School: IBA O’ ESTE ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MARIA IRENE DL. SANTOLAJA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 7-11, 2024 (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner
understanding of text types understanding of various verbal understanding of text elements command of the conventions of demonstrates
in order to construct feedback. elements in orally communicating to comprehend various texts. standard English grammar and understanding of the
The learner demonstrates information. usage when writing. various forms
understanding of library The learner demonstrates The learner demonstrates and conventions
skills to research a variety of understanding that words are com- understanding of different materials to critically
topics posed of different parts to know that formats analyze
their meaning changes to write for a variety of the meaning
depending in context audiences and purposes constructed in print,
non-print, and
digital materials
B.Performance Standards
The learner uses literary and The learner orally communicates The learner use knowledge of The learner uses the correct The learner applies
informational texts information, opinions and ideas text types to correctly identify function of verbs in general and different views of the
heard to construct an effectively to different audiences using main idea, key sentence, and Their functions in various real
appropriate feedback. a variety of literary supporting details discourse (oral and written) world to effectively
The learner uses a variety of activities. The learner writes a paragraph interpret
research strategies to The learner uses strategies to decode using cause-effect relation- (deconstruct)
effectively write a variety of texts correctly the meaning of ship constructed
for various words. meaning in print,
audiences and purposes. non-print and digital
materials
C.Learning Competencies/Objectives Compose clear and coherent Compose clear and coherent sentences Compose clear and coherent Compose clear and coherent
sentences using appropriate using appropriate grammatical sentences using appropriate sentences using appropriate
grammatical structures: structures: grammatical structures: grammatical structures:
aspects of verbs, modals and aspects of verbs, modals and aspects of verbs, modals and aspects of verbs, modals and
conjunction conjunction conjunction conjunction
II.CONTENT
Composing Clear and Coherent Composing Clear and Coherent Composing Clear and Coherent Composing Clear and Coherent
Sentences Using Correct Modals Sentences Using Correct Modals Sentences Using Correct Sentences Using Correct Modals
Modals
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource video on subject-verb Laptop, LED TV, DLP Laptop, LED TV, DLP
Pictures, card catalogue (real), Pictures, charts agreement ;intervening
activity sheet,library phrases
metacards, chart with
examples on the rules of
subject-
verb agreement, manila paper
IV.PROCEDURES
What I Know What’s New What’s More Assessment

Directions: Fill in the blanks with Activity 1 Activity 1

the correct modals. Choose your Directions: Read the short but inspiring Directions: Identify the modal
answers from poem below. Take note of the verbs in each sentence and write it
the word pool below. Write your and on a separate sheet of
answers on a separate sheet of identify one word which is repeated paper. Opposite each modal,
paper. many times. identify its function by
selecting the letter of your
answer from the given list
below. The first one is done for
1. My aunt called us up to meet you.
her at the airport. She
__________arrive this
afternoon.
2. __________ you solve a
Rubik’s cube in five seconds?
3. Everybody is busy right now.
You __________help clean the
house. 1. Listening to loud noises
4. When we were younger, we can damage your
__________ run up the hill eardrums. Answer: can -
without stopping. d
5. The herald announced the 2. Manny could run for
king’s proclamation that reads, miles without stopping
“All noblemen who when he was 18.
wish to marry my daughter Take a second look at the lines of 3. May I have this dance?
__________ pass through a test.” 4. Baki should train hard
the poem. What did you notice
with the to win the mixed-martial
poem? What word has been arts competition.
repeated many times? Correct! The 5. We must exercise
word “can” appears health protocol to avoid
in each line of the song. Do you getting sick.
know its function? You will discover 6. All the athletes shall
it as you go on undergo a drug test.
with the lesson. 7. You might see the
Activity 2 shooting stars if the
Directions: Read the following clouds move away.
sentences carefully then answer 8. Jin and Junjun will help
in the delivery of English
the guide questions
SLMs.
that follow.
9. Dogs can distinguish
I can dance. different scents
I will dance. accurately.
I may dance. 10. Ilawod said that he
would sell “Surahan” or
Guide Questions unicorn fish upon his
1. What do these three return.
sentences have in common?
2. Do the three sentences have Activity 2
the same meaning? Why? Directions:
3. How do the words can, will,
Complete the
and may functions in the
sentences? paragraph below by
You may have noticed that the filling in the blanks
three sentences have different with the
meanings even following modals:
though the main verbs are the can, may, must,
same. In the first sentence, the should, or will.
speaker says that Write your answers
he/she knows or has the ability on a
to dance. In the second, the
separate sheet of
speaker says that
he/she will do something, that is, paper.
to dance. Whether the speaker You (1.) ________ live
knows how to without food and
dance or not, he/she simply water for one day,
intends to dance. Finally, the but you
third sentence indicates (2.) _______ never
only a possibility. The sentence live without air. You
indicates that the speaker may (3.) ________ avoid
dance, or not at all.
toxic, polluted, or
Modals are special. They are not
like the regular verbs whose
contaminated air at
all cost. Breathing
 function is to foul, contaminated,
indicate an action or a condition. or polluted air (4.)
They are used together with the ________ cause
main verb. When respiratory
placed before a verb, each
problems. You
modal can provide a different
meaning to it. They have (5)__________ not like
different functions such as contaminated
expressing ability, permission, air because it smells
obligation, possibility, bad. Therefore, you
necessity, and suggestion. In (6.) _______ help to
this module, you will study the keep the air clean.
different modals such
as can, could, may, might, must,
shall, should, will, and would. In
order for you
to use modals correctly, it is very
important to understand their
meaning and
function.
Study the different modals in the
table below. Take note of the
highlighted
modals and the underlined verb
in the examples.
MODAL MEANING EXAMPLES
can
to express a present
ability or an ability
that still exists
I can cook rice by myself.
Mars can sing high notes.
Max Park can solve a Rubik’s
Cube within
five seconds.
What Is

What’s In What Is It Activity 1

Activity 1 Modals are special. They are not like Directions: Provide positive
Directions: Copy the following the regular verbs whose function is to answers to the following
sentences on a separate sheet of indicate an action or a condition. They questions using the correct
paper. Once done, are used together with the main verb. modals. Write your answers on
underline the main verb used in When a separate sheet of paper. An
each sentence. placed before a verb, each modal can example is provided as
1. I would love to live here. provide a different meaning to it. They your guide.
2. The acrobats can do have Question: Will you help me
somersaults. different functions such as expressing with my homework?
3. Brando might win the singing ability, permission, obligation, Answer: Yes, I will help you
contest. possibility, with your homework.
4. You may submit your answers necessity, and suggestion. In this 1. Can he draw?
to my email. module, you will study the different Answer:
5. A long time ago, people could modals such _________________________
travel to other countries without as can, could, may, might, must, shall, _______
a passport. should, will, and would. In order for 2. Will he come tomorrow?
6. William will host a new show you Answer:
on Channel XYZ. to use modals correctly, it is very _________________________
7. The applicants shall undergo important to understand their meaning _______
an interview. and 3. Should I clean my room on
8. Captain Barbel and Darna can function. weekends?
lift a rock as big as a mountain. Study the different modals in the table Answer:
9. Children should avoid eating below. Take note of the highlighted _________________________
junk foods. modals and the underlined verb in the _______
10. You must pass the entrance examples. 4. May I see you at five?
test. Answer:
Activity 2 _________________________
Directions: Study the sentences _______
in Activity 1, then, encircle the 5. Must they leave today?
words that come Answer:
before the main verbs. _________________________
What do you think is the function _______
of the encircled word in each of
the sentences?
You will learn it through this
module.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried.
the evaluation the next objective. next objective. the next objective. the next objective. Move on to the next
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. objective.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% ___Lesson not
mastery mastery mastery carried.
 _____% of the pupils
got 80% mastery
B.No.of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not
additional activities for remediation in answering their lesson. answering their lesson. difficulties in answering their in answering their lesson. find difficulties in
___Pupils found difficulties in ___Pupils found difficulties in lesson. ___Pupils found difficulties in answering their
answering their lesson. answering their lesson. ___Pupils found difficulties in answering their lesson. lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the ___Pupils found
lesson because of lack of because of lack of knowledge, skills ___Pupils did not enjoy the lesson because of lack of difficulties in
knowledge, skills and interest and interest about the lesson. lesson because of lack of knowledge, skills and interest answering their
about the lesson. ___Pupils were interested on the knowledge, skills and interest about the lesson. lesson.
___Pupils were interested on lesson, despite of some difficulties about the lesson. ___Pupils were interested on ___Pupils did not
the lesson, despite of some encountered in answering the ___Pupils were interested on the lesson, despite of some enjoy the lesson
difficulties encountered in questions asked by the teacher. the lesson, despite of some difficulties encountered in because of lack of
answering the questions asked by ___Pupils mastered the lesson despite difficulties encountered in answering the questions asked knowledge, skills and
the teacher. of limited resources used by the answering the questions asked by the teacher. interest about the
___Pupils mastered the lesson teacher. by the teacher. ___Pupils mastered the lesson lesson.
despite of limited resources used ___Majority of the pupils finished their ___Pupils mastered the lesson despite of limited resources ___Pupils were
by the teacher. work on time. despite of limited resources used by the teacher. interested on the
___Majority of the pupils finished ___Some pupils did not finish their used by the teacher. ___Majority of the pupils lesson, despite of
their work on time. work on time due to unnecessary ___Majority of the pupils finished their work on time. some difficulties
___Some pupils did not finish behavior. finished their work on time. ___Some pupils did not finish encountered in
their work on time due to ___Some pupils did not finish their work on time due to answering the
unnecessary behavior. their work on time due to unnecessary behavior. questions asked by
unnecessary behavior. the teacher.
___Pupils mastered
the lesson despite of
limited resources
used by the teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did
not finish their work
on time due to
unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who
learners who have caught up with the above above 80% above 80% above earned 80% above
lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for activities for remediation additional activities for additional activities for require additional
remediation remediation remediation activities for
remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who
the lesson lesson up the lesson the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
which my principal or supervisor can require remediation require remediation to require remediation to require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive ___Metacognitive work well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Development: Examples: Self ___Metacognitive
taking and studying techniques, taking and studying techniques, and assessments, note taking and assessments, note taking and Development:
and vocabulary assignments. vocabulary assignments. studying techniques, and studying techniques, and Examples: Self
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments. assessments, note
pair-share, quick-writes, and share, quick-writes, and anticipatory ___Bridging: Examples: Think- ___Bridging: Examples: Think- taking and studying
anticipatory charts. charts. pair-share, quick-writes, and pair-share, quick-writes, and techniques, and
anticipatory charts. anticipatory charts. vocabulary
assignments.
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, ___Schema-Building: ___Schema-Building: Examples: ___Bridging:Example
learning, peer teaching, and peer teaching, and projects. Examples: Compare and Compare and contrast, jigsaw s:Think-pair-
projects. contrast, jigsaw learning, peer learning, peer teaching, and share,quick-
teaching, and projects. projects. writes,andanticipator
___Contextualization: ycharts.
___Contextualization: Examples: Demonstrations, media, __Schema-Building:
Examples: Demonstrations, manipulatives, repetition, and local ___Contextualization: ___Contextualization:
Examples: Compare
media, manipulatives, repetition, opportunities. Examples: Demonstrations, Examples: Demonstrations, and contrast, jigsaw
and local opportunities. media, manipulatives, media, manipulatives, learning, peer
___Text Representation: repetition, and local repetition, and local teaching, and
___Text Representation: opportunities. opportunities. projects.
Examples: Student created drawings,
Examples: Student created videos, and games. ___Contextualizatio
drawings, videos, and games. ___Modeling: Examples: Speaking ___Text Representation: ___Text Representation: n:
___Modeling: Examples: slowly and clearly, modeling the Examples: Student created Examples: Student created Examples:
Speaking slowly and clearly, language you want students to use, drawings, videos, and games. drawings, videos, and games. Demonstrations,
modeling the language you want and providing samples of student ___Modeling: Examples: ___Modeling: Examples: media,
students to use, and providing work. Speaking slowly and clearly, Speaking slowly and clearly, manipulatives,
samples of student work. modeling the language you modeling the language you want repetition, and local
Other Techniques and Strategies used: want students to use, and students to use, and providing opportunities.
Other Techniques and Strategies ___ Explicit Teaching providing samples of student samples of student work. ___Text
used: ___ Group collaboration work. Representation:
___ Explicit Teaching ___Gamification/Learning throuh play Other Techniques and Examples: Student
___ Group collaboration ___ Answering preliminary Other Techniques and Strategies used: created drawings,
___Gamification/Learning throuh activities/exercises Strategies used: ___ Explicit Teaching videos, and games.
play ___ Carousel ___ Explicit Teaching ___ Group collaboration
___ Answering preliminary ___ Diads ___ Group collaboration ___Gamification/Learning ___Modeling: Examp
activities/exercises ___ Differentiated Instruction ___Gamification/Learning throuh play les: Speaking slowly
___ Carousel ___ Role Playing/Drama throuh play ___ Answering preliminary and clearly, modeling
___ Diads ___ Discovery Method ___ Answering preliminary activities/exercises the language you
___ Differentiated Instruction ___ Lecture Method activities/exercises ___ Carousel want students to use,
___ Role Playing/Drama Why? ___ Carousel ___ Diads and providing
___ Discovery Method ___ Complete IMs ___ Diads ___ Differentiated Instruction samples of student
___ Lecture Method ___ Availability of Materials ___ Differentiated Instruction ___ Role Playing/Drama work.
Why? ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Discovery Method Other Techniques
___ Complete IMs ___ Group member’s ___ Discovery Method ___ Lecture Method and Strategies used:
___ Availability of Materials collaboration/cooperation ___ Lecture Method Why? ___ Explicit Teaching
___ Pupils’ eagerness to learn in doing their tasks Why? ___ Complete IMs ___ Group
___ Group member’s ___ Audio Visual Presentation ___ Complete IMs ___ Availability of Materials collaboration
collaboration/cooperation of the lesson ___ Availability of Materials ___ Pupils’ eagerness to learn ___Gamification/
in doing their tasks ___ Pupils’ eagerness to learn ___ Group member’s Learning throuh play
___ Audio Visual Presentation ___ Group member’s collaboration/cooperation ___ Answering
of the lesson collaboration/cooperation in doing their tasks preliminary
in doing their tasks ___ Audio Visual Presentation activities/exercises
___ Audio Visual Presentation of the lesson ___ Carousel
of the lesson ___ Diads
___ Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s
collaboration/
cooperation
in doing their
tasks
___Audio Visual
Presentation
of the lesson