
B. Establishing a purpose Setting the Stage Setting the Stage Setting the Stage Setting the Stage
for the lesson (Picture talk-Dyad) (Refer to LM Think and Tell) Picture clue and dialog Introduce to the class the Loop-the-
Ask: Who among you here know how to draw? (Refer to LM Think and Tell) Word Game. (Refer to LM Think and Show picture of children giving gifts.
What picture do you love to Answer the questions Tell) Ask:Do you like giving gift?
draw? orally. Say: Do you know the game What occasions do you give gift?
1. What can Mark and Reiner Loop- the- Word? Do you give gift to your friend on
Say: This morning, we are going to have an activity. make? When do you usually play this game? his/her birthday?
We are going to do this activity in pairs. 2. Who helped Mark build the sand Ask pupils to find four words from Why do you give gift to your friends
castle? the puzzle that are written vertically, on his/her birthday?
3. What may Jasmine be able to horizontally, diagonally or even
do? backwards.
4. What reminder did Reiner give Tell pupils to loop the words found
her? in the puzzle.
5. Do you go to the beach? When Use the guide phrases in looking for
do we usually spend time at the the words and tell the pupils the
beach? What can we make along connection of these words in the
the seashore? If your brother or lesson for that day.
sister made a sandcastle, are you
going to break/destroy it? Why or
why not?
Values: What characteristics do the
children in the dialog possess?
How can you show your love to
your brother and sister?

C. Presenting . Explaining to students what to do Explaining to students what to do Explaining to Students What to Do 2. Explaining to Students What to Do
examples/instances of Say: Listen to the story that I am going to read. From Say: Our lesson for today is Say: Whenever you meet
the new lesson the story you are going to about modals can and may. friends, you are obliged to exchange Let the pupils read the story
identify the elements of the story. greetings with them. orally. (Refer to Find Out and Learn)
This morning we are going to learn Original File Submitted and
how to use formal and informal form Formatted by DepEd Club Member -
of visit depedclub.com for more
English in such kind of instances.

D. Discussing new concepts The teacher will read the story to the pupils. (Teacher may Modal verbs are used to express Read each pair of sentences. Take I have here a story about a girl who
and practicing new skills use power point presentation) (Refer to LM Find out and two different types of ability: open note of the differences between is going to give gift for her friend’s
#1 Learn). possibility, generally expressed by long/formal expressions and birthday.
Use the questions in guiding the students to identify the forms of the modal verb can, and short/informal expressions. Get a Read the story and answer
elements of the literary texts. Write authority or potential ability, partner in reading the sentences. the comprehension question.
the answer in the organizer. generally expressed by Formal: May I introduce to you my
1. What is the theme of the story? forms of the modal verb may. teacher, Mrs. Dela Cruz? Answer the questions:
 2. Where does the story happen? Use of Can Informal: Please meet my teacher, 1. Who was the girl in the selection?
3. Who are the characters in the story? 1. To talk about what you are able Mrs. Dela Cruz. 2. What was Sarah doing?
4. How does the story begin? What is the problem to do Formal: It was nice meeting you. 3. Did she wrap the gift neatly?
encountered in the story? 2. To talk about a general possibility Informal: Nice meeting you! 4. What did Sarah and her mother
How does the story end? 3. To say that something is allowed Formal: Hi! I would like to join you do to make the gift looked good?
Use of May this Saturday. 5. What did Sarah realize after her
1. It is used for permissions. Informal: Hi! I’d like to join you this mother helped her?
2. It is used to express probability Saturday. Values: Are you like Sarah? Do you
or prediction. Formal: Was that not exciting? also give gift to your friends?
Informal: Wasn’t that exciting? Aside from giving gift to your
Ask:What did you notice in using friends, what other things you can
formal and informal English in do to show that you value
writing sentences? friendship?
When should we use formal and You have to pick out the words
informal English? having prefixes and suffixes used in
How are you going to use formal and the selection.
informal English?
Values: If you are about to meet
friends in a party, what will you use,
formal or informal English?
Why?
Why is it important to be
tactful/careful in saying words
whenever we communicate with
other people?
E. Discussing new concepts 3. Modelling . Modelling Modelling 3. Modelling
and practicing new skills The organizer explains the content of the Read the sentences below. Read the sentences in the chart. Read the sentences and notice the
#2 elements of literary text based on the selection that Explain how the modals can and Formal English underlined word.
you have read. may used in sentences. May I introduce to you my teacher? a. In her disappointment she
(Refer to LM Find out and It was nice meeting you. wanted to throw everything and
Learn) I would like to join you this Saturday. forget what she was
Was that not exciting? doing.
Ask: Informal English b. She swallowed her pride, but still
a. What Mother can do? Please meet my teacher. undecided, called for her mother.
b. What Mark can do? Nice meeting you! c. “Look like it’s time for a redo!”
c. What Jasmine may build? I’d like to join you this Saturday. d. Sarah slowly rewrapped each
d. What she may use for drinking? Wasn’t that exciting? present and retied each bow
e. What are the modal verbs used listening carefully to
in sentences? Formal English each direction.
f. When do we use can? -it is signalled by complex and e. Her mother even helped her
g. When do we use may? complete sentence. It avoids slang remake the card.
h. What do these two modals vocabulary and written in a f. Sarah rewrote the message and
express? long form. added sparkly stickers to the paper.
-it is used during business meetings, g. You are such an adorable friend.
 while giving public announcements,
or while presenting a report or Read the underlined words
delivering a speech. in the sentences.
What do you call the
Informal English underlined words?
-it is characterized by a What prefix or suffix is
simpler grammatical structures, added to each word?
personal expression and Pr
slang vocabulary. Wor Meani Suffi
efi Words
-in using informal, ds ng x
x
combining words will require
knowledge of contractions. und not -
un
-is used when you are ecid decide men disappointment
-
around people you know, ones that ed d t
you are close to, such as friends or
-to do
persons you regularly speak with.
redo again
, -to
rewr wrap
appe again
d, -to tie
re
retie again -able adorable
-
d, -to
These elements of the literary texts are helpful in
rem make
summarizing a story or narrative text.
ake, again
The elements of literary texts are:
rewr -to
• Theme- is a central message or purpose of a story.
ote write
The theme of a story is the message or the lesson given by
again
the story to its readers.
Prefix- is an affix placed before a
• Setting- tells where and when the story happens
root word or base word to form a
and how the story begins.
new word. When you add prefix
• Characters (Heroes and Villains) - are the people
to the root word, you change the
or animated objects that
word’s meaning.
interact in the story.
The prefix -un means “not”
• Plot- tells the order of events
(unhappy), “opposite”
Plot has three important parts:
(unwholesome); “to reverse” or
1. Beginning- is where the characters and setting
“undo the result of a
are established
specified action” (unbind); “to
2. Middle- introduction of the problem or conflict,
release, free, or remove from”
the high point and the winding
(untie).
point
3. End- it is the conclusion of the story, the
The prefix -re means “to do
conflicts are resolved
again” (retell)
Give important discussion on the sequence of
these elements.
 Values: Do you also make promise to your mother Suffix- is an affix placed after a root
or father? Do you fulfil what you have word to form a new word.
promised to them? Is it important that we
should fulfil our promise? Why do you The suffix –ment means “state of
say so? being” (treatment); “result of n
action” (development)
The suffix –able means
“capable or worthy of” (lovable)
When you add prefix or suffix to the
root word, you change the word’s
meaning
F. Developing mastery Guided Practice Guided Practice . Guided Practice . Guided Practice
(Leads to Formative The teacher will present another story. (Refer to LM Try Teacher will provide pictures and Group Activity (Refer to LM Find Group Activity (Refer to LM Try and
Assessment 3) and Learn) activity cards for group activity. Out and Learn) Learn)
(Refer to LM, Try and Learn) 1. Group the class into 4. 1. Group the class into 4.
Read the story. Identify the elements of the story. Group 1 2. Each group has the same copy of 2. Give each group activity card with
Group Activity 1. Look at the pictures below. The paragraph. directions on what to do with the
1. Group the pupils into 4. Distribute to each group the pictures are activities that a grade 3. Read the paragraph then identify activity.
photocopy of the story. five can do in school. the formal and informal English 3. Activity proper.
2. Summarize the story by writing the elements of the 2. Name other things that you can used. 4. Present the group output before
story in the semantic web do in school. 4. Write your answer in the the class.
3. Report the group output to the class. 3. Write your sentences on strips of organizer.
paper. Formal and Informal English
4. Read the sentences in front of
the class. Formal Informal
Group 2
1. The diagram is the activities a
child in grade five may do at home.
2. Write sentences of other
activities that you may do at home.
3. Write your answer on a manila
paper.
Group 3
1. Look at the picture below.
2. Write two to three paragraphs
using modal can and may about the
activities the
children do.
3. Write your answer in a manila
paper.

G. Finding practical Independent practice 5. Independent Practice . Independent Practice . Independent Practice
applications of concepts Read each sentence. Write Th on the blank for Write sentences about the Study each expression Choose from the letter of the correct
and skills in daily living setting of the story, Se for setting, Ch for characters and Pl pictures using modals can or may. below and tell whether it is formal word to complete the sentences.
 for plot. Do this on a piece of paper. (Refer to Do and Learn) and informal. Write your answer on 1. At my house, we play Scrabble,
______1. As Jimmy waved goodbye he knew that he the line. and I always win because I can
wouldn’t want to miss this swamp adventure for _______1. Do you understand what __________ words quickly.
anything. to do?
______2. The night was pitching dark, and Jimmy _______2. Anybody in here? A. unlock B. unusual
was sure that he was lost in t swamp. _______3. I would like to have a C. unfamiliar D.
______3. Jimmy had been so pleased with his catch that he hamburger and a soda. unpleasant
had lost track of time. _______4. I am afraid I will not be
______4. Jimmy was the lost boy in the swamp and the able to attend. 2. Mom said I had to wait until my
kind man helped him find his way home. _______5. Sorry, I can’t make it. birthday to _________ my presents.
______5. Chills chased each other up and down Jimmy’s
spine when he remembered about the strange events A. unable B. untied
happened in the swamp. C. unwrap D. unhappy

3. Jon forgot his backpack and had to

________ home to get it.
A. replace B. return
C. resend D. retell

4. Babies need ________ to grow up

smart and strong.
A. development B. instalment
C. management D.
nourishment

5. Mario’s new cell phone is

_____________ in two months.
A. breakable B. payable
C. lovable D. doable

H. Making generalizations Closure/Assessment Closure/Assessment Closure/Assessment Closure/Assessment

and abstractions about The teacher will provide a ball, wrapped in it are strips of Ask: Use a Venn diagram to
the lesson paper with questions. The pupils will play “Pass the Ball”. What did you learn today? illustrate important details in using Place stars with questions under the
They may sing, or recite a poem while passing the ball When do we use the modal can? formal and informal English. In pupils’ table/chairs. (This should be
to each classmate. When the teacher tells the pupils to When do we use the modal may? the overlapping circle at the middle done before the class starts).
stop, whoever holding the ball he/she will answer When do we sue the modals can their similarities and in the outer are Instruct the pupils to check if their
the question. and may? their differences. tables have stars. If it has, he/she
Answer the following: will answer the question.
1. What are the elements of the literary texts?
2. What is a theme?
3. What is a setting?
4. Give examples of characters.
5. What is a plot? What are the parts of a plot?
I. Evaluating learning Evaluation Evaluation Evaluation Evaluation
The teacher reads the short story and instructs Study each expression. Put a check
the pupils to fill in the blanks to complete the Look at each picture. (/) in the column whether the Choose from the tree the correct
statement. (Refer in LM Do and Learn) Complete each sentence by writing expression is formal or informal. word to complete the sentences.
may or can on each blank. Sentence Forma
Informal
The theme of the story is ______________________ s l
The story happened in _____________________________. 1. I
The characters were________________________. would be
grateful
The problem started when 1. Carlo ________ write a letter to if you
_____________________________. his friend. could
It was solved when reply
_______________________________. early.
2. Nice to
meet
2. You ________ go home now. you. See
ya.
3. Please 1. Jacob almost fell down because
his shoelaces were _____________.
 let me 2. My dad was not able to fit the
know entire luggage into the truck of our
when car so he had to
you will ________ it.
3. Susie ________ help her teacher.
be 3. Monica was a _____________
child, always helpful and kind.
available. 4. A sudden __________ in the far
4. I’ll see corner of the room made her turn in
4. The schoolchildren ___________ you that direction.
sing our national anthem. soon. 5. The burnt pot roast had a very
5. Don’t ___________ odor.
forget to
call me.

5. A dog ________ barks if it sees a

stranger.

J. Additional activities for Assignment Assignment Assignment Assignment

application or Present the details of Cut a picture or draw your answers Pretend that a friend and you are
remediation your favorite fairy tale using the in each circle. Then use it in your attending to a birthday party. Write Pref Root
elements of the literary texts. own sentence. a dialog between the two of you New Word Meaning
ix Word
Write your work in your 1. Something you can do on a about the event in the party. Use
un-
notebook. weekday formal and informal English in your
re-
dialog.
Complete the table below.
Root New
2. Something you may do on Prefix Meaning
Word Word
weekends. un-
re-

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?