GRADES 1 to 12 School: CAGANGANAN ELEMENTARY SCHOOL Grade Level: V

Teacher: NANETTE M. DOLORITOS Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 9 - 13, 2024 (WEEK 7) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Listening Oral Language and Vocabulary Reading Comprehension Grammar/Language Writing Composition
development
B.Performance Standards
C.Learning Competencies/Objectives A. Distinguish reality from fantasy A. Recount/ Retell events A. Analyze figures of speech A.Read words with Revise writing through
based on the story listened to effectively in the story listened (simile and metaphor) in a automaticity grade level recounting of events using
EN5LC-IIIg-3.17 to given text frequently occurring transition/signal words
B. Admire the kindness of the main B. Infer the meaning of B. Identify the sentences that content area words
character in the story unfamiliar words based on the use simile or metaphor B. Compose clear and
given context C. Use figurative coherent sentences using
language( simile or appropriate
metaphor ) to describe people conjunctions ( additional
and events information, expressing
D. Read words with choices and
automaticity grade level contrasting ideas
frequently occurring content
area words (Health)
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CGp.78 CG p.78 CG p.78 CG p.78 CG p.78
2.Learners’s Materials pages
3.Textbook pages English Expressways p. English expressways language
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource Pictures, charts, real objects chart Chart ,pictures Charts
IV.PROCEDURES
A.Reviewing previous lesson or presenting Unlocking of Difficulties Say: Let’s recite! “Read Aloud”. Let’s sing!
the new lesson Before listening to the story, we Look- In to the Past (Write the poem on the chart) Read words/phrases The teacher presents
need to know the meaning of some Ask one pupil to recount/retell Read the one-stanza poem presented .Combine two jumbled words taken from
difficult words used in the text to the events from the story they with proper phrasing and related ideas using and or but. the lyrics of a popular
understand it better. listened the previous intonation. song. The pupils will
Give the meaning of the underlined day .Follow these patterns. Each liitle flower that opens arrange these words to
words using context clues. Each little bird that sings form the correct lyrics and
A. Her beauty and intelligence has DAY 3 sing it in the class.
no peer which made her Reading Comprehension
 unparalleled among the girls out He made their glowing colors
there. He made their tiny wings.
B. Others said that his position was
abused when he mishandled the
money of the group.
C. The situation dwindled the
supply of food that lessened the
chance of proper nutrition among
children
B.Establishing a purpose for the lesson Who among you have heard stories Discussion of the group outputs Who among you are fond of For today we are going to Say: Let us recall important
about fairies or engkantadas? Group 1: Discuss their written reading a poem? What poem study about the connectors. events from the story of
What can you say about them? output do you love to read? Do you “Maria Makiling”. Make a
How do they look like? 1. Which of the events show understand the meaning of list of all responses the
reality? the poem or what the author pupils will give
2. Which of the events show wants to convey? Why? Why
fantasy? not?
Group 2:” Act it out “ the poem that you are about
Which part of the story did you to read, find out what idea
act out? the poet tries to convey.
DAY 2
Oral Language and
Vocabulary
Development
Do those really happen in real
life?
Group 3: Presents their drawing
Which events in the story are
impossible to happen?
C.Presenting Examples/ instances of the Children, the story that you’re Read the following sentences. Unlocking of Difficulties Do you have best
new lesson about to listen is about Maria Note how the two underlined Choose the meaning of the friends/What do you usually
Makiling who is is very kind to words are used. underlined word in the do?
people but at the end, she got very a. Their harvests dwindled sentence.
angry with them. Do you know the which also decreased the supply a. The success of a child is a
reason why? of food to the people. delight of every parent.
What do you want to know from b. In disguise, Maria walked (satisfaction failure
the story that you are about to among the people in town. She brightness)
hear? concealed her identity. b. In a hotel, the entrance is
Original File Submitted and usually the place where the
Formatted by DepEd Club bower stands.
Member - visit depedclub.com One that raises hands when
for more someone enters the door
A man who carries the
luggage of the guests
A person who bends head to
 show respect
c. She holds a duster at all
times.
A piece of cloth covering the
table.
Something that removes dirt
particles
Dress worn by mother
D.Discussing new concepts and practicing Read the story to the pupils a. Look at the underlined word Let the pupils read aloud the Pupils read the story with the a. Maria Makiling had no
new skills #1 in the first sentence. part of the poem with the guidance of the teacher peer in beauty and
What other word in the teacher’s guidance. Make sure goodness.
sentence means the same as the pupils read with proper b. She would always give
dwindled? phrasing and intonation food, drinks, and fruits to
What do you mean by dwindled the people which they
as used in that sentence? bring back to town.
b. Study the underlined word in c. People were surprised
the second sentence? when the things given by
What word in the sentence Maria turned into gold.
suggest the meaning of d. The people abused
disguise? Maria’s kindness.
c. What enables you to give the e. Maria was not seen
meaning of each? anymore.
dwindled - decreased f. The harvest of people
What made you decide that this dwindled.
is the meaning of dwindled? g. Heavy storm destroyed
… the word disguise? countryside which seemed
What gives you the clue? that Maria made revenge
Let the pupils read the words to the people.
and the meanings. Have the pupils read the
dwindled - decreased sentences
disguise- concealed

E. Discussing new concepts and practicing 1. Answering the Motive Question: Read these short paragraphs. Answer the following 1. What is the story all about? Ask: Which of these events
new skills #2 2. Comprehension Check –Up Box the word that gives the questions 2. What can you say about the in the story of Maria
a. Who is the main character in the meaning of the underlined part What is the poem all about? characters in the story? happened first? second?
story? What is the message of the 3. What do Andrew, Allih and etc?
b. How are you going to describe poem? their friends enjoy doing at
her? Can the moon be compared to the sea?
c. How did she show her kindness the flower as what the poet 4. What do Andrew and Allih
and charity to the people? write? and their friends usually do on
d. Why did she get angry with the What word/s signal/s the weekends?
people? meaning of each line? 5. What good value did they
e. Do you think that woman called show?
Maria Makiling really existed in the 6. How did they spend their
 old days? time?
f. Do you believe in “engkantadas”? 7. How is your relationship
Do you think engkantadas still exist with your friends? Do you like
today? them? Why do you say so?
g. Do stories like this happen in real
life? Can you identify parts of the
story that are possible to happen?
What are they?
F.Developing Mastery An event that actually happens in Look for the meaning of the 1. The teacher reads the 1. Andrew and Allih are good
life is reality. An event that is unfamiliar words in the underlined words again and neighbors and they have
impossible to happen is fantasy. It sentence. Write it on your says that the underlined sets become the best of friends.
is not real paper. of words are examples of 2. Andrew loves fishing but
a. Winnie aggravates and figures of speech. Allih finds it boring.
annoys everyone. 2. Study the lines from the 3.They went home after the
b. Fredo is so absent minded first poem. dark or they waited for the
that he forgets where things a. How did the poem describe beautiful sunset.
are. the moon? Ask:
c. The twins work steadily Like a flower in heaven’s high What two ideas are
without stopping until they bower. connected in the first
finish. b. What two things are sentence?
d. Manufacturing cars is a compared in the poem? What word is used to connect
profitable business. Some men c. In what thing the poem is one idea to another?
said that building cars and compared? What can you say about the
engines is a challenging work as d. In what way the moon is ideas presented in the first
well. like a flower? sentence? Are the ideas
e. If you swap or exchange your e. Explain that poets use related?
stamps, you’ll earn more figurative language to create Look at the second sentence,
sensory images. what two ideas are
f. Tell the class that the first connected?
underlined set of words in the What word is used to connect
poem is called simile. It two ideas?
compares two unlike objects What can you say about the
with the use of like or as. ideas presented? Are they
related or contrasting?
How about in sentence 3,
what are the ideas being
connected?
What word is used to connect
the ideas? What does it
express?
Say: Tell the pupils that the
words and, but, and or are
conjunctions. They are
correlating conjunctions. They
 are used to show additional
information, contrasting ideas
and expressing choices
G.Finding Parctical application of concepts Choose the corner /activity that Read another set of lines from 1. Use appropriate The following sentences
and skills in daily living interest you most and work on it. some poems conjunctions to complete the show the daily activities of
GROUP I: ” Write Me” a. A train is a dragon sentences. the pupils during flag
Select / Write the part of the story that roars through a. Guava is green (but, and, ceremony. Rewrite it in
that shows fantasy/reality. the dark. or) sweet. paragraph form showing
GROUP 2: ”Act It Out” He wriggles his tail as he b. The keyboard (and, but, or) the proper sequence.
Dramatize the best part of the story sends up a spark. monitor are parts of the ____Pupils pray regularly.
that may happen in real life. b. Who tossed those computer. ____Pupils enter the room
GROUP 3: “Sketch Me” golden coins c. The big mango tree was cut quietly.
Draw the part of the story that is The dandelions (and , but, or) uprooted. ____Pupils sing the
impossible to happen glittering on my d. Many were invited (and, national anthem
lawn? but, or) few came. respectfully.
e. Our backyard has wide ____The bell rings loudly.
(and, but, or) a good soil. ____Pupils fall in line
properly
H.Making generalization and abstraction What is a reality? / Fantasy? How can we get the meaning of Teaching Chart Conjunctions are joining The sequence of events in
about the lesson unfamiliar words? Figurative language describes words. They link words, a story is the order in
things in many ways and it phrases, clauses, and which things happen.
goes beyond what words sentences together. And Signal words like first,
actually mean. These are expresses addition, but shows next, then, after, before,
oftentimes used by poets to contrasting ideas, and or tells and finally are used to
suggest meanings. choices. show the order of events
a. Simile is stated comparison
of two unlike objects that
have something in common. It
uses the words like and as in
comparing.
b. Metaphor makes a direct
comparison of two unlike
things that have something in
common. It does not use the
word like/as
I.Evaluating learning Identify if the following is reality or Use context clues to complete Read the following sentences. Combine each pair of Arrange the given
fantasy. the thought of the succeeding Identify the figurative sentences to form new one sentences to form a good
sentences. Choose from the language used, write S if the using and, but ,or. story. Use numbers 1-5.
words in the parenthesis. sentence is simile and M if it is a. The family needed food. Write this in paragraph
a. The lady announced that Jose metaphor. The family needed other form.
won the grand prize. He became 1. The beast was as black as supplies. _____ After that, go to
______ for a while and wouldn’t the darkest of the night. b. Hamed‘s mother wanted to your parents’ room.
say a word. 2. He was fierce like a tiger in go. _____ First, wake up early.
(noisy, speechless, disturbed) the jungle. She did not feel well. _____Then, fry some
 b. Don’t throw old tires, some 3. The king ruled his country c. Hamed took care of his bacon and egg.
people try to _______ them and with an iron fist. mother. _____Next, go to the
earn a lot from them. 4. The robbers are a bunch of He looked after the kitchen.
(reduce, recycle, return) wild beasts. lighthouse. _____After a few minutes,
c. In the Sinai Desert, there is a 5. They were all just as yellow d. Hamed’s father was lost. sing a Happy Birthday song
mountain with very fine grains and brown as little tigers. He perished in the sea.
of sand. They say that when the e. Hamed waited his father.
sand slides, it produces a Hamed’s mother waited for
_________ sound that is very Hamed’s father.
nice to hear.
(musical, mechanical, comical)
J.additional activities for application or Write 5 examples of reality and Read the paragraph below. Complete each sentence in To each simple sentence add Write a well-organized
remediation fantasy Choose the meaning of the Group A with the correct another related idea. Be paragraph using the details
underlined words in the story figurative language in Group guided by the given below.Use
using context clue. B. conjunction. transitional/signal words
Having an after school job can 1. It may be fun to go out with to show the proper
be a useful and worthwhile friends sequence.
thing to do. Would you say you but________________. ____The farmer goes
are dependable? That is, can 2. I would rather stay home home tired but hopeful
people count on you? Will you and_____________________ that someday he will
appear when you show up or __. finally reap with joy.
will you forget? Can you finish a 3. I could clean my room or ____ The farmer has
task or job or do you get bored ________________________ diligently brings water to
and leave it? Do you have a ___. his rice field.
feeling of accomplishment when 4. I can wash the curtains ____ He has to wake up
you do something weird? Does but______________________ early to visit his fields.
that make you feel good? If so, ___. ____ He enjoys his harvest
then you are absolutely a good 5. You may go for a walk in when it is plenty.
person for a job. That is for sure. the farm barefooted ____ He patiently picks up
but________. snails that pester his rice
plants
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move
evaluation next objective. the next objective. to the next objective. to the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find ___Pupils did not find
activities for remediation answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering their difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in lesson. lesson. their lesson.
answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. answering their lesson. in answering their lesson.
 because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy
skills and interest about the lesson. knowledge, skills and interest lesson because of lack of lesson because of lack of the lesson because of lack
___Pupils were interested on the about the lesson. knowledge, skills and interest knowledge, skills and interest of knowledge, skills and
lesson, despite of some difficulties ___Pupils were interested on about the lesson. about the lesson. interest about the lesson.
encountered in answering the the lesson, despite of some ___Pupils were interested on ___Pupils were interested on ___Pupils were interested
questions asked by the teacher. difficulties encountered in the lesson, despite of some the lesson, despite of some on the lesson, despite of
___Pupils mastered the lesson answering the questions asked difficulties encountered in difficulties encountered in some difficulties
despite of limited resources used by the teacher. answering the questions answering the questions encountered in answering
by the teacher. ___Pupils mastered the lesson asked by the teacher. asked by the teacher. the questions asked by the
___Majority of the pupils finished despite of limited resources ___Pupils mastered the lesson ___Pupils mastered the lesson teacher.
their work on time. used by the teacher. despite of limited resources despite of limited resources ___Pupils mastered the
___Some pupils did not finish their ___Majority of the pupils used by the teacher. used by the teacher. lesson despite of limited
work on time due to unnecessary finished their work on time. ___Majority of the pupils ___Majority of the pupils resources used by the
behavior. ___Some pupils did not finish finished their work on time. finished their work on time. teacher.
their work on time due to ___Some pupils did not finish ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. their work on time due to their work on time due to finished their work on
unnecessary behavior. unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
who have caught up with the lesson above 80% above 80% above 80% above earned 80% above

D.No. of learners who continue to require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation additional activities for remediation additional activities for additional activities for additional activities for require additional
remediation remediation remediation 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 ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who
lesson the lesson up the lesson up the lesson caught up the lesson
F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who
my principal or supervisor can helpme require remediation to require remediation to require remediation to require remediation continue to require
solve? remediation
G.What innovation or localized materials Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work
did used/discover which I wish to share ___Metacognitive Development: ___Metacognitive well: well: well:
with other teachers? Examples: Self assessments, note Development: Examples: Self ___Metacognitive ___Metacognitive ___Metacognitive
taking and studying techniques, and assessments, note taking and Development: Examples: Self Development: Examples: Self Development: Examples:
vocabulary assignments. studying techniques, and assessments, note taking and assessments, note taking and Self assessments, note
___Bridging: Examples: Think-pair- vocabulary assignments. studying techniques, and studying techniques, and taking and studying
share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. techniques, and
anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples:
___Schema-Building: Examples: anticipatory charts. anticipatory charts. Think-pair-share, quick-
Compare and contrast, jigsaw ___Schema-Building: Examples: writes, and anticipatory
learning, peer teaching, and Compare and contrast, jigsaw ___Schema-Building: ___Schema-Building: charts.
projects. learning, peer teaching, and Examples: Compare and Examples: Compare and
projects. contrast, jigsaw learning, peer contrast, jigsaw learning, peer ___Schema-Building:
___Contextualization: teaching, and projects. teaching, and projects. Examples: Compare and
Examples: Demonstrations, media, ___Contextualization: contrast, jigsaw learning,
manipulatives, repetition, and local Examples: Demonstrations, ___Contextualization: ___Contextualization: peer teaching, and
opportunities. media, manipulatives, projects.
Examples: Demonstrations, Examples: Demonstrations,
repetition, and local media, manipulatives, media, manipulatives,
___Text Representation: opportunities. repetition, and local repetition, and local ___Contextualization:
Examples: Student created opportunities. opportunities. Examples:
drawings, videos, and games. ___Text Representation: Demonstrations, media,
Examples: Student created ___Text Representation: ___Text Representation: manipulatives, repetition,
___Modeling: Examples: Speaking
drawings, videos, and games. and local opportunities.
slowly and clearly, modeling the Examples: Student created Examples: Student created
language you want students to use, ___Modeling: Examples: drawings, videos, and games. drawings, videos, and games.
and providing samples of student Speaking slowly and clearly, ___Modeling: Examples: ___Modeling: Examples: ___Text Representation:
work. modeling the language you want Speaking slowly and clearly, Speaking slowly and clearly, Examples: Student created
students to use, and providing modeling the language you modeling the language you drawings, videos, and
Other Techniques and Strategies samples of student work. want students to use, and want students to use, and games.
used: providing samples of student providing samples of student ___Modeling: Examples:
___ Explicit Teaching Other Techniques and work. work. Speaking slowly and
___ Group collaboration Strategies used: clearly, modeling the
___Gamification/Learning throuh ___ Explicit Teaching Other Techniques and Other Techniques and language you want
play ___ Group collaboration Strategies used: Strategies used: students to use, and
___ Answering preliminary ___Gamification/Learning ___ Explicit Teaching ___ Explicit Teaching providing samples of
activities/exercises throuh play ___ Group collaboration ___ Group collaboration student work.
___ Carousel ___ Answering preliminary ___Gamification/Learning ___Gamification/Learning
___ Diads activities/exercises throuh play throuh play Other Techniques and
___ Differentiated Instruction ___ Carousel ___ Answering preliminary ___ Answering preliminary Strategies used:
___ Role Playing/Drama ___ Diads activities/exercises activities/exercises ___ Explicit Teaching
___ Discovery Method ___ Differentiated Instruction ___ Carousel ___ Carousel ___ Group collaboration
___ Lecture Method ___ Role Playing/Drama ___ Diads ___ Diads ___Gamification/Learning
Why? ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction throuh play
___ Complete IMs ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Answering preliminary
___ Availability of Materials Why? ___ Discovery Method ___ Discovery Method activities/exercises
___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Carousel
___ Group member’s ___ Availability of Materials Why? Why? ___ Diads
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs ___ Differentiated
 in doing their tasks ___ Group member’s ___ Availability of Materials ___ Availability of Materials Instruction
___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Role Playing/Drama
of the lesson in doing their tasks ___ Group member’s ___ Group member’s ___ Discovery Method
___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation ___ Lecture Method
of the lesson in doing their tasks in doing their tasks Why?
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Complete IMs
of the lesson of the lesson ___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
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’
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable Technology
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Equipment (AVR/LCD)
Internet Lab Internet Lab Internet Lab Internet Lab __ Science/ Computer/
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized __Contextualized/
Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s Localized and Indigenized
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos IM’s
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality views of the locality views of the locality __ Making big books from
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be views of the locality
as Instructional Materials used as Instructional Materials used as Instructional used as Instructional __ Recycling of plastics to
__ local poetical composition __ local poetical composition Materials Materials be used as Instructional
__ local poetical composition __ local poetical composition Materials
__ local poetical
composition