School: Balic-Balic Elementary School Grade Level: V

GRADE 5 Teacher: Gloria A. Ortiz Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 28-31, 2024 (WEEK 5) Quarter: 2nd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Students will be able to compose clear and coherent Students will be able to compose clear and coherent
sentences using appropriate grammatical structures, sentences using appropriate grammatical structures,
particularly modals. specifically focusing on conjunctions.

A. Content Standards Learners demonstrate understanding of the English This lesson aligns with the Philippine K to 12 Curriculum
language’s grammatical structures. Standards for English, particularly the communication skills
Learners use modals appropriately in sentences. geared towards developing sentence structure and
coherence.
B. Performance Standards Learners articulate their ideas clearly using modals in Students should demonstrate the ability to construct
spoken and written communication, displaying an sentences that connect ideas logically, effectively using
increasing level of proficiency. conjunctions to enhance clarity.
C. Learning Construct sentences using appropriate modals (e.g., can, Identify and use different types of conjunctions (coordinating,
Competencies/Objectives could, may, might, must, shall, should, will, would). subordinating, and correlative).
Write the LC code for each Compose sentences that connect separate ideas into a
coherent thought.
Critically evaluate sentences for grammatical correctness.
II. CONTENT Composing Clear and Coherent Composing Clear and Coherent ALL SAINTS DAY
Sentences Using Correct Modals Sentences Using Correct Conjunctions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4.Additional Materials from Whiteboard and markers Whiteboard and markers Whiteboard and markers
Learning Resource (LR) portal Printed handouts with modal verbs Projector with PowerPoint slides Projector (if needed for
Flashcards with example sentences on conjunctions presentations)
Writing prompts for sentence composition Handouts with sentence Handouts with sentences
Chart paper and markers for group work construction exercises for practice
Internet access for additional resources (if available Articles or texts for practical Worksheets for individual
application activity and group activities
Markers and poster papers for Examples of texts
 group activity showcasing modals in
context
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Begin the lesson by asking students about the types of Begin the class by briefly reviewing the last lesson on basic
or presenting the new sentences they learned about last week. Engage students sentence structure. Ask students: "What makes a sentence
lesson in a group discussion by prompting questions: complete?" and "Which punctuation marks do we use at the
end of a sentence?" This will help students recall the
What is a sentence? fundamentals as they transition into conjunctions.
Can someone share the different parts of a sentence?
How do we ensure our sentences make sense?
Highlight answers and guide students towards the concept
of clarity and coherence in sentences.

B. Establishing a purpose for the Tell students that today, they will explore modals - special Explain to students that conjunctions are vital for making their
lesson verbs that help us express possibility, ability, necessity, and writing clearer and more interesting. Illustrate how sentences
requests in their sentences. Explain how understanding without conjunctions can sound choppy and disconnected.
and using modals will improve their writing and speaking State the objective of the lesson and emphasize that by the
skills, making their communication clearer. end of this session, they will be able to create longer, more
complex sentences that flow effectively.
C. Presenting examples/instances On the board, write examples of modal verbs in context: Use PowerPoint slides to present examples of sentences that
of the new lesson differ in clarity and coherence due to the presence or absence
"I can ride a bike." (ability) of conjunctions. Demonstrate how combining ideas can
"You must finish your homework." (obligation) change the meaning conveyed.
"We might go to the park tomorrow." (possibility)
"You should ask for help." (advice) Sentences Without Conjunctions:
Discuss each sentence briefly, asking students to identify
the modality and its effect on the sentence. "I enjoy reading. I dislike television."
Sentences With Conjunctions:

"I enjoy reading, but I dislike television."

Encourage students to identify which sentences sound better
and ask them to explain why.
D. Discussing new concepts and Activity: Modal Sentence Match-Up Activity 1: Conjunction Identification and Usage
practicing new skills #1
Divide students into pairs. Divide students into pairs. Each pair receives a worksheet with
Hand out flashcards: one with incomplete sentences that sentences missing conjunctions. They must identify the
require modals and another with modal verbs. appropriate conjunctions to complete the sentences.
 Instruct the pairs to match the sentences with the For example: "I wanted to go to the concert, ____ I had too
appropriate modal verb. much homework."
After 5 minutes, ask pairs to share their matches with the Students will discuss their choices and the reasons behind
class and explain their reasoning. using specific conjunctions.
After 10 minutes, pairs will share their answers with the class,
and the teacher will provide feedback.
E. Discussing new concepts and Activity: Writing with Modals Activity 2: Sentence Building Challenge
practicing new skills #2
Distribute printed writing prompts related to everyday Students will stay in pairs but will each be given a set of index
situations that require using modals (e.g., "What can you cards with different ideas written on them (e.g., "It was
do if you are feeling tired?"). raining," "I took an umbrella," "I stayed indoors," "I love the
Instruct students to write three sentences using modals; rain").
they should name the modal used in parentheses at the Task: Combine the ideas on the cards using different
end of each sentence. conjunctions to create complex sentences.
Example: "I can take a nap. (can)" Encourage students to create at least three different
Allow 5 minutes for writing, then invite a few students to sentences, employing at least one coordinating, one
share their sentences with the class. subordinating, and one correlative conjunction in each.
After 15 minutes, have pairs share their sentences with the
class and discuss their use of conjunctions.
F. Developing mastery Activity: Modal Scenario Role Play Activity 3: Collaborative Sentence Correction
(Leads to Formative Assessment
3) Divide students into groups of three. Present a paragraph on the board where several conjunctions
Give each group a scenario card (e.g., "You are at a are used incorrectly or omitted. Students will work in their
restaurant. What should you do if your food is taking too pairs to identify errors and correct them.
long?"). An example paragraph might be: "I wanted to go for a hike it
Each group must come up with three sentences using was raining outside. I love nature but sometimes I prefer to
modals to describe actions they might take or advice they stay indoors."
would give someone in that situation. After completion, pairs will read the corrected paragraph
Groups present their role-play to the class. aloud, leading to class-wide feedback and discussion.
G. Finding practical applications of Engage students in a brief discussion on how they might Carry out a discussion with students on where they see
concepts and skills in daily living use modals in their daily lives—conversations with family, conjunctions in everyday life. Ask them to cite examples from
friends, or even writing notes or messages. Encourage their reading materials (books, articles, etc.) that use
them to think of situations where they would need to conjunctions effectively. This can also include examples from
express abilities, possibilities, permissions, or requests. song lyrics or dialogue in movies.

H. Making generalizations and Ask students what they learned about modals today. Lead To wrap up, invite students to summarize what they learned
abstractions about the lesson a discussion with guiding questions: about conjunctions. Prompt them with questions like: "How
do conjunctions help improve sentence clarity?" or "Can you
What did you find interesting about modals? think of a situation where using a conjunction can change the
 How can using modals help you in everyday way you express yourself?
communication?
I. Evaluating learning Conduct a quick exit quiz. Provide students with a short For assessment, give students an individual exit ticket where
worksheet where they must fill in the blanks with they must write a 4–5 sentence paragraph about their favorite
appropriate modals in given sentences. Review the hobby. They should include at least three different
answers as a class or collect papers to evaluate conjunctions. This will assess their ability to apply what they
understanding. learned during the lesson.

Upon collection, the teacher will review the paragraphs to

evaluate students' understanding and correct use of
conjunctions, providing necessary feedback in the following
class.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on ___Lesson carried. Move ___Lesson carried. Move on to the ___Lesson carried. Move ___Lesson carried. Move on
80% in the evaluation to the next objective. on to the next objective. next objective. on to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got _____% of the pupils got _____% of the pupils got 80% _____% of the pupils _____% of the pupils got
80% mastery 80% mastery mastery got 80% mastery 80% mastery
B. No. of learners who require ___Pupils did not find ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for difficulties in answering their difficulties in answering in answering their lesson. difficulties in answering difficulties in answering their
remediation who scored below lesson. their lesson. ___Pupils found difficulties in their lesson. lesson.
80% ___Pupils found difficulties ___Pupils found difficulties answering their lesson. ___Pupils found ___Pupils found difficulties
in answering their lesson. in answering their lesson. ___Pupils did not enjoy the lesson difficulties in answering in answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the because of lack of knowledge, their lesson. ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of skills and interest about the ___Pupils did not enjoy lesson because of lack of
knowledge, skills and knowledge, skills and lesson. the lesson because of knowledge, skills and
interest about the lesson. interest about the lesson. ___Pupils were interested on the lack of knowledge, skills interest about the lesson.
___Pupils were interested ___Pupils were interested lesson, despite of some and interest about the ___Pupils were interested
on the lesson, despite of on the lesson, despite of difficulties encountered in lesson. on the lesson, despite of
some difficulties some difficulties answering the questions asked by ___Pupils were some difficulties
encountered in answering encountered in answering the teacher. interested on the encountered in answering
the questions asked by the the questions asked by the ___Pupils mastered the lesson lesson, despite of some the questions asked by the
teacher. teacher. despite of limited resources used difficulties encountered teacher.
___Pupils mastered the ___Pupils mastered the by the teacher. in answering the ___Pupils mastered the
lesson despite of limited lesson despite of limited ___Majority of the pupils finished questions asked by the lesson despite of limited
resources used by the resources used by the their work on time. teacher. resources used by the
 teacher. teacher. ___Some pupils did not finish their ___Pupils mastered the teacher.
___Majority of the pupils ___Majority of the pupils work on time due to unnecessary lesson despite of limited ___Majority of the pupils
finished their work on time. finished their work on time. behavior. resources used by the finished their work on time.
___Some pupils did not ___Some pupils did not teacher. ___Some pupils did not
finish their work on time due finish their work on time ___Majority of the pupils finish their work on time due
to unnecessary behavior. due to unnecessary finished their work on to unnecessary behavior.
behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C. Did the remedial lessons work? ___ of Learners who earned ___ of Learners who ___ of Learners who earned 80% ___ of Learners who ___ of Learners who earned
No. of learners who have 80% above earned 80% above above earned 80% above 80% above
caught up with the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who ___ of Learners who require ___ of Learners who ___ of Learners who require
require remediation additional activities for require additional activities additional activities for remediati require additional additional activities for
remediati for remediation activities for remediation remediation

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

Prepared by: Checked by: Noted by:

GLORIA A. ORTIZ PHILIP OMAR G. FAMULARCANO MARILOU S. CADONDON, PhD

Teacher I Master Teacher II Principal IV