School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: JULY 1-5, 2019 (WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Listening Comprehension Oral Language Oral Reading Grammar Awareness and Performance task
Fluency, Grammar Writing
Awareness and Writing
B.Performance Standards
C.Learning Analyze sound devices Analyze a 2-stanza poem Compose clear and Revise writing for clarity – Able to do and finish the
Competencies/Objective (onomatopoeia, alliteration, in terms of its elements coherent sentences using correct spelling task given about
s assonance) (rhymes, sound devices, appropriate grammatical EN5F-Ie-1.8.1.2 conjuctions
2.11.1/2.11.2/2.11.3 imagery and figurative structures- conjunctions
language) (for additional
EN5RC-Ie-6 information)
EN5G-Ie-8.3/8.4
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
4.Additional materials
from learning resource
(LR) portal
B.Other Learning Picture, chart Picture, chart Picture, chart chart
Resource
IV.PROCEDURES
A.Reviewing previous Ask the class to listen to the What are the different What do you mean by Using a wheel combine
lesson or presenting the rhymes to be read by the sound devices? figurative language? sentences using conjunctions
new lesson teacher Checking of assignment
Pat
He is called Pat,
The boy sitting on the mat,
For all the day, he eats and
eats,
Now, all his clothes, nothing
fits.
B.Establishing a purpose What are the things that Watch a video. Spelling Drill
for the lesson produce sounds? Where do Say: “Let us now spell the
these sounds come from? What have you noticed words that we have in our
on the video wheel.”
I feel happy when I presentation? a. chase
hear.............. The characters were not b. collected
I feel sad when I moving. c. donated
hear................... That is an example of a
The last time I feel excited static video presentation.
when I hear........ What are the different
interest shown?
How about you, what are
your interests? What do
you gain from your
interest? Do you belong in
a group with the same
interest?

C.Presenting Examples/ Unlocking of Difficulty What do you want to be in Read the conversation: Today, we will read the short 1. Divide the class into 4
instances of the new the future? story The Power of Numbers. groups.
lesson 1. The girl is reminiscing her What are your plans Earl: Jon, are you Let us find out how the 2. Give each group of
wonderful days with her based on what you view joining the History Club or character in the story materials they needed
father. yourself in the future? the Science Club? realized the importance of (manila paper, marker)
Jon: Neither. I am learning numbers.” 3. Each group will write a
Ask: How about you, what Let us read a poem and joining the Math Club. short poem a 2 stanza
are the memories you usually we will find out what a Earl: I thought you poem.
reminisce? man will do once his were interested in Science
ambition comes true. and History?
Jon: I like Science but I
would like to be an
2. The fire fighters are in the engineer like my father.
rush because of the big fire He is good in Math. In
in the next block. fact I enjoyed most when
he talked about fractions,
Ask: How do fire fighters least common
move if there is a fire? When multiple, least
do we rush? common denominator
and the rest.
Earl: How about you
Paul, have you decided
on what club to join?
Paul: Neither History nor
Science interest me. I am
interested in both art and
photography.
However, what Jon
mentioned amused me.
Algebra terms such as
exponent, variables
coefficient tickle my
brains. So, I will join Art
Club and
Mathematics Club.
Earl: You cannot join
both. You will have no
time to attend the
meeting of both
clubs. They are
held at the same time.
Paul: Then I will join
either Art or Math Club.
What club will you join?
Earl: Since English is my
major interest, I will join the
English club, of course.

(continuation, pls. refer to

the slides)

Comprehension Check
1. What were the
boys doing?
 2. Who planned to
join the Math Club? Why?
3. Why couldn’t
Paul join both?
4. Why Earl would
join the English Club?

D.Discussing new What are the sounds that we Teaching Chart “What have the boy In writing a poem, include
concepts and practicing usually hear in our SILVER SHIPS experienced when he was in the use of conjunctions,
new skills #1 environment? Mildred Plew Meigs Conjunctions are words kindergarten?” and sound devices.
that connects words, “What did the boy think
Are those sounds important? There are trails that a lad phrases and sentences about numbers?” If these will be observed
may follow “How did the boy find out and seen in the written
When the years of his 1. Or…. Connect the power of numbers?” poem additional points will
Rushing Cindy boyhood slip, alternatives (Let the groups write their be given to the group.
(by: Karen Ivy D. Tan) But I shall soar like a Which do you answers on the strips of
Cindy was swallow prefer the red or the blue cartolina)
reminiscing her date with her On the wings of a silver ship one?
idol when their neighbour’s Guiding my bird of metal
car honked and knocked One with her throbbing 2. And…..connect related
her up. She remembered she fame ideas
has to feed the pigs when Floating down like a petal, Tennis and
they started to oink. Her Roaring up like a flame Basketball are two
mother told her to do her strenuous game
chores before anything else. Winding the wind that
She rushed to the kitchen not scatters 3. Not only….but
noticing the banana Smoke from the chimneys also…..connect ideas for
peelings on the floor. lip added emphasis
Suddenly, a loud blag was Tearing the clouds to I study not only
heard. tatters singing but also dancing
With the wings of a silver
Answer: ship 4. Both….and….connect
What happened to Cindy? ideas to mean one as well
Why did she rush? Grazing the broad blue as the other.
What were the sounds skylight Both the principal
made by things mentioned Up where the falcons fare and the teacher were
in the story? Riding the realms of twilight here this morning
What other sounds animals Brushed by a comets hair
and things produced? Snug in my coat of leather 5. But … connects
Watching the skyline swing contrasting ideas
Shedding the world like a Karl answered
feather softly but firmly
From the tip of a tilted wing
 There are trails that a lad
may travel
When the years of his
boyhood wane
But I will let a rainbow ravel
Through the wings of my
silver plane

Questions:
Who is talking in the
poem?
What is he dreaming to
be?
What is meant of wings of
a silver ship?
How will he fly an airplane?
What rhyming words are
mentioned in the poem?
What sound devices were
used in the poem? Cite
examples.
What figurative languages
are used in the poem?

E. Discussing new Teaching Chart Figurative Language is a Teaching/Modelling

concepts and practicing DIFFERENT SOUND DEVICES language that uses words (Let the group read their
new skills #2 or expressions with a answers)
1. Onomatopoeia is a sound meaning that is different 1. It was more on fun and
device which is an imitating from the literal play and it was more on
natural sound that suggests interpretation. singing and dancing.
sense. 2. The boy learned about
numbers and fundamental
Example: operaytions such as addition,
She heard bees buzzing and subtraction, multiplikaytion
thought it would bit her. and dibistion.
3. Solving matematikal
The car honked because of problems would be easier if
the traffic you know the multiplication
table and the right operation
More examples: hiss, cuckoo, to be used.
ring, meow, beep, clang etc. Ask:
 2. Alliteration a sound device “What have you noticed
which is the repetition of a with the sentences?”
consonant sound at the “Are the words written
beginning of words. correctly?”
(Ask volunteers to correct the
Example: misspelled words. Ask the
Sally sells seashells in the pupils to read the corrected
seashore. words.)
operation
Walter wondered where multiplication
Willie was so he asked division
Wayne. mathematical problems
Ask:
3. Assonance is a sound “What conjunction did you
device which is the repetition use to combine the ideas
of the same vowel sound given by each group?”
either at the beginning of “Do you think the ideas
words or inside the words. given were related?”

Example:
May lay near the bay and
stayed awake
Everyone excitedly
exclaimed for Emily.

F.Developing Mastery Let us now try to identify GROUP ACTIVITY: Prepare the following Say: “We will have a tea Present the work of each
what sound device is used in materials: (strips of party. I will provide you cut- group in the class.
the following poems. Standards in conducting cartolina with sentences outs of cups labeled with
group activity: written on them, topics that are interesting to
(Pls. refer to the slides) 1. Divide the class into 4 metacards with you. You will move about
groups. conjunction and) and engage in a
2. Choose a leader per conversation using
―What words rhyme in the group. Say: “Combine the set of independent sentences. You
given poems/verses? ― 3. Each group will be given related sentences using will combine the related
―How do these words a task to do. the conjunction and. sentences using the
rhyme? 4. Group 1 and 3 for poerm [ The Sun and the Moon appropriate conjunction.
And Group 2 and 4 the were married] Then, you will write your
Expected Answers: song. [ They had many children, sentences on strips of
crying – trying (rhymes) 5. Each group will be given the stars.] colored paper. Observe the
bug – bit (same initial sound- 5 minutes to finish the correct spelling of words.”
alliteration) activity and after will be
confess – restless (same presented in front of the
vowel sound-assonance) class.
 wood – would (imitation of
sound- onomatopoeia)

G.Finding Practical Exercises: Why does people loved to Combine each pair of Read the paragraph
application of concepts Ask volunteers to complete write a poem? sentences using and. carefully..
and skills in daily living the following short poems 1. The family needed The girl scouts of San Isidro
using the words inside the food. The family needed Elementary School camped
parenthesis. other supplies. for four days. One night they
a. Rhymes 2. John’s father prepared told stories after supper, then
One morning, Pretty Little the boat. He set sail for they went back to their tents
_____ (lane, garden, hen) town. and they fixed their bedding.
Was walking in the _______ 3. The girl stayed at home. The scout leader visited each
b. Alliteration She took care of her little tent and she made sure that
Sheep should _______ in a brother. each scout fell asleep by 8
shed. (sleep, away, sway) 4. We love dancing. We o’clock in the evening. The
c. Assonance can do modern dances. following day, the girls got
I lie down by my side for my 5. Ana and Maria are up by 5 o’clock in the
_____. (lady, bride, baby) good neighbors. They morning. All of them jogged
Fleet feet sweep by sleeping have become best at the 500-meter campsite.
_____.(goose, geese, guest) friends. Their breakfast afterwards
d. Onomatopoeia was simple but it was
Whoosh, passing breeze nutritious. Next, the girls
Whoosh, whoosh _______. prepared for the hike uphill
(splash, sparks, sprinkle) and down the rainforest.

H.Making generalization Elements of a certain poetry Figurative Language is a When do we use the
and abstraction about piece can be analyzed language that uses words conjunction and, or, not In constructing coherent
the lesson through rhymes and sound or expressions with a only, both and but? sentences, ideas of the
devices. Alliteration is meaning that is different sentences should be related.
identified by the repeated from the literal Use conjunction and to
sound of the first consonant interpretation. combine related ideas or
in a series of multiple words. related independent clauses
Assonance is the repetition
 of vowel sound to create
rhyming. Onomatopoeia
refers to imitation of sound or
formation of words
resembling in sound.
I.Evaluating learning Seatwork: Identify which sentence Combine each pair of Then, compose 3 related Use a rubrics in grading the
Complete the following uses figurative languages. sentences using sentences about it using students’ performance.
verses with appropriate Put a check (/ ) mark on conjunctions conjunction and. Observe
rhyming words. the space before the proper spelling of words
a. Rhymes number. 1.The women of Samar
Because she’s sporty ______1. Father is like a lion wear the kimona and
In a kindly sort of _____. ( when angry. patadyong.
clay, way, bay) ______2. Don’t count the The women of Leyte wear
b. Alliteration chickens before they are the kimona and
The fair breeze blew hatched. patadyong also.
The white foam _______. ______3. Mother bought a 2.The footwork in Muslim
(blow, flew, flee) basket of fruits yesterday. dances is beautiful.
c. Assonance ______4. Roots have grown The dancer forgot her
I never heard before of a in my legs waiting for you. part.
ship ______5. Life is not always a 3.I have an assignment on
Furbished with battle _____ bed of roses. the way of dressing of the
(beetle, tackle, pixel) pre-Spanish Filipinos.
d. Onomatopoeia I have not done it yet.
The _______ bee flew away. 4.Hats were worn by the
(busy, buzzing, barking) Filipino men in the past to
look good.
Hats were worn by Filipino
men in the past for
protection.

J.additional activities for ASSIGNMENT: ASSIGNMENT: ASSIGNMENT: Write five sentences using
application or Make your own example of Write a short poem in your Given several pictures, conjunction
remediation the following sound devices; journal notebook and use the following
1. Onomatopoeia memorize the poem to be conjunctions in
2. Assonance presented tomorrow in the meaningful sentences.
3. Alliteration class. 1. and
__________________
______________________
2. but
__________________
_____________________
3. or
 __________________
_____________________
4. both
__________________
______________________
5. not only… but also
__________________
_____________________

V.REMARKS

VI.REFLECTION

A.No. of learners who ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move ___Lesson carried. Move on ___Lesson carried. Move on
earned 80% in the to the next objective. to the next objective. on to the next objective. to the next objective. to the next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got _____% of the pupils got _____% of the pupils got 80% _____% of the pupils got
mastery 80% mastery 80% mastery mastery 80% mastery
B.No.of learners who ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find
require additional difficulties in answering their difficulties in answering their difficulties in answering difficulties in answering their difficulties in answering their
activities for remediation lesson. lesson. their lesson. lesson. lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. in answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of lesson because of lack of lesson because of lack of lesson because of lack of
knowledge, skills and interest knowledge, skills and knowledge, skills and knowledge, skills and interest knowledge, skills and
about the lesson. interest about the lesson. interest about the lesson. about the lesson. interest about the lesson.
___Pupils were interested on ___Pupils were interested ___Pupils were interested ___Pupils were interested on ___Pupils were interested
the lesson, despite of some on the lesson, despite of on the lesson, despite of the lesson, despite of some on the lesson, despite of
difficulties encountered in some difficulties some difficulties difficulties encountered in some difficulties
encountered in answering encountered in answering encountered in answering
 answering the questions the questions asked by the the questions asked by the answering the questions the questions asked by the
asked by the teacher. teacher. teacher. asked by the teacher. teacher.
___Pupils mastered the lesson ___Pupils mastered the ___Pupils mastered the ___Pupils mastered the lesson ___Pupils mastered the
despite of limited resources lesson despite of limited lesson despite of limited despite of limited resources lesson despite of limited
used by the teacher. resources used by the resources used by the used by the teacher. resources used by the
___Majority of the pupils teacher. teacher. ___Majority of the pupils teacher.
finished their work on time. ___Majority of the pupils ___Majority of the pupils finished their work on time. ___Majority of the pupils
___Some pupils did not finish finished their work on time. finished their work on time. ___Some pupils did not finish finished their work on time.
their work on time due to ___Some pupils did not ___Some pupils did not their work on time due to ___Some pupils did not
unnecessary behavior. finish their work on time due finish their work on time unnecessary behavior. finish their work on time due
to unnecessary behavior. due to unnecessary to unnecessary behavior.
behavior.
C.Did the remedial work? ___ of Learners who earned ___ of Learners who earned ___ of Learners who ___ of Learners who earned ___ of Learners who earned
No.of learners who have 80% above 80% above earned 80% above 80% above 80% above
caught up with the
lesson
D.No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation remediation
E.Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? ____ of Learners who caught ____ of Learners who ____ of Learners who ____ of Learners who caught ____ of Learners who
Why did these work? up the lesson caught up the lesson caught up the lesson up the lesson caught up the lesson
F.What difficulties did I ___ of Learners who continue ___ of Learners who ___ of Learners who ___ of Learners who continue ___ of Learners who
encounter which my to require remediation continue to require continue to require to require remediation continue to require
principal or supervisor remediation remediation remediation
can help me solve?
G.What innovation or Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
localized materials did well: well: well: well: well:
used/discover which I  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
wish to share with other Development: Examples: Self Development: Examples: Development: Examples: Development: Examples: Self Development: Examples:
teachers? assessments, note taking and Self assessments, note Self assessments, note assessments, note taking and Self assessments, note
studying techniques, and taking and studying taking and studying studying techniques, and taking and studying
vocabulary assignments. techniques, and techniques, and vocabulary assignments. techniques, and
 ___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments.  ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and
 ___Bridging: Examples: ___Bridging: Examples: pair-share, quick-writes, and
 ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick- Think-pair-share, quick- anticipatory charts. Think-pair-share, quick-
 writes, and anticipatory writes, and anticipatory  writes, and anticipatory
 ___Schema-Building: charts. charts.  ___Schema-Building: charts.
Examples: Compare and   Examples: Compare and 
contrast, jigsaw learning,  ___Schema-Building:  ___Schema-Building: contrast, jigsaw learning,  ___Schema-Building:
peer teaching, and projects. Examples: Compare and Examples: Compare and peer teaching, and projects. Examples: Compare and
 ___Contextualization: contrast, jigsaw learning, contrast, jigsaw learning,
 ___Contextualization: contrast, jigsaw learning,
 Examples: Demonstrations, peer teaching, and peer teaching, and Examples: Demonstrations, peer teaching, and
media, manipulatives, projects. projects. media, manipulatives, projects.
repetition, and local
 ___Contextualization:  ___Contextualization: repetition, and local
 ___Contextualization:
opportunities.  Examples: Demonstrations,  Examples: opportunities.  Examples: Demonstrations,
 ___Text Representation: media, manipulatives, Demonstrations, media, ___Text Representation: media, manipulatives,
 Examples: Student created repetition, and local manipulatives, repetition,  Examples: Student created repetition, and local
drawings, videos, and opportunities. and local opportunities. drawings, videos, and opportunities.
games.  ___Text Representation:  ___Text Representation: games.  ___Text Representation:
 ___Modeling: Examples:  Examples: Student created  Examples: Student ___Modeling: Examples:  Examples: Student created
Speaking slowly and clearly, drawings, videos, and created drawings, videos, Speaking slowly and clearly, drawings, videos, and
modeling the language you games. and games. modeling the language you games.
want students to use, and  ___Modeling: Examples:  ___Modeling: Examples: want students to use, and  ___Modeling: Examples:
providing samples of student Speaking slowly and Speaking slowly and providing samples of student Speaking slowly and
work. clearly, modeling the clearly, modeling the work. clearly, modeling the
language you want language you want language you want
Other Techniques and students to use, and students to use, and Other Techniques and students to use, and
Strategies used: providing samples of providing samples of Strategies used: providing samples of
___ Explicit Teaching student work. student work. ___ Explicit Teaching student work.
___ Group collaboration ___ Group collaboration
___Gamification/Learning Other Techniques and Other Techniques and ___Gamification/Learning Other Techniques and
throuh play Strategies used: Strategies used: throuh play Strategies used:
___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching ___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Group collaboration ___ Group collaboration activities/exercises ___ Group collaboration
___ Carousel ___Gamification/Learning ___Gamification/Learning ___ Carousel ___Gamification/Learning
___ Diads throuh play throuh play ___ Diads throuh play
___ Differentiated Instruction ___ Answering preliminary ___ Answering preliminary ___ Differentiated Instruction ___ Answering preliminary
___ Role Playing/Drama activities/exercises activities/exercises ___ Role Playing/Drama activities/exercises
___ Discovery Method ___ Carousel ___ Carousel ___ Discovery Method ___ Carousel
___ Lecture Method ___ Diads ___ Diads ___ Lecture Method ___ Diads
Why? ___ Differentiated ___ Differentiated Why? ___ Differentiated
___ Complete IMs Instruction Instruction ___ Complete IMs Instruction
___ Availability of Materials ___ Role Playing/Drama ___ Role Playing/Drama ___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Discovery Method ___ Discovery Method ___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s ___ Lecture Method ___ Lecture Method ___ Group member’s ___ Lecture Method
Why? Why? Why?
collaboration/cooperation ___ Complete IMs ___ Complete IMs collaboration/cooperation ___ Complete IMs
in doing their tasks ___ Availability of Materials ___ Availability of Materials in doing their tasks ___ Availability of Materials
___ Audio Visual Presentation ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Audio Visual Presentation ___ Pupils’ eagerness to
of the lesson learn learn of the lesson learn
___ Group member’s ___ Group member’s ___ Group member’s

collaboration/cooperation collaboration/cooperatio collaboration/cooperation

in doing their tasks n in doing their tasks
 ___ Audio Visual in doing their tasks ___ Audio Visual
Presentation ___ Audio Visual Presentation
of the lesson Presentation of the lesson
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’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs behavior/attitude __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Colorful IMs __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ Technology __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Equipment (AVR/LCD) Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Science/ Computer/ __ Additional Clerical works __ Additional Clerical works
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized __Contextualized/Localize __Contextualized/Localize __Contextualized/Localized __Contextualized/Localize
and Indigenized IM’s d and Indigenized IM’s d and Indigenized IM’s and Indigenized IM’s d and 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 __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to be __ Recycling of plastics to
used as Instructional Materials be used as Instructional be used as Instructional used as Instructional Materials be used as Instructional
__ local poetical Materials Materials __ local poetical Materials
composition __ local poetical __ local poetical composition __ local poetical
composition composition composition