DLL_ENGLISH 5_Q4_W5-D3

School: CAN-UNTOG ELEMENTARY SCHOOL Grade Level: V
GRADES 1 to 12 Teacher: DIVINA C. CODILLA Learning Area: ENGLISH

DAILY LESSON PLAN 4TH
Teaching Dates and Time: MAY 31, 2023 (WEEK 5) Quarter: QUARTER
WEDNESDAY
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Identify different meanings of content specific words (denotation and connotation) (TLE)
Write the LC code for each b. List primary and secondary sources of information
EN5V-IVe-20.1 ; EN5V-IVe-20.2, EN5SS-IVe-5/ Page 77 of 164
II. CONTENT Identifying different meanings of content specific words (denotation and connotation)
Listing primary and secondary sources of information
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Developing Reading Power 5 p.
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Reading articles, visual aids, library holdings, charts
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the 1.Present to the class a reading article entitled “Saved by a Hero”- English Basics and Beyond 5 pp. 394-396
lesson 2.Ask the students to read the article with the emphasized words, list the words and give their own meaning.
3.Present to the class the correct meanings and ask them how did they came up with their own meaning.
Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more
C. Presenting examples/instances of 4.Present to the class a dictionary. Ask them if they know what the book is for and explain how it is used.
the new lesson
D. Discussing new concepts and B.Explaining the students what to do.

practicing new skills #1 1.Say: you enlisted the emphasized words lately. Those words have their own standard meaning and can be found in the dictionary. We call those words
denotation.
2.Say: however, the words that imparts the attitudes and feelings, whether pleasant or unpleasant, are called connotations
E. Discussing new concepts and C.Modelling for students
practicing new skills #2 1.Show the students how to use the dictionary to find the denotation of the example words.
2.Using a fish bowl technique, ask the students to try it themselves.
3.Let the students read their denotations.
4.Present another example for connotations.
F. Developing mastery D.Guided Practice
(Leads to Formative Assessment 3) 1.The teacher posts a chart of positive and negative connotations.
2.Group Activity
3.Group the pupils into four groups. Ask them to list down the positive and negative connotations using different library resources.
4.Visit the library and ask them to do the task and list their primary and secondary sources of information. Primary sources (ex. Encyclopedia, textbooks, dictionary,
reference materials, etc.)
5.Ask the students to report on class their work.
G. Finding practical applications of E.Independent Practice
concepts and skills in daily living Let the students make sentences using words with positive or negative connotations.
H. Making generalizations and What have you learned from today’s lesson?
abstractions about the lesson
I. Evaluating learning G.Evaluation:
Classify each word as denotation or connotation by writing D or C
J. Additional activities for application

or remediation
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 strategies Other Techniques and Strategies used:

worked well? Why did these work? ___ Explicit Teaching___ Group collaboration___Gamification/Learning throuh play___ Answering preliminary activities/exercises___ Carousel
___ 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
F. What difficulties did I encounter __ Bullying among pupils__ Pupils’ behavior/attitude__ Colorful Ims
which my principal or supervisor __ Unavailable Technology Equipment (AVR/LCD)
can help me solve? __ Science/ Computer/ Internet Lab
__ Additional Clerical works____NONE
G. What innovation or localized Strategies used that work well:
materials did I use/discover which I ___Metacognitive Development: Examples: Self assessments, note taking and studying techniques, and vocabulary assignments.
wish to share with other teachers?
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use, and providing samples of student work.
Prepared by:
DIVINA C. CODILLA
TEACHER I

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School: CAN-UNTOG ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: DIVINA C. CODILLA Learning Area: ENGLISH

D. Discussing new concepts and B.Explaining the students what to do.

J. Additional activities for application

E. Which of my teaching strategies Other Techniques and Strategies used:

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