School: ELEVADO ES Grade Level: V

GRADES 1 to 12 Teacher: RODEL P. GORDO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 22 – 26, 2022 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Note significant details Infer the meaning of Recognize the elements of a Compose clear and
Self-correct when reading compound narrative
Use appropriate facial coherent sentences using
Value/love one another words
expressions appropriate grammatical
structures:aspects of
verbs.
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives EN5LC-Ia-2.1 EN5V-Ia-12 and 13 EN5F-Ia-13 EN5F-Ia-2.9
Write for the LC code for each EN5OL-Ia-2.6.1 EN5G-Ia-3.3

II. CONTENT
Listening to a dialogue Selection: Two Were Left Inferring the meaning of Recognizing the elements of Using the simple aspects
Speaking with by Hugh B. Cave compound words narrative of verb
appropriate facial Self-correcting when Using the present tense
expression reading for of the verbs
Using the simple regular
past form of verbs
Using forms that show
future time
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pages 2-3 pages 3-5 page 5 pages 5-6 pages 6-8
2. Learner’s Materials pages pages 3-4 pages 4-7 pages 6-7 pages 7-9 pages 10-12
3. Textbook pages pages 3-4 Pages 4-7 Pages 6-7 pages 7-9 pages 10-12
4. Additional Materials from https://
Learning Resource (LR) portal www.thoughtco.com

B. Other Learning Resources Pictures, charts, Word cards, pocket chart, Picture, chart, word card Chart/ppt.flah cards, Pictures, chart, metacards
story chart https://
www.thoughtco.com,
http://englishlinx.com
IV. PROCEDURES

A. Review previous lesson or Ask: What does being Ask: What is a dialogue?
presenting the new lesson a steward of creation How is noting details of a
mean? story is done? Importance of self- Answer the assignments as Elements of a narrative
Ask the pupil to Why is using appropriate correcting when reading. a review for the past lesson.
read the big idea and facial expression
another to read the important in reading?
verse.
Ask: Does the verse say
what being a steward
of creation means?
B. Establishing a purpose for the Show a picture of Ask: Why are dogs called Show the word iceberg Show a poster size version Show pictures of trees,
lesson people with their pets/ “man’s bestfriend”? Have using a flashcard. Tell the or PPT. slide of the flowers, birds, rivers
people with animals> you had an experience pupils that it is a compound paragraph. (see PPT. or
Ask: How do you think with a dog that will word. chart) Ask: Do you take care of
these people support or contradict the Tell the pupils that what our environment? What
feel being around statement? they just saw came from activity do you usually do
their pets? the story “Two Were Left” to take care of our
being around Ask: If you had not yet read environment?
animals? the story, will you be able to
Why should we understand it? Original File Submitted
take care of? Show a list of and Formatted by DepEd
our pets and words/phrases to the Club Member - visit
other animals? pupils. Tell the pupils to fill depedclub.com for more
in the blanks with these
words/phrases:
(see chart/ppt)
Have the pupils write their
answers on the blanks?
Ask:Does it make more
sense now?
C. Presenting Tell the pupils to listen Unlocking of difficulties: Go back with the example Tell the pupils that the Say: You have learned
examples/instances of the new very well while reading marooned, slab, gnawing, above. words and phrases they that verbs are action
lesson the dialogue. Have the wedged Ask: How many words you used are called elements of words. Today, you will be
pupils answer the Present the words using can form from these word? narratives. learning the different
questions in Talk word cards and displayed What are these words? Direct the pupils to the aspects of verbs.
About These? on a pocket chart. Have Show the pupils how definitions on pages 7-9. Have the pupils read the
the pupils read the words iceberg is divided into two Have the pupils read aloud following sentences:
aloud? Draw out the words by separating the the definitions of each 1. The president
meaning of the words parts of the flashcard into element? Then, call continues to motivate
using context clues ice and berg. Determine the someone to read aloud the people to take care of the
and/or pictures. Then, meaning of each word. definition aloud. (randomly) environment.
 have the pupils practice Give more examples as 2.The teachers continue
reading the phrases taken possible . to motivate pupils to take
from the selection. care of the environment.
marooned on the ice 3.He continued working
the slab of iron with the group his father
wedged one of the iron founded since 2002.
strip 4. They will continue to
the gnawing pain of his inspire people of all ages.
injured leg 5. Janice bought a new
watch last week.
Help the pupils study and
analyze the sentences.
Give more examples
D. Discussing new concepts and Read the dialogue Read: The Two Were Left Direct the pupils to the Have the pupils read the Lead the pupils to the
practicing new skills #1 about pets again with The teacher will read the types of compound words. elements on the flash different aspects of verb
neutral facial story then, Tell the pupils that there cards? Then, call some using the sentences
expression. assign a pupil to be Noni are three types of pupils to repeat the above.
Ask:Did it change the and instruct him to read compound word; closed, definition in their own Help the pupils study and
meaning of the Noni’s dialogue aloud open, or hyphenated. words and understanding. analyze the sentences.
dialogue? with expression. Call on Have the pupils think of a Give more examples
volunteers to take turn compound words and write
reading the story them on the board on the
paragraph by paragraph. proper column. .
From the example given by
Answer and discuss as a the pupils have them
class: identify the definition of
Think It Over on page 6 # each compound words.
1-5 Ask: How are the three
types of compound words
Have pupils do Think-Pair- different from one another?
Share.Tell pupils to work Who can you explain the
with a partner, discuss meaning of each compound
questions with their word?
partner, and report their
partner’s answers to the
class.
Think It Over on page 6 #
6-9
E. Discussing new concepts and Model: Refer back to Focus Skill/Competency Have the pupils identify the Guided Practice:
practicing new skills #2 the dialogue about check different elements of “Two The class will be divided
pets. Go through each Ask: What do you usually Were Left”. into 5. Each group will be
line and ask the pupils do when you misread Post the diagram on the receiving metacards to
 to identify the some words while you are board. write their answers. The
emotions expressed in reading a text aloud? teacher will ask a pupil to
each line. Read each pick a card to be shown in
line aloud with proper Explain that it is okay to class, each card has a
facial expression. self-correct while reading verb and corresponding
to convey the message of tense of verb written on
the text correctly. it. Each group will
compose clear and
coherent sentences using
the verb in the tense
asked. Two minutes will
be used to answer each
item.

F. Developing mastery Activity: Oral Language Facilitate the practice Let the pupils answer the Independent Practice: Independent Practice:
Practice described on page 6 of Independent Practice on Form a group of five and A. The following
Tell the pupils to pick a the text book. Instruct page 7 on their evaluation watch the film sentences are written in
partner, as instructed. the pupils to read aloud folder. Spellbound/Obey Your past tense. Rewrite them
Tell them to read the the passage with their Parents. in present and future
dialogue silently and partners. Take note of the Then, on a piece of paper tense on the lines.
identify the emotions words that their partner the pupils will copy the (See Chart)
expressed in each line. finds difficulty to read. graphic organizer on the
Afterwards, they may Remind him/her to self – ppt. and fill out the
proceed with assigning correct while reading. elements of a narrative.
and exchanging roles
and reading the
dialogue aloud.
G. Finding practical applications Presentation of output in
of concepts and skills in daily class.
living
H. Making generalizations and What is a dialogue? Ask: What is a compound Ask: What is anarrative? What is a verb? What are
abstractions about the lesson How is noting details Ask: Why is it important word? What are the different the different aspects of
of a story is done? to value/love one another What are the three elements of a narrative? verb? Differentiate each
Why is using Why is self-correction types? State their differences.
appropriate facial while reading a text aloud Who can give the
expression important necessary? difference of?
in reading? each type?

I. Evaluating learning Let the pupils present Informative Assessment: Pupils will watch a short Have the pupils answer
the dialogue in front of Identify the words that story. the practices on their
 the class. make up the following Copy the graphic organizer textbooks pages 11-12.
compound word. Provide from the chart on your
the meaning for each paper and fill out the
individual word and for elements of a narrative.
each compound word. Present your output in
Then, use the compound class. (Chosen pupils)
word in a sentence. ( see chart)
1. basketball
2. fireplace
3. land bridge
4. best friend
5. brother-in-law
J. Additional activities for Give 2 examples for each Find the meaning of the Select the best verb form:
application or remediation type of compound words. word verb. Write it down (1/2 crosswise of a piece
Then, give the meaning. To on your notebook. of paper)
be passed tomorrow. ( ½ Give atleast five example of 1. We ________ to
crosswise piece of paper). a verb. London last year.
    go         will go        
went
2. Yesterday she
_______on the ice.
    slips          slipped        
will slip
3. They ________ in
Toronto by next year.
    will live          live        
lived
4. Tomorrow he
________ to Miami.
   traveled        travels        
will travel
5. Mice ________ peanut
butter.
    love          will love        
loved
6. Don't bother Tim while
he ____.
    is driving        will drive  
drove
7. When Jen was in
Canada she ____skiing.
    goes        will go       
 went
8. Right now Niki
________ on the phone.
    is         was         will be
9. Call back later. Ella
__home soon.
    is         was         will be
10. Blake ________ his
homework last night.
     finished    finish  
finishes

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 Differentiated Instruction
strategies worked well? Why did and Integration of
these work? Learning (Pair-Share)
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
 Prepared by:

RODEL P. GORDO
Teacher
Checked:

BIBEIFLOR P. SOLIANO,HT-II
School Head