Professional Documents
Culture Documents
English 5 Jul-Mar.
English 5 Jul-Mar.
English 5 Jul-Mar.
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
School
Teacher
Teaching Dates and July 4-8, 2016
Time
Monday
Tuesday
Realize the important of being polite at all times.
Express tactfulness when communicating with others.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner...
The learner...
The learner...
The learner...
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
The learner...
The learner...
The learner...
The learner...
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
EN5LC-ID-2.17.3
EN5LC-ID-2.17.3
EN5LC-ID-2.17.3
EN5LC-ID-2.17.3
Friday
Weekly Test
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
EN5G-ID-3.6
EN5G-ID-3.6
EN5G-ID-3.6
EN5G-ID-3.6
English Expressways
Language pp.
English Expressways
Language pp.
PELC II 12
PELC II 12
Pocket Charts
Pocket Charts
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
C. Presenting
examples/instances of the
new lesson
Charts
Pictures
Story
Audio video clip
Charts
Pictures
Story
Audio video clip
Distinguish
text-types
according
to
purpose-To
classify or describe
Distinguish
text-types
according
to
purpose-To
classify or describe
F.
Shade the
if the sentence
states a fact and for the
sentence that states an
opinion cross it.
1. A forest is the best
place to
relax.
2. Christmas is the best time
of the year.
3. Forest protects our wildlife;
gives homes; food and water
to animals and birds.
4. it is easier to wrap a big
gift that a small one.
5. Malunggay leaves is good
for the health.
Shade the
if the sentence
states a fact and for the
sentence that states an
opinion cross it.
2. A forest is the best
place to
relax.
2. Christmas is the best time
of the year.
3. Forest protects our wildlife;
gives homes; food and water
to animals and birds.
4. it is easier to wrap a big
gift that a small one.
5. Malunggay leaves is good
for the health.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
J.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
Write
five
statements
describing the Filipinos under
the following headings.
Fact
Opinion
Write
five
statements
describing the Filipinos under
the following headings.
Fact
Opinion
Gorgeous
Neat
inquisitive
Gorgeous
Neat
inquisitive
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and July 11-15, 2016
Time
Monday
Tuesday
Analyze sounds devices
(onomatopoeia, alliteration, assonance )
The learner...
The learner...
Demonstrate understanding of the
various forms and conventions of print,
non-print and digital materials
Demonstrate understanding of various
non-verbal elements in orally
communicating information
Demonstrate understanding of various
linguistics nodes to comprehend
various texts
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner...
The learner...
Demonstrate
understanding of the
various forms and
conventions of print,
non-print and digital
materials
Demonstrate
understanding of the
various forms and
conventions of print,
non-print and digital
materials
Demonstrate
understanding of the
various forms and
conventions of print,
non-print and digital
materials
Demonstrate
understanding of various
non-verbal elements in
orally communicating
information
Demonstrate
understanding of
various non-verbal
elements in orally
communicating
Demonstrate
understanding of
various non-verbal
elements in orally
communicating
Friday
Weekly Test
Demonstrate
understanding of various
linguistics nodes to
comprehend various
texts
B. Performance Standards
II.
information
Demonstrate
understanding of
various linguistics
nodes to comprehend
various texts
Demonstrate
understanding of
various linguistics nodes
to comprehend various
texts
The learner...
The learner...
The learner...
The learner...
Evaluates effectively
the message
constructed and
conveyed in various
viewing texts.
Evaluates effectively
the message
constructed and
conveyed in various
viewing texts.
Orally communicates
information, opinions
and ideas effectively
to different audiences
using a variety of
literary activities
Orally communicates
information, opinions
and ideas effectively to
different audiences
using a variety of
literary activities
C. Learning
Competencies/Objective
s
Write the LC code for
each
information
Orally communicates
information, opinions
and ideas effectively to
different audiences
using a variety of literary
activities
EN5G-Ie-8.3/8.4
Compose clear and coherent sentences
using appropriate grammatical
structures:
-conjunctions
EN5G-Ie-8.3/8.4
Compose clear and
coherent sentences
using appropriate
grammatical structures:
-conjunctions
EN5OL-Ie-3.9
Use formal and
informal English when
appropriate to task
and situation
EN5OL-Ie-3.9
Use formal and informal
English when
appropriate to task and
situation
EN5LC-Ie 2.11.1 /
2.11.2/ 2.11.3
Story,article
Books
Thesaurus
Story,article
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
Books
Thesaurus
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
Formal English - we
use it when writing
essays for school,
cover letters, to apply
for jobs or e mails and
letters at work.
Formal English - we
use it when writing
essays for school, cover
letters, to apply for jobs
or e mails and letters at
work.
Example: represent ,
Finally
Example: represent ,
Finally
Informal English
we use it with friends,
Informal English we
use it with friends,
Onomatopoeia is when a
words pronunciation
imitates its sound.
What is alliteration ?
Alliteration happens
when words that start
Refer to LM.
Say: What have you
noticed about the
samples of the formal
and informal English?
Which of the two do
you want to use ?
Refer to LM.
Say: What have you
noticed about the
samples of the formal
and informal English?
Which of the two do you
want to use ?
when it becomes a
tongue twister.
What is assonance ?
Assonance takes place
when two or more words
close to one another
repeat the same vowel
sound but start with
different consonant
sounds.
E. Discussing new
concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
2. Silence your
cellphone so that it does
not beep during the
movie.
3.
We light fire on the
mountain.
Group activity:
Group Activity
Complete the table
below .
Group Activity
Complete the table
below .
Group 1: Abbreviation
Group 1: Abbreviation
Formal
English
Informal
English
Televisi
on
Formal
English
Informal
English
Televisi
on
Photo
Photo
Group 2: Letter of
Expression
Group 2: Letter of
Expression
policy.
Let the cat out of the
bag.
A stitch in time saves
nine.
Alices aunt ate apples
and acorns around
August.
Beckys beagle barked
and bayed, becoming
bothersome for Billy.
Carrie's cat clawed her
couch, creating chaos.
Formal
Englis
h
Truly
Yours,
Inform
al
Englis
h
Hi
Robert
Formal
Englis
h
Truly
Yours,
Inform
al
Englis
h
Hi
Robert
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
the grease.
everywhere.
J.
When do we use
formal English ?
informal English?
Directions: Arrange
the words in the table
below .
Completely
loaded
Smart
You can call me if you
need anything.
Rich
intelligent
I look forward to
having from you.
Please do not hesitate
to contact me.
Hope to hear from you
soon.
totally
Completely
loaded
Smart
You can call me if you
need anything.
Rich
intelligent
I look forward to
having from you.
Please do not hesitate
to contact me.
Hope to hear from you
soon.
totally
Formal
Formal
Informal
Informal
B.
C.
D.
evaluation
No. of learners who
require additional
activities for remediation
who scored below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
E.
Which of my teaching
strategies worked well?
Why did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and July 18-22, 2016
Time
Tuesday
Grade Level
Learning Areas
Quarter
Monday
Observe politeness at all times.
The learner...
Wednesday
Thursday
The learner...
The learner...
The learner...
Demonstrate understanding of
the various forms and
conventions of print, non-print
Demonstrate
understanding of the
various forms and
Demonstrate
understanding of the
various forms and
Demonstrate
understanding of the
various forms and
Friday
Weekly Test
Demonstrate
understanding of various
non-verbal elements in
orally communicating
information
Demonstrate
understanding of various
non-verbal elements in
orally communicating
information
Demonstrate
understanding of various
non-verbal elements in
orally communicating
information
Demonstrate
understanding of various
linguistics nodes to
comprehend various texts
Demonstrate
understanding of various
linguistics nodes to
comprehend various texts
Demonstrate
understanding of various
linguistics nodes to
comprehend various texts
The learner...
The learner...
The learner...
The learner...
Orally communicates
information, opinions and
ideas effectively to
different audiences using a
variety of literary activities
Orally communicates
information, opinions and
ideas effectively to
different audiences using
a variety of literary
activities
Orally communicates
information, opinions and
ideas effectively to
different audiences using
a variety of literary
activities
EN5LC-If-2.8.1/2.8.2/2.8.3
Infer the speakers tone, mood
and purpose
EN5LC-If2.8.1/2.8.2/2.8.3
Infer the speakers tone,
mood and purpose
EN5V-If-12 and 13
Infer the meaning of
unfamiliar words
( blended) based on given
context clues (synonyms,
antonyms, word parts) and
other strategies
EN5V-If-12 and 13
Infer the meaning of
unfamiliar words
( blended) based on given
context clues (synonyms,
antonyms, word parts) and
other strategies
Demonstrate understanding of
various non-verbal elements in
orally communicating information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
Unlocking of difficulties
Unlocking of difficulties
A.
To push
B. to play
C. to remain
Afraid
C. angry
B. confident
Touches
B. scolds
C. Reprimand
B. benefit
C.
B. To push
B. to
play
C. to
remain
If you feel secure when
you are with your parents,
you are
B. Afraid
confident
angry
B.
C.
electronic + mail =
email
electronic + mail =
email
A.Misery
C. look out
B. benefit
D. Developing mastery
E. Finding practical
applications of concepts
and skills in daily living
purpose.
Group I Mr. Ramirez had a
dialogue with the boys.
During the interview, he
noticed that Arthur
answered his questions
politely.
Group II One of the
applicants was praised as
worthy of confidence by
the mayor and was given a
recommendation.
organism
Bash = bang + smash
F.
Making generalizations
and abstractions about
the lesson
G. Evaluating learning
V.
VI.
A.
REMARKS
REFLECTION
No. of learners who
1.Brunch
1.Brunch
2.Email
2.Email
3.Motel
3.Motel
4.Simulcast
4.Simulcast
5.Smog
5.Smog
C.
D.
E.
Which of my teaching
strategies worked well?
Why did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and July 25 July 29, 2016
Time
Monday
Tuesday
Show tactfulness when communicating with others
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner...
The learner...
The learner...
The learner...
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of various non-verbal
Demonstrate understanding
of various non-verbal
Demonstrate understanding
of various non-verbal
Demonstrate understanding
of various non-verbal
Friday
Weekly Test
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
elements in orally
communicating information
elements in orally
communicating information
elements in orally
communicating information
elements in orally
communicating information
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
The learner...
The learner...
The learner...
The learner...
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
EN5LC-Ig-2.3
Distinguish reality from
fantasy
EN5LC-Ig-2.3
Distinguish reality from
fantasy
EN5V-Ig-12 and 13
Infer the meaning of
unfamiliar words
( clipped) based on given
context clues
EN5V-Ig-12 and 13
Infer the meaning of
unfamiliar words
( clipped) based on given
context clues
CG
CG
CG EN5V-Ig-12 and 13
CG EN5V-Ig-12 and 13
chart, pictures
chart, pictures
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
ENGLC-Ig-2.3,
ENGLC-Ig-2.3,
EN5OL-Ig-1.8
EN5OL-Ig-1.8
Enjoying Reading 4
Enjoying Reading 4
Pictures
Activity sheet
Crossword puzzle
Strips of cartolina
Pictures
Activity sheet
Crossword puzzle
Strips of cartolina
A. Reviewing previous
lesson or presenting
the new lesson
C. Presenting
examples/instances of the
new lesson
underlined words.
underlined words.
Their company spends a lot
of money on ads
Burger does not suit old
people
The tourist bus broke down
near Pangasinan.
The copter forces landed in
the disturbed areas to stem
the communal violence
There
are
bundles
of
currency
notes
inside
To move in quick
To move in quick
A broad smile
A broad smile
Whisper
Whisper
settle
settle
1. I snuggled down in my
sleeping bag.
2. James hid his face in his
hands and drooped his head.
3. He muttered something
under his breath.
4. OK, he said with a grin.
5. The remaining petals
fluttered to the ground.
1. I snuggled down in my
sleeping bag.
2. James hid his face in his
hands and drooped his head.
3. He muttered something
under his breath.
4. OK, he said with a grin.
5. The remaining petals
fluttered to the ground.
the case.
Gas has
become
an
expensive fuel for low income
group families.
My
uncle
goes
to
the gym early morning.
Get me a kilo of mangoes.
This college has five labs.
the case.
Gas has
become
an
expensive fuel for low income
group families.
My
uncle
goes
to
the gym early morning.
Get me a kilo of mangoes.
This college has five labs.
teacher
teacher
Clipping?
Clipping?
pupils
pupils
1. Backclipping
1. Backclipping
end of a word.
end of a word.
Examples:
Examples:
app (application)
app (application)
bi (bisexual)
bi (bisexual)
bra (brassiere)
bra (brassiere)
2.Foreclipping (Aphaeresi
2.Foreclipping (Aphaeresi
beginning of a word.
beginning of a word.
F.
Developing mastery
(Leads to Formative Assessment
3)
Tooth Fairy
Tooth Fairy
Examples:
Examples:
phone (telephone)
phone (telephone)
sample (example)
sample (example)
coon (raccoon)
coon (raccoon)
3.Middle Clipping
3.Middle Clipping
ending parts.
ending parts.
Examples:
Examples:
flu (influenza)
flu (influenza)
tec (detective)
tec (detective)
shortening of a compound
shortening of a compound
first syllables).
first syllables).
Examples:
Examples:
forex
forex
(foreign exchange)
(foreign exchange)
That
afternoon
in
school, her milk tooth had
wiggled and turned for the
last time. It fell on a page of
the book that Jenny was
reading. Now she had a
space just as most of her
schoolmates had, right in the
middle of her beautiful grin.
That
afternoon
in
school, her milk tooth had
wiggled and turned for the
last time. It fell on a page of
the book that Jenny was
reading. Now she had a
space just as most of her
schoolmates had, right in the
middle of her beautiful grin.
it to the class.
it to the class.
With that
Jenny just smiled.
With that
Jenny just smiled.
thought,
thought,
But
I
saw
her,
Mother. I just dont know how.
I wish I didnt fall asleep,
she said winking at Mother.
Oh, well, I still have baby
teeth anyway!
But
I
saw
her,
Mother. I just dont know how.
I wish I didnt fall asleep,
she said winking at Mother.
Oh, well, I still have baby
teeth anyway!
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
Fantasy.
Fantasy.
after use.
after use.
more.
more.
the forest.
the forest.
food.
Tell whether its a fantasy pr
reality.
food.
Tell whether its a fantasy pr
reality.
__________1. decaf = to
remove the caffeine from
coffee
__________2. prom = a formal
dance held for a school class
toward the end of the
academic year
__________ 3. croc = a large
aggressive aquatic reptile
with massive jaws and a
body covered with bony
plates
__________ 4. mike = a device
for converting sound waves
into electrical energy pop
(music or art ) new and of
general appeal, especially
among young people
__________5. prom = a formal
dance held for a school class
toward the end of the
academic year
__________1. decaf = to
remove the caffeine from
coffee
__________2. prom = a formal
dance held for a school class
toward the end of the
academic year
__________ 3. croc = a large
aggressive aquatic reptile
with massive jaws and a
body covered with bony
plates
__________ 4. mike = a device
for converting sound waves
into electrical energy pop
(music or art ) new and of
general appeal, especially
among young people
__________5. prom = a formal
dance held for a school class
toward the end of the
academic year
I.
Evaluating learning
story.
story.
store
store
priest.
priest.
Antonios wish.
Antonios wish.
in real-life
in real-life
a. coconut b. cocaine
cocain d. coca-cola
choke
a. coconut b. cocaine
cocain d. coca-cola
choke
c.
e.
c.
e.
2. co-ed = schooling
attended by members of both
sexes
2. co-ed = schooling
attended by members of both
sexes
a. coedam b. coeddo
c.
coedit
d. coeditor
e.
coeducational
a. coedam b. coeddo
c.
coedit
d. coeditor
e.
coeducational
a. granary
b. grand
prix
c. grande dame
d. grandfather e.
Grandmother
a. granary
b. grand
prix
c. grande dame
d. grandfather e.
Grandmother
J.
provided for.
provided for.
last time.
last time.
necklace.
necklace.
a. veterinarian
c. vetchworm
vestrywoman
Vegetarian
a. veterinarian
c. vetchworm
vestrywoman
Vegetarian
b. veteran
d.
e.
b. veteran
d.
e.
5. gent = a man of
refinement
5. gent = a man of
refinement
a. genealogist b. general
agent
c. general team
d. genitals e.
Gentleman
Match the original/clipped
words from its meaning.
Write the letter of the correct
answer on the space
provided for.
a. genealogist b. general
agent
c. general team
d. genitals e.
Gentleman
Match the original/clipped
words from its meaning.
Write the letter of the correct
answer on the space
provided for.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
School
Teacher
Teaching Dates and August 1-5, 2016
Time
Tuesday
Grade Level
Learning Areas
Quarter
Monday
Recount events effectively
The learner...
Wednesday
Thursday
The learner...
The learner...
The learner...
Demonstrate understanding of
the various forms and
conventions of print, non-print
and digital materials
Demonstrate understanding of
the various forms and
conventions of print, non-print
and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding of
various non-verbal elements in
orally communicating
information
Demonstrate understanding of
various non-verbal elements in
orally communicating
information
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
Demonstrate understanding of
various linguistics nodes to
comprehend various texts
Demonstrate understanding
of various linguistics nodes
to comprehend various texts
Demonstrate understanding
of various linguistics nodes
to comprehend various texts
The learner...
The learner...
The learner...
The learner...
Friday
Weekly Test
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
Orally communicates
information, opinions and ideas
effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and ideas
effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
EN5LC-Ih-2.3
Distinguish reality from fantasy
EN5LC-Ih-2.3
Distinguish reality from fantasy
EN5RC-Ih-2.3
Analyze figures of speech
(simile, metaphor,
personification, hyperbole)
in a given text
EN5RC-Ih-2.3
Analyze figures of speech
(simile, metaphor,
personification, hyperbole)
in a given text
(EN5RC-Ih-2.3)
(EN5RC-Ih-2.3)
Picture/illustration of acarabao
and turtle
Picture/illustration of a lark and
wren
Picture/illustration of a giraffe
and pullet
Real objects
Chart
Picture/illustration of acarabao
and turtle
Picture/illustration of a lark and
wren
Picture/illustration of a giraffe
and pullet
Real objects
Chart
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
a.Institution
a.Institution
b.Celebration
b.Celebration
c. Collection
c. Collection
a.Monthly
a.Monthly
b.Yearly
b.Yearly
c.Weekly
c.Weekly
a.Surprised
a.Surprised
b.Bothered
b.Bothered
c.Overjoyed
c.Overjoyed
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
Carols Diary
Carols Diary
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
Discussion Questions:
What do people usually write in
their diaries?
Discussion Questions:
What do people usually write in
their diaries?
F.
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
J.
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and August 8-12,2016
Time
Monday
I.
OBJECTIVES
A. Content Standards
B. Performance
Standards
Grade Level
Learning Areas
Quarter
Tuesday
Wednesday
Thursday
The learner...
The learner...
Demonstrate
understanding of the
various forms and
conventions of print, nonprint and digital materials
Demonstrate
understanding of the
various forms and
conventions of print, nonprint and digital materials
Demonstrate
understanding of various
non-verbal elements in
orally communicating
information
Demonstrate
understanding of various
non-verbal elements in
orally communicating
information
Demonstrate
understanding of various
linguistics nodes to
comprehend various texts
Demonstrate
understanding of various
linguistics nodes to
comprehend various texts
The learner...
The learner...
The learner...
The learner...
Orally communicates
information, opinions and
ideas effectively to
different audiences using
a variety of literary
activities
Orally communicates
information, opinions and
ideas effectively to
different audiences using
a variety of literary
activities
Friday
Weekly Test
C. Learning
Competencies/Objecti
ves
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson
EN5OL-Ii-1.8
Recount events effectively
EN5OL-Ii-1.8
Recount events effectively
EN5VD-Ii-8.1/8.2/8.3
Clarify meaning of words using
dictionaries, thesaurus, and/or online
resources
EN5VD-Ii-8.1/8.2/8.3
Clarify meaning of words using
dictionaries, thesaurus, and/or online
resources
EN5OL-Ii-1.8
EN5OL-Ii-1.8
EN5OL-Ii-1.8
EN5OL-Ii-1.8
times
times
To recount events
effectively one must;
To recount events
effectively one must;
III.
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and
practicing new skills
#1
A Bundle Sticks
Once upon a time, an old
man lived with his three
sons in a village. All his
three sons were hard
workers. Still, none of
them agreed with each
other and quarreled all
the time. The old man
tried a lot to unite them
but he failed. While the
villagers were surprised at
their hard work and
efforts, they also made
fun of them on their
fights.
Months passed by
and the old man fell sick.
He talked to his sons to
stay united, but none of
his sons heard his words.
So, he decided to teach
them a practical lesson so
that they would shed off
their differences and stay
united.
The old man
called as his sons. He told
them, I will give you a
bundle of sticks. Separate
each stick and you will
have to break each stick
into pieces of two. The
one who breaks the sticks
quickly will be rewarded
more.
All sons agreed.
The old man gave
A Bundle Sticks
Once upon a time, an old
man lived with his three
sons in a village. All his
three sons were hard
workers. Still, none of
them agreed with each
other and quarreled all
the time. The old man
tried a lot to unite them
but he failed. While the
villagers were surprised at
their hard work and
efforts, they also made
fun of them on their
fights.
Months passed by
and the old man fell sick.
He talked to his sons to
stay united, but none of
his sons heard his words.
So, he decided to teach
them a practical lesson so
that they would shed off
their differences and stay
united.
The old man
called as his sons. He told
them, I will give you a
bundle of sticks. Separate
each stick and you will
have to break each stick
into pieces of two. The
one who breaks the sticks
quickly will be rewarded
more.
All sons agreed.
The old man gave
a bundle of 10 sticks to
everyone of them and
asked to break it into
pieces. All the sons broke
the sticks into pieces in
minutes.
And again they
started to quarrel among
themselves as who came
first.
The old man said,
Dear sons, the game is
not over. Now I will give
another bundle of sticks
to all of you. You will have
to break the sticks as a
bundle, not as separate
sticks.
The sons agreed
and began to break the
bundle of sticks.
Unfortunately, they could
not break the bundle.
They tried very hard but
failed to complete the
task.
All sons said to
the father about their
failure.
The old man
replied, Dear sons, See!
You could easily break the
single sticks into pieces,
but you were not able to
break the bundle! The
sticks were same. So, if
you stay united, nobody
can make any harm to
you. If you quarrel every
time with your brothers,
anyone can easily defeat
you. I request you to stay
united.
The three sons
understood the power of
unity and promised their
father that whatever be
a bundle of 10 sticks to
everyone of them and
asked to break it into
pieces. All the sons broke
the sticks into pieces in
minutes.
And again they
started to quarrel among
themselves as who came
first.
The old man said,
Dear sons, the game is
not over. Now I will give
another bundle of sticks
to all of you. You will have
to break the sticks as a
bundle, not as separate
sticks.
The sons agreed
and began to break the
bundle of sticks.
Unfortunately, they could
not break the bundle.
They tried very hard but
failed to complete the
task.
All sons said to
the father about their
failure.
The old man
replied, Dear sons, See!
You could easily break the
single sticks into pieces,
but you were not able to
break the bundle! The
sticks were same. So, if
you stay united, nobody
can make any harm to
you. If you quarrel every
time with your brothers,
anyone can easily defeat
you. I request you to stay
united.
The three sons
understood the power of
unity and promised their
father that whatever be
E. Discussing new
concepts and
practicing new skills
#2
Comprehension Questions.
1. Who are the
character in the
stories?
2. Where did the
story happened?
3. How will you
describe the three
brothers?
4. Why did the man
called the three
brothers? What
did he told them
to do?
5. Did the three
brothers break the
sticks during their
first try? What did
happened during
the second time
they tried it?
6. What is the moral
lesson of the
story?
Comprehension Questions.
1. Who are the
character in the
stories?
2. Where did the
story happened?
3. How will you
describe the three
brothers?
4. Why did the man
called the three
brothers? What
did he told them
to do?
5. Did the three
brothers break the
sticks during their
first try? What did
happened during
the second time
they tried it?
6. What is the moral
lesson of the
story?
F.
Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
Group Activity
Group Activity
Group Activity
Group Activity
To recount events
effectively one must;
To recount events
effectively one must;
I.
Evaluating learning
J.
Additional activities
for application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
E.
Which of my teaching
strategies worked well?
Why did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
School
Teacher
Teaching Dates and August15-19,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Clarify meaning of words using dictionaries, thesaurus, and / or online resources
The learner...
The learner...
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of the various forms and
conventions of print, nonprint and digital materials
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various non-verbal
elements in orally
communicating information
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
Demonstrate understanding
of various linguistics nodes to
comprehend various texts
The learner...
The learner...
Review
Thursday
Periodical Test
Friday
Periodical Test
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
Orally communicates
information, opinions and
ideas effectively to different
audiences using a variety of
literary activities
EN5V-Ij-8.1/8.2/8.3
Clarify meaning of words
using dictionaries, thesaurus,
and/or online resources
EN5V-Ij-8.1/8.2/8.3
Clarify meaning of words
using dictionaries, thesaurus,
and/or online resources
EN5OL-Ii-1.8
English Textbook Expressway
Language and Reading
Teachers Guide Grade IV.
Lesson guide in English V
Lakat- travel blogspot.com.
EN5OL-Ii-1.8
English Textbook Expressway
Language and Reading
Teachers Guide Grade IV.
Lesson guide in English V
Lakat- travel blogspot.com.
picture/illustration of event
picture/illustration of event
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
s.
song Pila March
chart. Graphic organizer
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
s.
song Pila March
chart. Graphic organizer
C. Presenting
examples/instances of the
new lesson
Group Activity:
Group Activity:
Activity 1
Divide the class into four
groups
Activity 1
Divide the class into four
groups
Activity 2
Divide the class into four
groups
Activity 2
Divide the class into four
groups
F.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
J.
V.
VI.
A.
B.
C.
D.
4.
5.
6.
Inquisitive
Gorgeous
expired
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
Inquisitive
Gorgeous
expired
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and August 22-26,2016
Time
Grade Level
Learning Areas
Quarter
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
Monday
Identify signal words from text heard
Tuesday
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5LC-IIa-4
Identify signal words from
text heard
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5LC-IIa-4
Identify signal words from
text heard
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5G-IIa-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
-subject-verb agreement
( inverted sentences)
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5G-IIa-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
-subject-verb agreement
( inverted sentences)
EN5LC- IIa- 4
Lesson Guides in Elem. Eng.
5 p.7-8
EN5LC- IIa- 4
Lesson Guides in Elem. Eng.
5 p.7-8
EN5G-IIa-3.9
EN5A-IIa-16
EN5A-IIa-17
Expanding English Skills for
Empowerment I p. 357
EN5G-IIa-3.9
EN5A-IIa-16
EN5A-IIa-17
Expanding English Skills for
Empowerment I p. 357
Selections, pictures
Selections, pictures
paragraph, laptop
paragraph, laptop
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
Friday
Weekly Test
A. Reviewing previous
lesson or presenting
the new lesson
C. Presenting
examples/instances of the
new lesson
Ask:
Have you ever experienced
being teased by somebody?
How do you feel?
Who is your best friend?
Does he/she defend you
while you are in trouble?
Do you think making fun of
somebody is a good act?
Ask:
Have you ever experienced
being teased by somebody?
How do you feel?
Who is your best friend?
Does he/she defend you
while you are in trouble?
Do you think making fun of
somebody is a good act?
Sprinkle
Sprinkle
v
s
b. In Lilys bag are books.
v
s
b. In Lilys bag are books.
words.
words.
v
s
c. From Room 3 comes
Marina.
v
s
d. In going home, walk
Marina and Lily.v
s
v
s
c. From Room 3 comes
Marina.
v
s
d. In going home, walk
Marina and Lily.v
s
F.
Developing mastery
Group Activty
Group Activty
join
Rosa
come
in meteorites
G. Finding practical
applications of concepts
and skills in daily living
the meteor
join
Rosa
come
in meteorites
the meteor
on the moon
astronauts footprints
left.
on the moon
astronauts footprints
left.
Group Activity
Group Activity
H. Making generalizations
and abstractions about
the lesson
Inverted sentence is a
sentence in which the verb
comes before the subject.
Inverted sentence is a
sentence in which the verb
comes before the subject.
I.
Evaluating learning
Refer to LM_______.
Refer to LM_______.
J.
Refer to LM________.
Refer to LM________.
A.
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
other teachers?
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
School
Teacher
Teaching Dates and August 29-Sep 2,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Listens carefully critically to news reports and other radio broadcasts and expresses ideas accurately in oral and written forms.
The learner.
The learner.
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates confidence in
the use of the language to
meet everydays needs; and
demonstrates confidence in
the use of the language to
meet everydays needs; and
demonstrates confidence in
the use of the language to
meet everydays needs; and
demonstrates confidence in
the use of the language to
meet everydays needs; and
Friday
Weekly Test
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
Curriculum Guide: CG in
English 5 Quarter 2 Week 2
EN5LC IIb 3.19
EN5SS IIb 3.9
Curriculum Guide: CG in
English 5 Quarter 2 Week 2
EN5LC IIb 3.19
EN5SS IIb 3.9
EN5G-IIb-3.9
EN5G-IIb-3.9
pictures of internet,
smartphones, newspaper,
magazines
reading materials
pictures of internet,
smartphones, newspaper,
magazines
reading materials
dictionary, thesaurus
word flashcards
dictionary, thesaurus
word flashcards
Say:
Today we are going
to learn about how to give
precise information on a
given topic and how to define
words using connotation and
denotation
Say:
Today we are going
to learn about how to give
precise information on a
given topic and how to define
words using connotation and
denotation
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
or
to
or
or
to
or
C. Presenting
examples/instances of the
new lesson
Show
the
students
a
newspaper, a magazine, or
an encyclopedia. Ask the
students if they have read
one. Ask them if they have
used them in doing research.
Show
the
students
a
newspaper, a magazine, or
an encyclopedia. Ask the
students if they have read
one. Ask them if they have
used them in doing research.
F.
Ask:
How does card catalog helps
you locate books?
Informational texts are
nonfictional writing, written
with the intention to of
informing the reader about a
specifc topic. It is typically
found
in
magazines,
newspaper, science books,
autobiographies,
and
instruction manuals.
It uses special text which
Ask:
How does card catalog helps
you locate books?
Informational texts are
nonfictional writing, written
with the intention to of
informing the reader about a
specifc topic. It is typically
found
in
magazines,
newspaper, science books,
autobiographies,
and
instruction manuals.
It uses special text which
In
giving
precise
information on a given
topic, we may do the
following:
1. We must have a reliable
source which is verifiable.
This means that the
information that we get must
be true and real, not made
up or unsure.
In
giving
precise
information on a given
topic, we may do the
following:
1. We must have a reliable
source which is verifiable.
This means that the
information that we get must
be true and real, not made
up or unsure.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
Connotations
and
denotations
are
two
principal
methods
of
describing the meaning of
words.
Connotations
and
denotations
are
two
principal
methods
of
describing the meaning of
words.
I.
Evaluating learning
J.
Bring Dictionary
Bring Dictionary
V.
VI.
A.
REMARKS
REFLECTION
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and September 5-9,2016
Time
Monday
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectiv
es
Write the LC code for
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
listens critically to
news reports and
other radio broadcasts
and expresses ideas
accurately in oral and
in written forms;
listens critically to
news reports and
other radio broadcasts
and expresses ideas
accurately in oral and
in written forms;
The learner...
The learner...
The learner...
The learner...
demonstrates
confidence in the use
of the language to
meet everydays
needs; and reads
independently and
gets relevant
information from
various text types.
EN5LC-IIc-3.19
Identify informational
text-types
demonstrates
confidence in the use
of the language to
meet everydays
needs; and reads
independently and
gets relevant
information from
various text types.
EN5LC-IIc-3.19
Identify informational
text-types
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5V-IIc-20.1.1
EN5V-IIc-20.2.1
Identify different meanings of
content specific words (denotation
and connotation)
(Science)
EN5V-IIc-20.1.1
EN5V-IIc-20.2.1
Identify different meanings of
content specific words
(denotation and connotation)
(Science)
Friday
Weekly Test
3. Textbook pages
EN5LC-IIc-3.19,
EN5RC-IIc3.2.1,EN5OL IIc1.3.1, EN5A-IIc-17
EN5LC-IIc-3.19,
EN5RC-IIc3.2.1,EN5OL IIc1.3.1, EN5A-IIc-17
EN5V-IIc20.1.1, EN5V-IIc-20.2.1,
EN5A-IIc-17
Puzzle, Paragraphs,
Diagram
Puzzle, Paragraphs,
Diagram
Pictures,Story, dictionary
B. Establishing a purpose
for the lesson
Identify informational
text types
Identify informational
text types
C. Presenting
examples/instances of
the new lesson
Show pictures
regarding the lesson.
Show pictures
regarding the lesson.
D. Discussing new
concepts and practicing
new skills #1
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
factual information to
readers.
Types:
factual information to
readers.
Types:
Description- Sensory
Description- Sensory
visualize information.
visualize information.
described. Description
described. Description
how of a topic/subject.
how of a topic/subject.
addition, also,
addition, also,
specifically.
specifically.
Sequence- Presents
Sequence- Presents
events in a sequence
events in a sequence
from beginning to
from beginning to
end, or organizes
end, or organizes
steps or references to
steps or references to
Fact reality
Weather- sky and wind conditon
and finally.
and finally.
Compare and
Compare and
Contrast- Compariso
Contrast- Compariso
ns are used to
ns are used to
compared? Clue
compared? Clue
and different.
and different.
Cause and
Cause and
Effect- Descriptions
Effect- Descriptions
happened. Ask
happened. Ask
yourself: What
yourself: What
a result of , causes,
a result of , causes,
therefore.
therefore.
Problem and
Problem and
Solution-The text
Solution-The text
E. Discussing new
concepts and practicing
new skills #2
introduces a problem
introduces a problem
issue, since, as a
issue, since, as a
orally.
orally.
Questions:
What is the topic of
the paragraph?
What does cyber
bullying includes?
Who is the writer of
the paragraph?
What do you think is
the type of
informational text
being used in tha
paragraph?
How do you say so
that this is a
descriptive text?
Questions:
What is the topic of
the paragraph?
What does cyber
bullying includes?
Who is the writer of
the paragraph?
What do you think is
the type of
informational text
being used in tha
paragraph?
How do you say so
that this is a
descriptive text?
significant.
being significant.
Environment - the
surroundings or conditions in
experimentation to describe
news article.
phenomena.
Weather -
Weather -
essure.
F.
Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
happened.
QESUECEN
Presents events in a
sequence from
beginning to end
SDPCTNEIIOR
Sensory and
descriptive details
happened.
QESUECEN
Presents events in a
sequence from
beginning to end
SDPCTNEIIOR
Sensory and
descriptive details
H. Making generalizations
and abstractions about
the lesson
What is informational
text?
What are the types of
informational text?
What is informational
text?
What are the types of
informational text?
I.
Evaluating learning
Home
Home
A. a father or mother or
parents
B. Mom and Dad when used in
place of mother and father
connote loving parents.
3. Pushy
A. excessively or unpleasantly
self-assertive or ambitious.
B. refers to someone loudmouthed and irritating.
J.
1. Love
1. Love
B. Symbol of affection
B. Symbol of affection
2. Hope
2. Hope
B. faith
B. faith
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well?
Why did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and September 12-16,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Summarize narrative texts based on elements
The learner.
The learner.
The learner.
The learner.
B. Performance Standards
The learner...
The learner...
The learner...
The learner...
C. Learning
Competencies/Objectives
Write the LC code for
each
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5RC-IId-3. 2.1
Distinguish text-types
according to purpose
-To classify or describe
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5RC-IId-3. 2.1
Distinguish text-types
according to purpose
-To classify or describe
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5G-IId-2.2.6
EN5G-IId-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
- collective nouns and verb
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5G-IId-2.2.6
EN5G-IId-3.9
Compose clear and coherent
sentences using appropriate
grammatical structures:
- collective nouns and verb
I.
OBJECTIVES
A. Content Standards
Wednesday
Thursday
Friday
Weekly Test
II.
agreement
agreement
K to 12 Curriculum Guide:
EN5G-Id-3.6
EN5WC-Id2.2.4
Ateneo Lesson Guide in
Elementary English, pages
70-73
K to 12 Curriculum Guide:
EN5G-Id-3.6
EN5WC-Id2.2.4
Ateneo Lesson Guide in
Elementary English, pages
70-73
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
K to 12 Curriculum Guide:
K to 12 Curriculum Guide:
EN5LC-Id-2.17.3
EN5OL-Id-2.23
Ateneo Lesson Guides in
Elementary English, pages
11-12
EN5LC-Id-2.17.3
EN5OL-Id-2.23
Ateneo Lesson Guides in
Elementary English, pages
11-12
English
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Expressways
in
English
Expressways
in
Reading,
Reading,
page 35
page 35
pictures,
power
point
presentation, lap top, activity
cards, metacards
pictures,
power
point
presentation, lap top, activity
cards, metacards
Ask:
Who among you here
know how to draw? What
picture do you love to draw?
Ask:
Who among you here
know how to draw? What
picture do you love to draw?
we
make
along the seashore? If your
brother or sister made a
sandcastle, are you going
to
break/destroy it? Why or why
not?
we
make
along the seashore? If your
brother or sister made a
sandcastle, are you going
to
break/destroy it? Why or why
not?
C. Presenting
examples/instances of the
new lesson
Show pictures
Show pictures
Use of May
Use of May
Ask:
a. What Mother can do?
b. What Mark can do?
c. What Jasmine may build?
d. What she may use for
drinking?
e. What are the modal verbs
used in sentences?
f. When do we use can?
g. When do we use may?
h. What do these two modals
express?
Ask:
a. What Mother can do?
b. What Mark can do?
c. What Jasmine may build?
d. What she may use for
drinking?
e. What are the modal verbs
used in sentences?
f. When do we use can?
g. When do we use may?
h. What do these two modals
express?
F.
Developing mastery
G. Finding practical
Characters
(Heroes
and
Villains) - are the people or
animated
objects
that
interact in the story.
Characters
(Heroes
and
Villains) - are the people or
animated
objects
that
interact in the story.
Plot has
parts:
Plot has
parts:
three
important
three
important
Group 1
1. Look at the pictures below.
The pictures are activities
that a grade five can do in
school.
2. Name other things that
you can do in school.
3. Write your sentences on
strips of paper.
4. Read the sentences in
front of the class.
Group 1
1. Look at the pictures below.
The pictures are activities
that a grade five can do in
school.
2. Name other things that
you can do in school.
3. Write your sentences on
strips of paper.
4. Read the sentences in
front of the class.
Group 2
1. The diagram is the
activities a child in grade five
may do at home.
2. Write sentences of other
activities that you may do at
home.
3. Write your answer on a
manila paper.
Group 2
1. The diagram is the
activities a child in grade five
may do at home.
2. Write sentences of other
activities that you may do at
home.
3. Write your answer on a
manila paper.
Group 3
Group 3
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
Group Activity
1. Group the pupils into 4.
Distribute to each group the
photocopy of the story.
2. Summarize the story by
writing the elements of the
story in the semantic web
3. Report the group output
to the class.
The teacher will provide a
ball, wrapped in it are strips
of paper with questions.
The
pupils
will
play Pass the Ball. They
may sing, or recite a poem
while passing the
ball
to each classmate. When the
teacher tells the pupils to
stop, whoever holding the
ball
he/she
will
answer the question.
Group Activity
1. Group the pupils into 4.
Distribute to each group the
photocopy of the story.
2. Summarize the story by
writing the elements of the
story in the semantic web
3. Report the group output
to the class.
The teacher will provide a
ball, wrapped in it are strips
of paper with questions.
The
pupils
will
play Pass the Ball. They
may sing, or recite a poem
while passing the
ball
to each classmate. When the
teacher tells the pupils to
stop, whoever holding the
ball
he/she
will
answer the question.
________________.
J.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and September 19-23,2016
Time
Tuesday
Grade Level
Learning Areas
Quarter
Monday
Distinguish fact from opinions
The learner.
Wednesday
Thursday
The learner.
The learner.
The learner.
Friday
Weekly Test
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
The learner...
The learner...
The learner...
The learner...
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5LC-IIe-2.10
Distinguish fact from opinion
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5LC-IIe-2.10
Distinguish fact from opinion
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5RC-IIe-3.2.2
Distinguish text-types
according to purpose
-To recall a series of events/
information
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5RC-IIe-3.2.2
Distinguish text-types
according to purpose
-To recall a series of events/
information
Sequencing of events
Sequencing of events
EN5LC-IIe-2.10
English for All Times
Language 5 p. 246-247
EN5LC-IIe-2.10
English for All Times
Language 5 p. 246-247
EN5RC-IIe-3.2.2
Developing Reading Power 5
p.77-79
Reading Power Worktext 5
p. 19-21
EN5RC-IIe-3.2.2
Developing Reading Power 5
p.77-79
Reading Power Worktext 5
p. 19-21
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
C. Presenting
examples/instances of the
new lesson
An opinion is a view or
guess which may or may not
be true .It tells what
someone thinks or feel about
something. It can be verified
but only indirectly.
An opinion is a view or
guess which may or may not
be true .It tells what
someone thinks or feel about
something. It can be verified
but only indirectly.
F.
Developing mastery
Health is wealth.
Health is wealth.
Group 1
Read the information below.
Sequence the events by
writing numbers1-4 on the
lines according to how they
happened in the story.
Group 1
Read the information below.
Sequence the events by
writing numbers1-4 on the
lines according to how they
happened in the story.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
Group Activity
Group 1: Arranging the
sentences in
the table.
Group 2: Article Reading.
Group 3: Reflection
Differentiate a fact from
opinion.
Group Activity
Group 1: Arranging the
sentences in
the table.
Group 2: Article Reading.
Group 3: Reflection
Differentiate a fact from
opinion.
Group 2
Use Sequence Map
___ Wind carries the water in
clouds.
___ Water is heated by the
sun and forms water vapor.
___ Raindrops fall from the
sky.
___ Water vapor rises into the
sky.
Group 2
Use Sequence Map
___ Wind carries the water in
clouds.
___ Water is heated by the
sun and forms water vapor.
___ Raindrops fall from the
sky.
___ Water vapor rises into the
sky.
Group Activity
Group Activity
I.
Evaluating learning
Direction: Write F if
statement is a fact and O if
the statement is an opinion.
The Pasig River connects
Laguna Bay and Manila Bay.
Direction: Write F if
statement is a fact and O if
the statement is an opinion.
The Pasig River connects
Laguna Bay and Manila Bay.
J.
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and September 26-30,2016
Time
Monday
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Friday
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objective
s
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
3. Textbook pages
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates confidence
in the use of the
language to meet
everydays needs; and
reads independently and
gets relevant information
from various text types.
demonstrates confidence
in the use of the
language to meet
everydays needs; and
reads independently and
gets relevant information
from various text types.
EN5G-IIf-5.5
Compose clear and coherent sentences
using appropriate grammatical
structures:
-order of adjectives
EN5G-IIf-5.5
Compose clear and
coherent sentences using
appropriate grammatical
structures:
-order of adjectives
Order of Adjectives
EN5RC-IIf-3.2.3
Distinguish text-types
according to purpose
-To explain
demonstrates
confidence in the use of
the language to meet
everydays needs; and
reads independently and
gets relevant
information from various
text types.
EN5RC-IIf-3.2.3
Distinguish text-types
according to purpose
-To explain
Order of Adjectives
III.
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
English Expressways
Language 5 pp. 206
207
Weekly test
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
Vocabulary Words
Vocabulary Words
CREATE
DRAIN
REDUCE
SEEPING
PHENOMENON
PAVE
FRICTION
DUMP
PRONE
BURST
CREATE
DRAIN
REDUCE
SEEPING
PHENOMENON
PAVE
FRICTION
DUMP
PRONE
BURST
Order of adjectives
Order of adjectives
C. Presenting
examples/instances of
the new lesson
is greatly reduced.
When plants are absent,
especially in rocky areas,
rocks prevent water from
seeping into the
ground. This
phenomenon is also
observed in paved
roads. Since there is no
room for water to seep,
flooding occurs in
nearby water bodies.
When a layer of water
runs off a rocky surface,
it reduces friction and
the following layers of
water will run more
freely as there is less
friction. If more water is
dumped into rivers and
lakes than they can
handle, these water
bodies tend to overflow
and the banks burst and
cause flooding. If there
are more trees in an
area that is prone to
water runoffs, the root
system of trees can
create space between
these rocks and hence
reduce the amount of
water being dumped into
lakes and rivers.
Questions
5. What particular
part of the tree
helps prevent
flooding?
6. Where does the
water in
highlands flow
when it rains?
7. How do trees in
an area that is
prone to water
runoffs help in
4. Explain what is
the purpose of
the selection?
Say. Class this type of
text types is what we
call Explanation
because it shows how
roots of the tree works
and why does tree
prevent flooding.
Explanation is the kind
of text- type that shows
how things work and why
things happen.
E. Discussing new concepts
and practicing new skills
#2
In using adjectives in a
series we must follow the
pattern below.
NUM QUA SI
SH
BER
LITY
Z
AP
E
E
prett Lit
y
tle
A
new
Two
Five
Bi
g
delic
ious
rou
nd
flooding?
8. Explain what is
the purpose of
the selection?
Say. Class this type of
text types is what we
call Explanation
because it shows how
roots of the tree works
and why does tree
prevent flooding.
Explanation is the kind
of text- type that shows
how things work and
why things happen.
Draw a happy face if it
is an explanation and
sad face if it is not an
explanation.
Press and hold to select
a word, and then drag
the selection handle.
In the nineteenth
century, which was dark
and inflationary age in
typography and text
designs may
compositors were
encouraged to stuff
extra space between
sentences.
A rock crystal is formed
by volcano. The lava
from volcano comes
down through the
valleys tumbling rocks
and minerals to a flat
land
The reason why crystal
has different colors is
because of its mineral
F.
Developing mastery
(Leads to Formative
Assessment 3)
content.
Distinguish if the
following selection aims
to explain something.
Write down 5 sentences
from the selection that
expresses explanations.
Distinguish if the
following selection aims
to explain something.
Write down 5 sentences
from the selection that
expresses explanations.
What is an earthquake?
What is an earthquake?
An earthquake is what
happens when two
blocks of the earth
suddenly slip past one
another. The surface
where they slip is called
the fault or fault
plane. The location
below the earths surface
where the earthquake
starts is called the
hypocenter, and the
location directly above it
on the surface of the
earth is called the
epicenter.
Sometimes an
earthquake has
foreshocks. These are
smaller earthquakes that
happen in the same
place as the larger
earthquake that follows.
Scientists cant tell that
an earthquake is a
foreshock until the larger
earthquake happens. The
largest, main earthquake
is called the main shock.
Main shocks always have
aftershocks that follow.
These are smaller
An earthquake is what
happens when two
blocks of the earth
suddenly slip past one
another. The surface
where they slip is called
the fault or fault
plane. The location
below the earths
surface where the
earthquake starts is
called the hypocenter,
and the location directly
above it on the surface
of the earth is called the
epicenter.
Sometimes an
earthquake has
foreshocks. These are
smaller earthquakes that
happen in the same
place as the larger
earthquake that follows.
Scientists cant tell that
an earthquake is a
foreshock until the larger
earthquake happens.
The largest, main
earthquake is called the
main shock. Main shocks
always have aftershocks
that follow. These are
G. Finding practical
applications of concepts
and skills in daily living
Exercise I. Arrange
the adjectives in order
to complete the
sentence.
1. All the girls fell in love
with the ________ teacher.
(Handsome new
American)
2. I used to drive
________ car.
(An old German blue)
3. He recently married a
________ woman.
(Young beautiful Greek)
4. This is a ________
movie.
(New Italian wonderful)
5. She is a ________
supermodel.
(Beautiful slim Brazilian)
H. Making generalizations
and abstractions about
the lesson
I.
Distinguish if it is an
explanation. Why?
Distinguish if it is an
explanation. Why?
Evaluating learning
4.
5.
4.
5.
J.
beautiful,
one, rose
Long , two,
sharp,
pencils
Young,
pretty, lady
White, big,
round, pillow
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
Refer to LM_________.
Refer to LM_________.
D.
E.
Which of my teaching
strategies worked well?
Why did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and October 3-7,2016
Grade Level
Learning Areas
Quarter
Time
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
Monday
Tuesday
Wednesday
Show willingness and enthusiasm in reading and listening to literary texts
Thursday
The learner.
The learner.
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5RC-IIg-2.12
Make generalizations
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5RC-IIg-2.12
Make generalizations
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5SS-IIg-1.7
Gather relevant information
from various sources
-Online references
demonstrates confidence in
the use of the language to
meet everydays needs; and
reads independently and gets
relevant information from
various text types.
EN5SS-IIg-1.7
Gather relevant information
from various sources
-Online references
Generalization
Generalization
CG EN5RC-IIg-2.12
CG EN5RC-IIg-2.12
EN5SS-IIg-1.7
EN5SS-IIg-1.7
pictures, charts
pictures, charts
For
those
schools
with
computers
and
internet
connection:
Visit the computer room. The
teacher opens the computer.
For
those
schools
with
computers
and
internet
connection:
Visit the computer room. The
teacher opens the computer.
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Friday
Weekly Test
Make generalizations
Make generalizations
C. Presenting
examples/instances of the
new lesson
Unlocking of difficulties
Unlocking of difficulties
This
is
called
a
Generalization
A generalization is a broad
statement about a group of
people or things.
This
is
called
a
Generalization
A generalization is a broad
statement about a group of
people or things.
1.
An
electronic
apparatus for analyzing or
storing data
a. wedge
b.
computer
c. pulley
1.
An
electronic
apparatus for analyzing or
storing data
a. wedge
b.
computer
c. pulley
2. A computerbased global
information system
a.reading
b.
recycling
c. internet
2. A computerbased global
information system
a.reading
b.
recycling
c. internet
internet.
a.Internet access
Airlines
c.
International
E. Discussing new concepts
and practicing new skills
#2
used
used
to
locate
criminals..
to
locate
criminals..
Answer
questions:
the
b.
following
internet.
a.Internet access
Airlines
c.
International
Answer
questions:
the
b.
following
make
make
it
alert.
dog
it
alert.
dog
save them.
save them.
Sometimes
Always
Never
All
Most
Generally
Many
Sometimes
Always
Never
All
Most
Generally
Many
F.
Developing mastery
None
Seldom
None
Seldom
Examples:
All birds have wings.
Many children eat cereal
for breakfast.
Everyone in Laguna goes
to the beach for the summer.
Examples:
All birds have wings.
Many children eat cereal
for breakfast.
Everyone in Laguna goes
to the beach for the summer.
Proven
with
several
examples
Example:
All birds have wings.
Proven
with
several
examples
Example:
All birds have wings.
Distribute
manila
paper,
pentel pen, and a copy of the
selection The Beginnings of
the Internet to each group.
The group assigns a member
Distribute
manila
paper,
pentel pen, and a copy of the
selection The Beginnings of
the Internet to each group.
The group assigns a member
The
Internet
was
first
conceived in the early 60s.
Under the leadership of the
Department
of
Defenses
Research Project Association
(ARPA), it grew from a paper
architecture
to
a
small
network called the ARPANET.
It was intended to promote
the
sharing
of
supercomputers
among
researchers in the United
States.
Americas military think-tank
were trying to figure out an
important strategic problem:
how could US authorities talk
to
each
other
in
the
aftermath
of
a
nuclear
attack?
The
Internet
was
first
conceived in the early 60s.
Under the leadership of the
Department
of
Defenses
Research Project Association
(ARPA), it grew from a paper
architecture
to
a
small
network called the ARPANET.
It was intended to promote
the
sharing
of
supercomputers
among
researchers in the United
States.
Americas military think-tank
were trying to figure out an
important strategic problem:
how could US authorities talk
to
each
other
in
the
aftermath
of
a
nuclear
attack?
Communication networks of
the day were chained pointto-point, with each place on
the network dependent on
the link before it. If one point
in the network was blown up,
the whole network would
become useless. Paul Baran,
one of the US militarys
thinkers, conceived the idea
for
a
new
kind
of
communications
network;
one that wasnt organized
point-to-point, but instead
was set up more like a
Communication networks of
the day were chained pointto-point, with each place on
the network dependent on
the link before it. If one point
in the network was blown up,
the whole network would
become useless. Paul Baran,
one of the US militarys
thinkers, conceived the idea
for
a
new
kind
of
communications
network;
one that wasnt organized
point-to-point, but instead
was set up more like a
G. Finding practical
applications of concepts
and skills in daily living
your reading?
a.
All ants live in large
colonies.
b. All ants work to defend
the colony.
c. All ants in a colony have a
job.
your reading?
a.
All ants live in large
colonies.
b. All ants work to defend
the colony.
c. All ants in a colony have a
job.
Group
1.
generalization
Group
1.
generalization
Answer
questions.
Answer
questions.
Make
5
about
Make
5
about
fishnet.
He believed this
structure
could
allow
information to find its own
path through the network
even if a section had been
destroyed.
fishnet.
He believed this
structure
could
allow
information to find its own
path through the network
even if a section had been
destroyed.
Activity 1
Activity 1
1.
When
was
Internet conceived?
1.
When
was
Internet conceived?
the
the
2.
What was the initial
function of the internet?
2.
What was the initial
function of the internet?
3.
What
stand for?
3.
What
stand for?
4.
the
does
ARPA
5.
Who thought
fishnet-like setup?
the
of
following
4.
the
does
ARPA
5.
Who thought
fishnet-like setup?
the
of
following
chocolate
Group 2. Write a valid
generalization about how
food can be used creatively
Group
3.
Write
5
generalizations about baby
alligators
Group
4.
Write
valid
generalizations about fishes
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
chocolate
Group 2. Write a valid
generalization about how
food can be used creatively
Group
3.
Write
5
generalizations about baby
alligators
Group
4.
Write
valid
generalizations about fishes
Read
Read
the
answer
paragraph
the
then
following
questions.
the
answer
paragraph
the
then
following
questions.
How
important
is
communication?
How
often
do
we
communicate?
To
whom
do
we
communicate?
Is it possible to live a single
day without
communicating?
How does it feel to have
someone to talk to all the
time?
When was the last time you
talked with your friends?
With your answers to these
questions, write a paragraph
on:
How
important
is
communication?
How
often
do
we
communicate?
To
whom
do
we
communicate?
Is it possible to live a single
day without
communicating?
How does it feel to have
someone to talk to all the
time?
When was the last time you
talked with your friends?
With your answers to these
questions, write a paragraph
on:
The Importance of
Communication to Man
The Importance of
Communication to Man
1.
The
Internet
has made
it possible
for people
1.
The
Internet
has made
it possible
for people
all
over
the world
to
communic
ate
with
one
another
effectively
and
inexpensiv
ely.
2.
We can
use
the
web,
Internet
to
look
for
the
answers
to
our
assignme
nts.
all
over
the world
to
communic
ate
with
one
another
effectively
and
inexpensiv
ely.
2.
We can
use
the
web,
Internet
to
look
for
the
answers
to
our
assignme
nts.
3. The web,
Internet
is only
used by
the
wealthy
people.
3. The web,
Internet
is only
used by
the
wealthy
people.
4. Media and
entertainmen
t companies
use the
Internet for
on-line news
and weather
services and
to broadcast
audio and
video,
including
live radio and
television
programs.
4. Media and
entertainmen
t companies
use the
Internet for
on-line news
and weather
services and
to broadcast
audio and
video,
including
live radio and
television
programs.
5. Companies
use the
Internet for
selling,
buying,
distributing
products, and
providing
customer
service.
J.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
For
those
with
internet
access) Research for studentfriendly websites and list
down some information you
may get from them.
5. Companies
use the
Internet for
selling,
buying,
distributing
products, and
providing
customer
service.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and October 10-14,2016
Time
Monday
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates confidence
in the use of the language
to meet everydays needs;
and reads independently
and gets relevant
information from various
text types.
EN5WC-IIh-1.8.2
Revise writing for clarity
- correct spelling
demonstrates confidence
in the use of the language
to meet everydays needs;
and reads independently
and gets relevant
information from various
text types.
EN5RC-IIh-2.15.1
Make an outline from a
selection read
demonstrates confidence
in the use of the language
to meet everydays needs;
and reads independently
and gets relevant
information from various
text types.
EN5RC-IIh-2.15.1
Make an outline from a
selection read
EN5WC-IIh-1.8.2
Revise writing for clarity
- correct spelling
Friday
Weekly Test
1. Teachers Guide
pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
EN5RC-IIH-2.15.1 AND
EN5F-IIH-1.3
EN5RC-IIH-2.15.1 AND
EN5F-IIH-1.3
Video
video
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
Outlining is arranging
notes so that important
ideas stand out and make
clear which point supports
each of the important
ideas.
An outline is a method
for taking notes of a
written work or speech.
The outline is usually
presented using headings
and subheadings.
Outlining is arranging
notes so that important
ideas stand out and make
clear which point supports
each of the important
ideas.
An outline is a method
for taking notes of a
written work or speech.
The outline is usually
presented using headings
and subheadings.
F.
Developing mastery
Issue to be discussed:
Are you in favor of K-12
or not?
Let the pupils form five
groups. Let each group
form a small circle.
Let each member of every
group share with the rest
of the group members .
Clarity/Conciseness:
Revise the following
sentences to remove
Ask:
What is the main idea of
the fist paragraph?
How did you know these
details were more
important than the other
details in the selection?
What other ideas struck
you while reading the text?
Did you notice or find any
cue word that help you
determine the essential
idea or information?
What is the title or
concept?
What is the main idea of
the second paragraph?
What are the facts that
support the idea?
Ask:
What is the main idea of
the fist paragraph?
How did you know these
details were more
important than the other
details in the selection?
What other ideas struck
you while reading the
text?
Did you notice or find any
cue word that help you
determine the essential
idea or information?
What is the title or
concept?
What is the main idea of
the second paragraph?
What are the facts that
support the idea?
clutter, eliminate
wordiness, and clarify
meaning (credits to
Zinsser).
(1) The bricks on our new
house are red in color
and in spite of the fact
that they are new, the
look of these bricks is
a used, beat-up
appearance.
information to complete
the outline. The first group
to complete the outline will
be the winner.
information to complete
the outline. The first group
to complete the outline
will be the winner.
Group Activity
Group Activity
G. Finding practical
applications of concepts
and skills in daily living
Group Activity
Group Activity
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
Vase
knocking
Morning
light
mailing
write
J.
B.
C.
Refer to LM_______.
knocking
Morning
write
Refer to LM_______.
Kind of fossils
Location of fossils
Uses of fossils
Telling the story of the
earth
Molds of plants and
animals
Skeletal remains of plants
and animals
Hard rocks
Layers of sedimentary
rocks
Preserved bodies of parts
of bodies of plants and
animals
Tracing the changes of the
earths surface
Telling the changes in
climate
Holes in the mud
Prints made by parts of
plants and animals
Mud or sand
Kind of fossils
Location of fossils
Uses of fossils
Telling the story of the
earth
Molds of plants and
animals
Skeletal remains of plants
and animals
Hard rocks
Layers of sedimentary
rocks
Preserved bodies of parts
of bodies of plants and
animals
Tracing the changes of the
earths surface
Telling the changes in
climate
Holes in the mud
Prints made by parts of
plants and animals
Mud or sand
Refer to LM_______.
Refer to LM_______.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and October 17-21,2016
Time
Monday
I.
OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/Objecti
ves
Write the LC code for
each
II.
CONTENT
III.
LEARNING
Grade Level
Learning Areas
Quarter
Tuesday
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
listens critically to
news reports and
other radio
broadcasts and
expresses ideas
accurately in oral
and in written
forms;
The learner...
The learner...
The learner...
The learner...
demonstrates
confidence in the
use of the
language to meet
everydays needs;
and reads
independently and
gets relevant
information from
various text types.
EN5OL-IIj-4
Make a stand
EN5F-IIj-1.3
Read grade level text with accuracy,
EN5F-IIj-1.6
appropriate rate
EN5F-IIj-1.7
and proper
Make an outline from a selection read
Make a stand
about the issue of
the in the security
of the West
Philippine Sea
Friday
Weekly
test
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
Our World of
Reading Wind
Sea Workbook
ROCKS
Pictures , charts,
multimedia
devices and
worksheets
Show a political
map of the
Philippines.
Give the country
near it.
https://www.youtube.com/watch?
v=r68iEwYdbh4
https://www.youtube.com/watch?
v=r68iEwYdbh4
https://www.youtube.com/watch?
v=r68iEwYdbh4
B. Establishing a
purpose for the
lesson
Make a stand
about the issue of
the in the security
of the West
Philippine Sea
C. Presenting
examples/instances
of the new lesson
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
D. Discussing new
concepts and
practicing new skills
#1
Place a poster in
each corner of the
room. Then read a
statement, and tell
students to go to
the corner that
best describes
how they feel
about that
statement. Here
are some
examples of
statements:
The Philippines
should handle
alone the security
of the West
Philippine Sea
without any help
from any other
countries.
The United States
of America should
provide direct
assistance in the
security of the
West Philippine
Sea.
The issue on the
security of the
Rocks
Rocks
Rocks
West Philippine
should be handle
only of the
countries in the
Southeast Asian
Region.
The USA should
only provide
military equipment
for the security of
the West
Philippine Sea and
will not directly
involve in its
security.
Encourage
students to voice
their opinions from
their respective
corners. Then
have each group
gathered in
response to a
statement work
together to write a
clear statement
explaining their
position.
What
is
your
opinion about your
desired
statements
you
have chosen?
Should the USA
have
a
direct
involvement in the
following
issue?
Why or why not?
Why
do
the
Philippines should
handle alone the
security
of
its
territory?
What can you say
about the USA
Sedimentary Rocks
There are rocks that consist of
materials that were once was part of
older rocks or of plants and animal
parts. These rocks were deposited
millions of years ago as layers of loose
materials which
become
cemented together. They are called
sedimentary rocks from the word
sediments. They are grouped into
three: 1) classic or
fragmental
sedimentary,
2)
chemical
sedimentary,and
3)
organic
sedimentary. Classic or fragmental
sedimentary is composed of rock
fragments carried and deposited by
wind, water or glacier and are cemented
together. Chemical sedimentary is
composed of deposits of minerals
Sedimentary Rocks
There are rocks that consist of
materials that were once was part of
older rocks or of plants and animal
parts. These rocks were deposited
millions of years ago as layers of loose
materials which
become
cemented together. They are called
sedimentary rocks from the word
sediments. They are grouped into
three: 1) classic or
fragmental
sedimentary,
2)
chemical
sedimentary,and
3)
organic
sedimentary. Classic or fragmental
sedimentary is composed of rock
fragments carried and deposited by
wind, water or glacier and are cemented
together. Chemical sedimentary is
composed of deposits of minerals
Sedimentary Rocks
There are rocks that consist of
materials that were once was part of
older rocks or of plants and animal
parts. These rocks were deposited
millions of years ago as layers of loose
materials which
become
cemented together. They are called
sedimentary rocks from the word
sediments. They are grouped into
three: 1) classic or
fragmental
sedimentary,
2)
chemical
sedimentary,and
3)
organic
sedimentary. Classic or fragmental
sedimentary is composed of rock
fragments carried and deposited by
wind, water or glacier and are cemented
together. Chemical sedimentary is
composed of deposits of minerals
giving
military
equipment for the
security
our
territory? Will it
benefit us or the
US?
Should
the
security of the
west
Philippine
sea be handle by
the accepting the
direct assistance
of our Southeast
Asian neighbours?
Metamorphic Rock
Rocks that have changed its
appearance and sometimes its mineral
composition due to either extreme heat
or pressure are called metamorphic
rocks. They often show a layered
structure but some are said to be
massive.
Metamorphic
rocks
that
layered in appearance are known as
foliated rocks while those that are
massive are known as unfoliated rocks.
All kinds of rocks, including igneous and
sedimentary,
usually
undergo
metamorphism and produce the so
called metamorphic rocks.
Metamorphic Rock
Rocks that have changed its
appearance and sometimes its mineral
composition due to either extreme heat
or pressure are called metamorphic
rocks. They often show a layered
structure but some are said to be
massive.
Metamorphic
rocks
that
layered in appearance are known as
foliated rocks while those that are
massive are known as unfoliated rocks.
All kinds of rocks, including igneous and
sedimentary,
usually
undergo
metamorphism and produce the so
called metamorphic rocks.
Metamorphic Rock
Rocks that have changed its
appearance and sometimes its mineral
composition due to either extreme heat
or pressure are called metamorphic
rocks. They often show a layered
structure but some are said to be
massive.
Metamorphic
rocks
that
layered in appearance are known as
foliated rocks while those that are
massive are known as unfoliated rocks.
All kinds of rocks, including igneous and
sedimentary,
usually
undergo
metamorphism and produce the so
called metamorphic rocks.
E. Discussing new
concepts and
practicing new skills
#2
resources?
resources?
resources?
Ask:
What is the title?
What is the main topic?
Where will we write it? Make a brief
description.
What are the 3 supporting details?
What will we write in Roman numeral II
Ask:
What is the title?
What is the main topic?
Where will we write it? Make a brief
description.
What are the 3 supporting details?
What will we write in Roman numeral II
Ask:
What is the title?
What is the main topic?
Where will we write it? Make a brief
description.
What are the 3 supporting details?
What will we write in Roman numeral II
ROCKS
ROCKS
ROCKS
F.
Developing mastery
(Leads to Formative
Assessment 3)
Debate
Group 1 and 2
Talk about the
issue of the
second statement.
Group 3 and 4
Talks about the
issue of the third
statement.
The two groups
will draw lots to
I.
Rocks according to how it was
formed
A.
Igneous hardened magma
B.
Sedimentary
cemented
sediments
C.
Metamorphic changed due to
heat and pressure
I.
Rocks according to how it was
formed
A.
Igneous hardened magma
B.
Sedimentary
cemented
sediments
C.
Metamorphic changed due to
heat and pressure
I.
Rocks according to how it was
formed
A.
Igneous hardened magma
B.
Sedimentary
cemented
sediments
C.
Metamorphic changed due to
heat and pressure
II.
Igneous rocks solidified or
hardened magma
A.
Intrusive
igneous
rock
II.
Igneous rocks solidified or
hardened magma
A.
Intrusive
igneous
rock
II.
Igneous rocks solidified or
hardened magma
A.
Intrusive
igneous
rock
III.
Sedimentary rocks made of
sediments cemented together
A.
Clastic
or
fragmented
sedimentary rock fragments carried by
wind, water and glacier
B.
Chemical
sedimentary
III.
Sedimentary rocks made of
sediments cemented together
A.
Clastic
or
fragmented
sedimentary rock fragments carried by
wind, water and glacier
B.
Chemical
sedimentary
III.
Sedimentary rocks made of
sediments cemented together
A.
Clastic
or
fragmented
sedimentary rock fragments carried by
wind, water and glacier
B.
Chemical
sedimentary
IV.
Metamorphic rocks changed its
appearance and mineral composition
due to heat and pressure
A.
Foliated
rock
layered
appearance
B.
Unfoliated
massive
appearance
IV.
Metamorphic rocks changed its
appearance and mineral composition
due to heat and pressure
A.
Foliated
rock
layered
appearance
B.
Unfoliated
massive
appearance
IV.
Metamorphic rocks changed its
appearance and mineral composition
due to heat and pressure
A.
Foliated
rock
layered
appearance
B.
Unfoliated
massive
appearance
Group Activity:
Each group will make an outline.
Group Activity:
Each group will make an outline.
Group Activity:
Each group will make an outline.
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning
FOSSILS
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What is outlining?
FOSSILS
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What is outlining?
FOSSILS
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
What is outlining?
Refer to LM pp _______.
Refer to LM pp _______.
Refer to LM pp _______.
Bongbong on
bilateral talks:
China opened
the door, we
shut it
MANILA,
Philippines - Sen.
Ferdinand
"Bongbong"
Marcos
Jr.
perceives
the Philippines'
rejection
of
to
resolve
the
maritime
over
dispute
the
South
China Sea.
"China
opened the door
and
we
shut
it.
them,"
media
adding
forum,
that
the
country failed to
take advantage of
the
opportunity.
READ: China
given
to Philippines:
Let's sit down and
talk
According
to
the
senator,
there
are
three
ways
only
to
resolve
the
said
dispute:
by
war,
adjudication
or
multilateral
or
bilateral
agreements.
Marcos
ruled out war and
arbitration
since
talk,
you
are
doing and we do
not
agree
what
doing.
with
you
are
But
the
Senate Committee
of
Foreign
Relations
noted
chair
that
the
anything
accept
if
China's
invitation
to
dialogue
on
a
the
maritime dispute.
"We
should
talk
China
to
bilaterally
because it is still
the
best
Our
option.
Filipino
businessmen
also
can
help
by
reaching
out
their
Chinese
counterparts
friends
in
to
and
China
at
least,
down
sit
and
negotiate,
or
at
Philippines should
not be "snobbish"
in
dealing
with
"superpower"
China. He added
that he cannot see
any reason not to
talk with China.
"We're
strategically
important to any
great
power
Asia-Pacific,
in
but
we have to play
that
role
even-
handedly. We have
to stop thinking in
terms of kakampi
ko
ang
Chinese,
kakampi
ko
ang
Kano.
Ang
kakampi mo lang
Pilipino,"
the
senator added.
The Philipp
ines
sent
delegation to
the
United
Nations
Arbitral Tribunal to
defend
its
against
stand
China's
nine-dash
line
claim
the
over
Additional activities
for application or
remediation
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well?
Why did these work?
F.
G.
Make a reaction
regarding the
issue.
GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Teaching Dates and November 1-4,2016
Time
Monday
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
HOLIDAY
Grade Level
Learning Areas
Quarter
Tuesday
HOLIDAY
Wednesday
REVIEW
Thursday
PERIODICAL TEST
Friday
PERIODICAL TEST
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J.
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
School
Teacher
Teaching Dates and November 7-11,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Infer the meaning of unfamiliar words (Compound) based on given context clues
Thursday
The learner.
The learner.
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates interest in
reading to meet various
demonstrates interest in
reading to meet various
demonstrates interest in
reading to meet various
demonstrates interest in
reading to meet various
Friday
Weekly test
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
EN5LC-IIIa-2.10
Distinguish fact from opinion
EN5LC-IIIa-2.15
Provide evidence to support
understanding
EN5LC-IIIa-2.10
Distinguish fact from opinion
EN5LC-IIIa-2.15
Provide evidence to support
understanding
EN5V-IIIa-20.3
Infer the meaning of
unfamiliar words (compound,
affixed) based on
EN5V-IIIa-20.4
given context clues
(Synonyms
Antonyms
word parts) and
EN5V-IIIa-20.5
Compound words
EN5V-IIIa-20.3
Infer the meaning of
unfamiliar words (compound,
affixed) based on
EN5V-IIIa-20.4
given context clues
(Synonyms
Antonyms
word parts) and
EN5V-IIIa-20.5
Compound words
EN5V 20.3
EN5V 20.3
103-104
103-104
III.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
ingredients in making
ingredients in making
cupcakes or
cupcakes or
pancakes/applesauce etc.
pancakes/applesauce etc.
* Ice is cold.
* Ice is cold.
* A kitten grew up to be a
* A kitten grew up to be a
cat.
* You should brush your
teeth.
* A baby cannot count one
C. Presenting
examples/instances of the
new lesson
cat.
* You should brush your
teeth.
* A baby cannot count one
to ten.
to ten.
pupils.
pupils.
3. Comprehension check-up
3. Comprehension check-up
proper expression.
proper expression.
One Sunday
One Sunday
paragraphs.
paragraphs.
moment in a neighborhood
moment in a neighborhood
3. Comprehension check-up
3. Comprehension check-up
a. Who is Julian?
a. Who is Julian?
baker?
baker?
happen?
happen?
future.
future.
bake?
bake?
above
Modeling for Pupils
above
Modeling for Pupils
opinion.
opinion.
relax.
to relax.
in each word.
in each word.
Sunday =sun
afternoon=after
prevented.
prevented.
signal opinion.
signal opinion.
day
Sunday =sun
afternoon=after
noon
cupcakes
=cup
=pan
+
+
sauce
=cup
pancakes
=pan
applesauce=apple
sauce
strawberry=straw
berry
strawberry=straw
berry
Chinatown=China
town
Chinatown=China
town
=any
body
time
cupcakes
cakes
applesauce=apple
anytime
cakes
cakes
anybody
day
noon
cakes
pancakes
anybody
=any
=any
body
=any
anytime
time
meaning.
1. The pupils will write the
the following:
the following:
from opinion.
from opinion.
_______________________ bell
_______________________ bell
2. Group Activity
2. Group Activity
by the door
by the door
_______________________ ache
_______________________ ache
body
body
activity.
activity.
_______________________ cake
_______________________ cake
fried on a pan
fried on a pan
_______________________ room
_______________________ room
_______________________ cloth
_______________________ cloth
to cover
to cover
3. Activity proper.
3. Activity proper.
Sentences:
Sentences:
a. I love water.
a. I love water.
and strong.
and strong.
survive.
survive.
without water.
without water.
F.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
accordingly
accordingly
Learn)
Learn)
the activity
the activity
3. Activity proper
3. Activity proper
_____________________ 1. store
_____________________ 1. store
_____________________ 2.
_____________________ 2.
_____________________ 3. a set
_____________________ 3. a set
holding books
holding books
_____________________ 4.
_____________________ 4.
_____________________ 5. used
_____________________ 5. used
suns glare
Pick out the compound words
suns glare
Pick out the compound words
morning.
morning.
playroom.
playroom.
answer.
answer.
Group Activity
Group Activity
H. Making generalizations
and abstractions about
the lesson
afternoon.
What have you learned from
afternoon.
What have you learned from
todays lesson?
todays lesson?
todays lesson?
todays lesson?
I.
compound words
Read each sentence and fill
compound words
Read each sentence and fill
below.
below.
1. The ____________________did
1. The ____________________did
adulthood, we grow
adulthood, we grow
building.
building.
emotionally.
emotionally.
2. Please go to the
2. Please go to the
___________________________
___________________________
do.
do.
_____________________________.
_____________________________.
4. We will go to the
4. We will go to the
____________________________to
____________________________to
womanhood.
womanhood.
vegetables.
vegetables.
5. I have
5. I have
like my mother.
like my mother.
________________________mayb
________________________mayb
Refer to LM ________.
Refer to LM ________.
J.
Evaluating learning
B.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
Refer to LM __________.
Refer to LM __________.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
School
Teacher
Teaching Dates and November 14-18,2016
Time
Monday
Tuesday
Provide evidence to support understanding
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates interest in
reading to meet various
EN5LC-IIIc-2.15
Provide evidence to support
understanding
demonstrates interest in
reading to meet various
EN5LC-IIIc-2.15
Provide evidence to support
understanding
demonstrates interest in
reading to meet various
EN5V-IIIb-20.3
Infer the meaning of
unfamiliar words (compound,
affixed) based on
EN5V-IIIb-20.4
given context clues
(Synonyms
demonstrates interest in
reading to meet various
EN5V-IIIb-20.3
Infer the meaning of
unfamiliar words (compound,
affixed) based on
EN5V-IIIb-20.4
given context clues
(Synonyms
Friday
Weekly Test
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
Antonyms
word parts) and
EN5V-IIIb-20.5
other strategies
Antonyms
word parts) and
EN5V-IIIb-20.5
other strategies
Identifying Conclusions
( Listening)
Identifying Conclusions
( Listening)
105-108
105-108
EN5LC-IIIb-2.15
EN5LC-IIIb-2.15
pp. 1-10
pp. 1-10
EN5V-IIIb-20.3
EN5V-IIIb-20.3
III.
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
action song.
action song.
is happy
is happy
is well. (2x)
is well. (2x)
good
good
The
The
the paragraph.
the paragraph.
or prefix.
or prefix.
is well. (2x)
Identify conclusions to
situations
teacher
will
provide
teacher
will
provide
death.
death.
1.
2.
3.
What kind of
1.
What kind of
accidents usually
accidents usually
happen to
happen to
commuters of LRT?
commuters of LRT?
Stampede, got
Stampede, got
caught by a closing
caught by a closing
door
How can we avoid
2.
door
How can we avoid
getting hurt or
getting hurt or
meeting an accident
meeting an accident
being imposed.
What safety
3.
being imposed.
What safety
precautions should
precautions should
be observed? Do
be observed? Do
booth
booth
draw conclusions.
draw conclusions.
been eaten.
been eaten.
1.
1.
happened to the
2.
adobo?
Experience clues
2.
adobo?
Experience clues
*Conclusion a
*Conclusion a
statement readers
statement readers
passage or a story. To
passage or a story. To
draw a conclusion,
draw a conclusion,
your experience to
your experience to
the story.
Group Activity
the story.
Group Activity
1.
1.
groups
The teacher will
2.
groups
The teacher will
2.
meta card.
meta card.
3.
of the activity
Each group will be
3.
of the activity
Each group will be
4.
given a situation.
From the situation,
4.
given a situation.
From the situation,
their conclusion.
their conclusion.
Developing mastery
following:
following:
rapid current.
rapid current.
a.
climbing a mountain
a. climbing a mountain
b.
rafting
c.going fishing
c.
going fishing
2. Lucy was furious about her
classroom.
classroom.
Why does the author use the
Why does the author use the
a.
Furious is a fancier
than mad.
b.
c.
d.
upset.
all.
after all.
home.
is _________. .
a.dinnertime
G. Finding practical
applications of concepts
and skills in daily living
b.bedtime
is _________. .
a.
dinnertime
b.
bedtime
c.
Group Activity
Group Activity
H. Making generalizations
and abstractions about
the lesson
given situation?
given situation?
I.
Directions:
Evaluating learning
Let
the
pupils
Directions:
Let
the
pupils
those in a sentence.
those in a sentence.
conclusion.
conclusion.
they
they
started
fishing
they
started
fishing
they
suddenly
suddenly
not
not
take
much
food
with
much
food
with
fish
take
that
they
caught
the
fish
that
they
caught
because
he
was
because
he
was
hoping
to
have
fish
for
dinner.
b. Julio's mother doesn't like
fish
c. It takes a long time to
catch fish
d. Julio's father is a better
J.
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
hoping
to
have
fish
for
dinner.
b. Julio's mother doesn't like
fish
c. It takes a long time to
catch fish
d. Julio's father is a better
Refer to LM _______.
Refer to LM _______.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
III.
CONTENT
LEARNING
RESOURCES
A. References
School
Teacher
Teaching Dates and November 21-25,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Provide evidence to support understanding
Read grade level text with accuracy, appropriate and proper expression.
Show tactfulness when communicating with others.
Thursday
The learner.
The learner.
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates interest in
reading to meet various
EN5LC-IIIc-2.15
Provide evidence to support
understanding
demonstrates interest in
reading to meet various
EN5LC-IIIc-2.15
Provide evidence to support
understanding
Providing Evidence to
Support Understanding
Providing Evidence to
Support Understanding
demonstrates interest in
reading to meet various
EN5F-IIIc-1.3
Read grade level text with
accuracy,
EN5F-IIIc-1.6
appropriate rate and
EN5F-IIIc-1.7
proper expression
Reading grade level text with
accuracy, appropriate and
proper expression.
Showing tactfulness when
communicating with others.
demonstrates interest in
reading to meet various
EN5F-IIIc-1.3
Read grade level text with
accuracy,
EN5F-IIIc-1.6
appropriate rate and
EN5F-IIIc-1.7
proper expression
Reading grade level text with
accuracy, appropriate and
proper expression.
Showing tactfulness when
communicating with others.
Friday
Weekly Test
Curriculum guide p. 72
Curriculum guide p. 72
K to 12 Curriculum Guide p.
72
K to 12 Curriculum Guide p.
72
C. Presenting
examples/instances of the
new lesson
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
F.
Developing mastery
Group Activity
Listen as the teacher read
the story. Base from the story
listened to, the pupils will
create their own question
your answer must provide
evidence to support
understanding.
Group Activity
Listen as the teacher read
the story. Base from the story
listened to, the pupils will
create their own question
your answer must provide
evidence to support
understanding.
A Bookworm
Vicente is a bookworm. He
likes to read about almost
everything. He likes to read
adventure stories, nature
stories, fairy tales, and
biographies. Whenever he
gets hold of a book, nothing
could stop him from finishing
it. He overworks his eyes by
reading. He reads even when
the light is dim.
A Bookworm
Vicente is a bookworm. He
likes to read about almost
everything. He likes to read
adventure stories, nature
stories, fairy tales, and
biographies. Whenever he
gets hold of a book, nothing
could stop him from finishing
it. He overworks his eyes by
reading. He reads even when
the light is dim.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Group Activity
Group Activity
Group Activity
Group Activity
Insects
Insects
Air Pollution
Air Pollution
illness c. raind,tsunami
illness c. raind,tsunami
a.
2.
3.
4.
5.
J.
B.
C.
D.
Refer to LM _____.
Refer to LM _____.
Cities
b. farms
c.
towns
Pollution is not good
for our____________.
a. Health
b. mind
c.
spirit
Smoke and exhaust
fumes contain
much___________.
a. Oxygen
b. water vapour
c. harmful gas
Air pollution can
make us __________.
a. Active
b. sleepy
c. c. sick
When gasoline is
burned, by-products
are given off such
as_________.
a. Oxygen and
nitrogen
b. Carbon dioxide
and water vapor
c. Smoke and
exhaust fumes
Refer to LM____.
b.
Cities
b. farms
c.
towns
7. Pollution is not good
for our____________.
b. Health
b. mind
c.
spirit
8. Smoke and exhaust
fumes contain
much___________.
d. Oxygen
e. water vapour
f.
harmful gas
9. Air pollution can
make us __________.
d. Active
e. sleepy
f. c. sick
10. When gasoline is
burned, by-products
are given off such
as_________.
d. Oxygen and
nitrogen
e. Carbon dioxide
and water vapor
f. Smoke and
exhaust fumes
Refer to LM____.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
School
Teacher
Grade Level
Learning Areas
I.
OBJECTIVES
A. Content Standards
Monday
Tuesday
Infer the speakers tone, mood and purpose.
Link comments to the remarks of other.
Observe politeness at all time.
Quarter
Wednesday
Thursday
The learner.
The learner.
The learner.
The learner.
B. Performance Standards
The learner...
The learner...
The learner...
The learner...
C. Learning
Competencies/Objectives
Write the LC code for
each
demonstrates interest in
reading to meet various
EN5LC-IIId2.8.1/2.8.2/2.8.3
Infer the speakers tone,
mood and purpose.
demonstrates interest in
reading to meet various
EN5LC-IIId2.8.1/2.8.2/2.8.3
Infer the speakers tone,
mood and purpose.
demonstrates interest in
reading to meet various
EN5V-IIId-20.3
Infer the meaning of
unfamiliar words (compound,
affixed) based on
EN5V-IIId-20.4
given context clues
(Synonyms
Antonyms
word parts) and
EN5V-IIId-20.5
other strategies
(Health)
Compound Words
demonstrates interest in
reading to meet various
EN5V-IIId-20.3
Infer the meaning of
unfamiliar words (compound,
affixed) based on
EN5V-IIId-20.4
given context clues
(Synonyms
Antonyms
word parts) and
EN5V-IIId-20.5
other strategies
(Health)
Compound Words
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
Friday
Weekly Test
A. Reviewing previous
lesson or presenting
the new lesson
Poem
I love my friend
He went away from me.
Theres nothing more to say.
Poem
I love my friend
He went away from me.
Theres nothing more to say.
Soft as it began
I love my friend.
able to infer the speakers
tone, mood and purpose.
Soft as it began
I love my friend.
able to infer the speakers
tone, mood and purpose.
C. Presenting
examples/instances of the
new lesson
cupcakes
strawberry
pancakes
blueberry
applesauce
cupcakes
strawberry
pancakes
blueberry
applesauce
park?
walk around the park and
Francisca would describe
everything she sees to
Antonio
How would they walk around
the park?
Hold hands and talk about
things Francisca see ( write
the answer on the board)
What emotion do these
actions indicate? Friendliness
( write the answer on the
board )
Which action of Antonio tells
us that sometimes he feels
sad about being blind? When
he cries
What does Francisca do when
she sees him crying? Hold
him tight and tell him that
her eyes are big enough for
the two of them.
What is Franciscas mood
feeling as she holds his hand
and tells him about her eyes?
( compassion )
Could you say that Antonio
and Francisca are close?
Why/ Why not?
Yes, they are close because
they like to spend time
together, talk about
things and console each
other when one is lonely
park?
walk around the park and
Francisca would describe
everything she sees to
Antonio
How would they walk around
the park?
Hold hands and talk about
things Francisca see ( write
the answer on the board)
What emotion do these
actions indicate? Friendliness
( write the answer on the
board )
Which action of Antonio tells
us that sometimes he feels
sad about being blind? When
he cries
What does Francisca do when
she sees him crying? Hold
him tight and tell him that
her eyes are big enough for
the two of them.
What is Franciscas mood
feeling as she holds his hand
and tells him about her eyes?
( compassion )
Could you say that Antonio
and Francisca are close?
Why/ Why not?
Yes, they are close because
they like to spend time
together, talk about
things and console each
other when one is lonely
F.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
Group 1
Box the correct compound
words:
Part of the day between noon
and evening
afterglow
afternoon
Air transportation
airport
airline
Group 1
Box the correct compound
words:
Part of the day between noon
and evening
afterglow
afternoon
Air transportation
airport
airline
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J.
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
What is inferring?
What is inferring?
____________ =
a
store here books are sold
____________ =
marker placed
between the pages of the
book
____________ =
a set
of shelves or cabinet for
holding books
____________ =
a
store here books are sold
____________ =
marker placed
between the pages of the
book
____________ =
a set
of shelves or cabinet for
holding books
____________ =
a
person who spends much
time reading a book
_____________
=
use to protect the
eyes from the suns glare
____________ =
a
person who spends much
time reading a book
_____________
=
use to protect the
eyes from the suns glare
seaweeds________________
sandcastle________________
fishnet___________________
swimsuit _________________
fingernails________________
seaweeds________________
sandcastle________________
fishnet___________________
swimsuit _________________
fingernails________________
Refer to LM _________.
Refer to LM _________.
D.
lesson
No. of learners who continue
to require remediation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and December 5-9,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Infer the meaning of unfamiliar words (compound, affixed) based on given context clues
(synonyms - antonyms word parts)
Observe politeness at all times
Show tactfulness when communicating with others
The learner.
The learner.
The learner.
The learner.
Thursday
Friday
Weekly Test
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
3. Textbook pages
The learner...
The learner...
The learner...
The learner...
demonstrates interest in
reading to meet various
EN5V-IIIe-20.3
Infer the meaning of
unfamiliar words
(compound, affixed) based
on
Compound Words Written as
One Word
demonstrates interest in
reading to meet various
EN5V-IIIe-20.3
Infer the meaning of
unfamiliar words
(compound, affixed) based
on
Compound Words Written as
One Word
demonstrates interest in
reading to meet various
EN5RC-IIIe-3.2.6
Distinguish text-types
according to features
(structural and language)
-Cause and effect
demonstrates interest in
reading to meet various
EN5RC-IIIe-3.2.6
Distinguish text-types
according to features
(structural and language)
-Cause and effect
Distinguish text-types
according to features
Distinguish text-types
according to features
EN5RC - IIIe
Curriculum Guide p.73
Lesson Guides in Elementary
English 5 pp. 129 131
EN5RC - IIIe
Curriculum Guide p.73
Lesson Guides in Elementary
English 5 pp. 129 131
Picture
Picture
Picture
Picture
Distinguish text-types
according to features
(structural and language)
Cause and Effect
Distinguish text-types
according to features
(structural and language)
Cause and Effect
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
this question:
this question:
Turtle Tale
Turtle Tale
F.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
(doorbell)
(doorbell)
(covercloth)
(covercloth)
_____ 1.
_____ 2.
busy.
_____ 3
rain.
_____ 4.
to bring
_____ 5.
active.
_____ 1.
_____ 2.
busy.
_____ 3
rain.
_____ 4.
to bring
_____ 5.
active.
J.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and December 12-16,2016
Time
Monday
Tuesday
Show enjoyment in listening to a story.
Answer question about the story listened to.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
The learner.
The learner.
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
demonstrates interest in
reading to meet various
EN5F-IIIg-1.3
EN5F-IIIg-1.7
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow
The Owl and the Dove
demonstrates interest in
reading to meet various
EN5F-IIIg-1.3
EN5F-IIIg-1.7
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow
The Owl and the Dove
demonstrates interest in
reading to meet various
EN5F-IIIg-1.3
EN5F-IIIg-1.7
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow
The Owl and the Dove
demonstrates interest in
reading to meet various
EN5F-IIIg-1.3
EN5F-IIIg-1.7
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow
The Owl and the Dove
Tongue Twister
Tongue Twister
Tongue Twister
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Weekly Test
C. Presenting
examples/instances of the
new lesson
F.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
During Listening
Read the story to the pupils
accurately and clearly. Pause
once in a while to ask
questions.
Today you are going to listen
to the story of the owl and
the dove.
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Ask:
Why does the owl
move to the west?
If he moves to the
west, will he be liked by the
people there?
If you were the owl,
will you do the same? Why?
What is the story all about?
J.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
Refer to LM _______.
Refer to LM _______.
Refer to LM _______.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
School
Teacher
Teaching Dates and December 19-23,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Express a point of view clearly and briefly.
The learner.
The learner.
Wednesday
The learner.
The learner...
The learner...
The learner...
demonstrates interest in
reading to meet various
EN5WC-IIIg-2.2.7
Write a 3-paragraph feature
article
demonstrates interest in
reading to meet various
EN5WC-IIIg-2.2.7
Write a 3-paragraph feature
article
demonstrates interest in
reading to meet various
EN5WC-IIIg-2.2.7
Write a 3-paragraph feature
article
Writing a paragraph
Writing a paragraph
Writing a paragraph
III.
Thursday
Christmas Break
Friday
Christmas Break
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
/k/
/kw/
king
queen
stocky
quilt
thick
quickly
chicken
quit
asked
quiver
freakish
quench
Express a point of view
clearly and briefly.
/k/
/kw/
king
queen
stocky
quilt
thick
quickly
chicken
quit
asked
quiver
freakish
quench
Express a point of view
clearly and briefly.
/k/
/kw/
king
queen
stocky
quilt
thick
quickly
chicken
quit
asked
quiver
freakish
quench
Express a point of view
clearly and briefly.
famous stylist.
Cover your bared stocky
famous stylist.
Cover your bared stocky
famous stylist.
Cover your bared stocky
parents came.
Hey, stop having a freakish
parents came.
parents came.
you. Be realistic.
Listen attentively to the
selection.
selection.
selection.
by the character?
by the character?
by the character?
F.
Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
unique.
unique.
unique.
a fried chicken.
a fried chicken.
a fried chicken.
____________4. I decided to
____________4. I decided to
____________4. I decided to
shame
shame
shame
J.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
be
inadequate or without proper
enforcement.
Refer to LM _____.
be
inadequate or without proper
enforcement.
Refer to LM _____.
be
inadequate or without proper
enforcement.
Refer to LM _____.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
School
Teacher
Teaching Dates and January 2-7,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Identify Point-of-View in a story
Perform a choral, echo and shadow reading using the appropriate rate and proper expressions.
Show politeness at all times
Thursday
The learner.
The learner.
The learner.
The learner.
The learner...
The learner...
The learner...
The learner...
Friday
Weekly Test
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
demonstrates interest in
reading to meet various
EN5LC-IIIh-3.17
Identify point-of-view
demonstrates interest in
reading to meet various
EN5LC-IIIh-3.17
Identify point-of-view
demonstrates interest in
reading to meet various
EN5F-IIIh-1.3
EN5F-IIIh-1.7
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow reading
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow reading.
demonstrates interest in
reading to meet various
EN5F-IIIh-1.3
EN5F-IIIh-1.7
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow reading
Observe accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow reading.
EN 5 LC III;
3.17Developing Reading
Power 5 p.2 p.10 p.12 p.16
p.20
EN 5 LC III;
3.17Developing Reading
Power 5 p.2 p.10 p.12 p.16
p.20
Group Activity
(Hello, Hello)
Group Activity
(Hello, Hello)
Hello, Hello,Hello,
Hello, How do you do
Im Glad to be with you
And you, and you and you!!
Tralalalalalalalala!! 3x
Hello, Hello,Hello,
Hello, How do you do
Im Glad to be with you
And you, and you and you!!
Tralalalalalalalala!! 3x
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Observe
accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow reading.
Observe
accuracy,
appropriate rate and proper
expressions in choral, echo
and shadow reading.
C. Presenting
examples/instances of the
new lesson
The Eyebrows
Eyebrows are part of the face
which serves two purposes
for beauty and protection.
Eyebrows made the face look
more beautiful by calling
attention to the eyes. They
make the eyes look healthier
and brighter. Eyebrows do
not only beautify the face but
also protect the eye from
sweat. Without the eyebrows,
drops of sweat may run into
the eyes and blur the sight.
Sweat itself is a waste
product and should be rid off.
The Eyebrows
Eyebrows are part of the face
which serves two purposes
for beauty and protection.
Eyebrows made the face look
more beautiful by calling
attention to the eyes. They
make the eyes look healthier
and brighter. Eyebrows do
not only beautify the face but
also protect the eye from
sweat. Without the eyebrows,
drops of sweat may run into
the eyes and blur the sight.
Sweat itself is a waste
product and should be rid off.
Song
Behold the beautiful land
The young hills and the corn
In the green river womb
Children are born
Honeys in the forest
Blue fish in the sea
The ash gray of the cleanings
Grows grains for me
The teacher will explain how
the words are properly
pronounced, and read. She
also explains the proper and
accurate expression when
reading this kind of texts.
Song
Behold the beautiful land
The young hills and the corn
In the green river womb
Children are born
Honeys in the forest
Blue fish in the sea
The ash gray of the cleanings
Grows grains for me
The teacher will explain how
the words are properly
pronounced, and read. She
also explains the proper and
accurate expression when
reading this kind of texts.
F.
Developing mastery
industrial motor.
industrial motor.
Group Activity
Group Activity
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J.
T
he teacher will ask the
students to make a role play
and their classmates will
identify the point of view
they want to emphasize.
(Group activity)
Refer to LM_____.
Refer to LM_____.
Group Activity
Group Activity
Choral singing
Choral singing
Reader theater
Reader theater
Echo reading
Echo reading
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
School
Teacher
Teaching Dates and January 9-13,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Thursday
Friday
Organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration of others
Write /compose a particular kind of sentence for a specific purpose and audience expressing opinion and emotion
The learner.
The learner.
The learner.
The learner.
Weekly Test
listens critically to different
text types; expresses ideas
logically in oral and written
forms; needs.
The learner...
The learner...
The learner...
The learner...
demonstrates interest in
reading to meet various
EN5SS-IIIj-4
Organize information from
secondary sources in
preparation for writing,
reporting and similar
academic tasks in
collaboration with others
Organizing information from
secondary sources in
preparation for writing,
reporting and similar
academics tasks in
collaboration w/ others.
demonstrates interest in
reading to meet various
EN5SS-IIIj-4
Organize information from
secondary sources in
preparation for writing,
reporting and similar
academic tasks in
collaboration with others
Organizing information from
secondary sources in
preparation for writing,
reporting and similar
academics tasks in
collaboration w/ others.
demonstrates interest in
reading to meet various
EN5G-IIIj-1.8.10
Use a particular kind of
sentence for a specific
purpose and audience
-expressing opinions/
Emotions
demonstrates interest in
reading to meet various
EN5G-IIIj-1.8.10
Use a particular kind of
sentence for a specific
purpose and audience
-expressing opinions/
Emotions
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
EN 5 SS-III; 4
English Lesson Guide p. 237-
EN 5 SS-III; 4
English Lesson Guide p. 237-
C. Presenting
examples/instances of the
new lesson
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
F.
Continuation....
Continuation....
Group Activity
Group Activity
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating learning
J.
Refer to LM ______.
Refer to LM ______.
A.
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
School
Teacher
Teaching Dates and January 16-20,2016
Time
Monday
Tuesday
Remember the mechanics in writing a paragraph.
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
Friday
A. Content Standards
The learner.
The learner.
The learner...
The learner...
demonstrates interest in
reading to meet various
EN5G-IIIj-1.8.10
Use a particular kind of
sentence for a specific
purpose and audience
-expressing opinions/
Emotions
expressing opinions/
Emotions
demonstrates interest in
reading to meet various
EN5G-IIIj-1.8.10
Use a particular kind of
sentence for a specific
purpose and audience
-expressing opinions/
Emotions
expressing opinions/
Emotions
EN5-WC- IIIi-2.2.7
EN5-WC- IIIi-2.2.7
C. Presenting
examples/instances of the
new lesson
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Review
Periodical Test
Periodical Test
F.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Write a 3 - paragraph
feature article based on the
following situation.
Developing mastery
J.
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
Refer to LM ___________.
Refer to LM ___________.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Textbook pages
Monday
Tuesday
Restate sentences heard in ones own words
The learner
The learner
Wednesday
Thursday
The learner
The learner
The learner
The learner
The learner
The learner
demonstrates interest in
reading to meet various
needs.
EN5LC-IVa-3.11
Restate sentences heard in
ones own words
demonstrates interest in
reading to meet various
needs.
EN5LC-IVa-3.11
Restate sentences heard in
ones own words
demonstrates interest in
reading to meet various needs.
demonstrates interest in
reading to meet various needs.
EN5V-IVa-20.1
EN5V-IVa-20.2
Identify different meanings of
content specific words
(denotation and connotation)
Identifying Different Meanings
of Content Specific Words
(Denotation and Connotation)
EN5V-IVa-20.1
EN5V-IVa-20.2
Identify different meanings of
content specific words
(denotation and connotation)
Identifying Different Meanings
of Content Specific Words
(Denotation and Connotation)
EN5LC Iva-3.11
EN5OL-Iva-2.6.1
EN5LC Iva-3.11
EN5OL-Iva-2.6.1
EN5V-IVa-20.1
EN5V-IVa-20.1
III.
Friday
Weekly Test
EN5A-Iva-16
Curriculum Guide p, 76
EN5A-Iva-16
Curriculum Guide p, 76
EN5V-Iva 20.2
EN5V-Iva 20.2
Short story/sentences,
Pictures emoticon, Charts
Short story/sentences,
Pictures emoticon, Charts
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
F.
Developing mastery
Even though I am
accustomed to traveling for
Even though I am
accustomed to traveling for
G. Finding practical
applications of concepts
and skills in daily living
I am absolutely furious!! I
cannot believe that my dog
chewed my favorite shoes.
Now they're ruined!
____________
I am absolutely furious!! I
cannot believe that my dog
chewed my favorite shoes.
Now they're ruined!
____________
H. Making generalizations
and abstractions about
the lesson
IV. Evaluating learning
Blue
_____ a. Mommy, please buy
me a blue bike.
______b. Linda
got low score in her test. She is
blue.
2.Snake
_____ a. Lito saw a big snake in
their backyard.
_____ b. Mario is a snake. He
spank the little boy.
1. Blue
_____ a. Mommy, please buy
me a blue bike.
______b. Linda
got low score in her test. She is
blue.
2.Snake
_____ a. Lito saw a big snake in
their backyard.
_____ b. Mario is a snake. He
spank the little boy.
3.Cool
______a. The weather is
verycool.
______b. I like your jacket. It is
very cool.
3.Cool
______a. The weather is
verycool.
______b. I like your jacket. It is
very cool.
4.Cheap
______a. Linda goes with
different man thats why she is
being called cheap.
______b. The dress in the store
is cheap.
4.Cheap
______a. Linda goes with
different man thats why she is
being called cheap.
______b. The dress in the store
is cheap.
5.Rats
______a. Rats lived in a dark
places.
______b. Rats! I left my pocket
book in the car.
5.Rats
______a. Rats lived in a dark
places.
______b. Rats! I left my pocket
book in the car.
V. Assignment
Checked by:
FE T. LONGCOP
Principal
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
School
Teacher
Teaching Dates and January 30-Febrary 3,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Distinguish text-types according to features (structural and language) Enumeration
The learner
The learner
The learner
Thursday
The learner
The learner
The learner
The learner
The learner
demonstrates interest in
reading to meet various
needs.
EN5RC-IVb-3.2. 8
Distinguish text-types
according to features
(structural and language)
-Enumeration
demonstrates interest in
reading to meet various
needs.
EN5RC-IVb-3.2. 8
Distinguish text-types
according to features
(structural and language)
-Enumeration
demonstrates interest in
reading to meet various
needs.
EN5G-IVb-1.8.1
Use compound sentences to
show
cause and effect
demonstrates interest in
reading to meet various
needs.
EN5G-IVb-1.8.1
Use compound sentences to
show
cause and effect
Distinguishing Text-Type
According to Features
(Structural and Language
Distinguishing Text-Type
According to Features
(Structural and Language
EN5RC-IVa-3.2.8
EN5RC-IVa-3.2.8
EN5G-IVa-1.8.1
EN5VC-IVa 3.7
EN5A-Iva-17
EN5G-IVa-1.8.1
EN5VC-IVa 3.7
EN5A-Iva-17
Flashcard
Flashcard
III.
EN5F-IVa 1.6
EN5SS-Iva-1.8
EN5F-IVa 1.6
EN5SS-Iva-1.8
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
Flashcard
Charts
Flashcard
Weekly Test
Pictures
Charts
Pictures
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Charts
Charts
Pictures
Pictures
Website/Internet (Youtube)
Website/Internet (Youtube)
Dictionary
Dictionary
Vocabulary Worksheet
Vocabulary Worksheet
on the board.
on the board.
pupils.
pupils.
text type?
text type?
boy is doing?
boy is doing?
distinguish text-type
according to features
(structural and language)
distinguish text-type
according to features
(structural and language)
What is a compound
What is a compound
sentence?
sentence?
sentence in flashcards
sentence in flashcards
to features(structural and
to features(structural and
so I put on my raincoat.
so I put on my raincoat.
learners manual.
learners manual.
exercises on Learners
exercises on Learners
Material.
Material.
F.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
A - And
N - Nor
B - But
O - Or
Y - Yet
S So
A - And
N - Nor
B - But
O - Or
Y - Yet
S So
Another example:
Another example:
groups yell.
groups yell.
expressed in a compound
expressed in a compound
manual.
manual.
effect.
effect.
H. Making generalizations
and abstractions about
the lesson
todays lesson?
todays lesson?
I.
Evaluating learning
today.
today.
activity below.
activity below.
Directions:
Complete
the
following sentences. You may
use a word or a group of
words as signals for causeand-effect relationships.
Directions:
Complete
the
following sentences. You may
use a word or a group of
words as signals for causeand-effect relationships.
days topic.
days topic.
1.
2.
up by the military,
______________ they
could catch the
terrorists.
3. Tourists flock to
Boracay
____________they are
amazed of its white
sand
4. The diligent son
worked in the
morning and studied
at night ___________
his father died three
years ago.
5. The economy of the
country is improving
_______________
dedicated
government officials
worked hard.
6. The wind blew and
the papers were
scattered on the
floor.
7. He opened the box
and a letter fell into
his hands.
8. The rain stop and the
rainbow appeared in
the sky.
9. Maria steps on a
banana feeling and
she fell on the
ground.
10. Juan accidentally
broke the flower
base, his mother got
angry.
J.
Refer to LM__________.
Refer to LM__________.
13.
14.
15.
16.
17.
18.
19.
20.
up by the military,
______________ they
could catch the
terrorists.
Tourists flock to
Boracay
____________they are
amazed of its white
sand
The diligent son
worked in the
morning and studied
at night ___________
his father died three
years ago.
The economy of the
country is improving
_______________
dedicated
government officials
worked hard.
The wind blew and
the papers were
scattered on the
floor.
He opened the box
and a letter fell into
his hands.
The rain stop and the
rainbow appeared in
the sky.
Maria steps on a
banana feeling and
she fell on the
ground.
Juan accidentally
broke the flower
base, his mother got
angry.
B.
C.
D.
REMARKS
REFLECTION
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and Febrary 6-10,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Restate sentences heard in ones own words
The learner
The learner
The learner
The learner
Wednesday
Thursday
Weekly Test
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
The learner
The learner
The learner
The learner
demonstrates interest in
reading to meet various
needs.
EN5LC-IVc-3.11
Restate sentences heard in
ones own words
demonstrates interest in
reading to meet various
needs.
EN5LC-IVc-3.11
Restate sentences heard in
ones own words
demonstrates interest in
reading to meet various
needs.
EN5G-IVc-1.8.2
Use compound sentences to
show
problem- solution relationship
of ideas
demonstrates interest in
reading to meet various
needs.
EN5G-IVc-1.8.2
Use compound sentences to
show
problem- solution relationship
of ideas
Conjunction
Conjunction
EN5LC -IVc-3.11
EN5OL-IVc2.6.2
EN5F - IVc -1.
EN5-IVf-16
C.G. - pp. 76
Enjoying Reading 5 pp.157,
169 Worksheet from internet
EN5LC -IVc-3.11
EN5OL-IVc2.6.2
EN5F - IVc -1.
EN5-IVf-16
C.G. - pp. 76
Enjoying Reading 5 pp.157,
169 Worksheet from internet
EN5G-IV-c-1.8.
EN5A-IV-c-16
Interactive skills in English 5
pp. 49 -50
Worksheet from internet
Ateneo Lesson Guide 5pp.
90-93
Growing in English Lang 5 pp.
57 - 58
EN5G-IV-c-1.8.
EN5A-IV-c-16
Interactive skills in English 5
pp. 49 -50
Worksheet from internet
Ateneo Lesson Guide 5pp.
90-93
Growing in English Lang 5 pp.
57 - 58
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Mang Cardings
Catch
Mang Cardings
Catch
Mang
Carding is known
for being a good
fisherman in their
town. One morning
he went to the
river to catch fish.
With determination
he threw his
fishing line onto
the river and
patiently waited
for his catch.
Suddenly he felt a
tug on his line. His
heart beat faster
as he positioned
his feet firmly on
the ground. He
pulled the line with
all his might
hoping to see a big
fish at the hook of
his fishing line. He
stared at his catch
with
disappointment
Mang
Carding is known
for being a good
fisherman in their
town. One morning
he went to the
river to catch fish.
With determination
he threw his
fishing line onto
the river and
patiently waited
for his catch.
Suddenly he felt a
tug on his line. His
heart beat faster
as he positioned
his feet firmly on
the ground. He
pulled the line with
all his might
hoping to see a big
fish at the hook of
his fishing line. He
stared at his catch
with
disappointment
F.
Developing mastery
behind.
Always respect your elders,
(yet/ and / so ) you may earn
their trust.
behind.
Always respect your elders,
(yet/ and / so ) you may earn
their trust.
G. Finding practical
applications of concepts
and skills in daily living
Continuation of Group
activity
Continuation of Group
activity
H. Making generalizations
and abstractions about
the lesson
What is a compound
sentence? What conjunction
is used in compound
sentence?
What does the word FANBOYS
stand for?
What is a compound
sentence? What conjunction
is used in compound
sentence?
What does the word FANBOYS
stand for?
I.
Evaluating learning
J.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
The grasshopper is
hopping and
dancing all day.
The ant is working
and saving food.
It rained all day.
The grasshopper
has no food to eat.
The grasshopper
realizes that it is
important to save
food -for the rainy
day.
Refer to LM ___________.
The grasshopper is
hopping and
dancing all day.
7. The ant is working
and saving food.
8. It rained all day.
9. The grasshopper
has no food to eat.
10. The grasshopper
realizes that it is
important to save
food -for the rainy
day.
Refer to LM ___________.
Refer to LM ___________.
Refer to LM ___________.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and Febrary 13-17,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Use appropriate graphic organizers in text read
The learner
The learner
The learner
The learner
Wednesday
Thursday
Friday
Weekly Test
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
forms;
forms;
forms;
forms;
The learner
The learner
The learner
The learner
demonstrates interest in
reading to meet various
needs.
EN5RC-IVe-2.15.2
Use appropriate graphic
organizer
demonstrates interest in
reading to meet various
needs.
EN5RC-IVe-2.15.2
Use appropriate graphic
organizer
demonstrates interest in
reading to meet various
needs.
EN5OL-IVf-4
Use verbal and non-verbal
cues in a TV
demonstrates interest in
reading to meet various
needs.
EN5OL-IVf-4
Use verbal and non-verbal
cues in a TV
EN5LC-IVe-4 ; EN5SS-IVe1.7.1 ;
Curriculum Guide p. 81
Developing Reading Power 5
p. 214
EN5LC-IVe-4 ; EN5SS-IVe1.7.1 ;
Curriculum Guide p. 81
Developing Reading Power 5
p. 214
Watch a short
broadcasting scene
without sounds.
Ask the students to retell
the broadcasting scene
based on what they had
watched.
Call another student to
retell the scene.
Watch the broadcasting
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
C. Presenting
examples/instances of the
new lesson
F.
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Actual Presentatio
Actual Presentation
Group Activity
Group Activity
Group Activity
Group Activity
J.
V.
VI.
A.
B.
C.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
Flower
The
lower
and
outermost part of a flower
are the sepals. They are
usually green. They look like
leaves.
They
form
the
protective covering of the
flower when it is still a bud.
Above the sepals are
the petals. Petals often have
bright colors because they
attract insects. Growing just
above and within the circle of
petals are the stamens. Each
stamen has a long stem like
part called filament. At the
top of the filament is another
which is filled with yellow or
reddish dust-like grains called
pollen.
The innermost part of
the flower is the pistil which
has three parts the stigma,
the style and the large base
called ovary. Within the ovary
are small structures called
ovules. Seeds develop from
the ovules. ( Grade 5 Lesson
Guide p. 204 )
Flower
The
lower
and
outermost part of a flower
are the sepals. They are
usually green. They look like
leaves.
They
form
the
protective covering of the
flower when it is still a bud.
Above the sepals are
the petals. Petals often have
bright colors because they
attract insects. Growing just
above and within the circle of
petals are the stamens. Each
stamen has a long stem like
part called filament. At the
top of the filament is another
which is filled with yellow or
reddish dust-like grains called
pollen.
The innermost part of
the flower is the pistil which
has three parts the stigma,
the style and the large base
called ovary. Within the ovary
are small structures called
ovules. Seeds develop from
the ovules. ( Grade 5 Lesson
Guide p. 204 )
Refer to LM_________.
Refer to LM_________.
Refer to LM_________.
Refer to LM_________.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
School
Teacher
Teaching Dates and Febrary 20-24,2016
Time
Monday
Make generalizations
The learner
Tuesday
Grade Level
Learning Areas
Quarter
Wednesday
Thursday
The learner
The learner
The learner
listens critically to
different text types;
expresses ideas logically
in oral and written forms;
listens critically to
different text types;
expresses ideas logically
in oral and written forms;
listens critically to
different text types;
expresses ideas logically
in oral and written forms;
The learner
The learner
The learner
The learner
demonstrates interest in
reading to meet various
needs.
demonstrates interest in
reading to meet various
needs.
demonstrates interest in
reading to meet various
needs.
Friday
Weekly Test
C. Learning
Competencies/Objective
s
Write the LC code for
each
II.
CONTENT
EN5RC-IVg-2.12
Make generalizations
EN5RC-IVg-2.12
Make generalizations
EN5G-IVg-1.9.2
Use complex sentences
to show
problem- solution
relationship of ideas
Making generalization
Making generalization
Complex Sentences
K to 12 Curriculum Guide
EN5RC IVg-.2.12
K to 12 Curriculum Guide
EN5RC IVg-.2.12
K 12 Curriculum Guide in
English 5
Language Learning Made
Easy
Worksheet from Internet
K 12 Curriculum Guide in
English 5
Language Learning Made
Easy
Worksheet from Internet
metacards, pictures,
manila paper, activity
sheets
metacards, pictures,
manila paper, activity
sheets
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
Vocabulary Development
polio- a serious disease that affects the
nerves of the spine and makes a person
permanently unable to move particular
muscles
handicapped having a physical
disability
exemplifyto be a very good example of
Vocabulary Development
polio- a serious disease
that affects the nerves of
the spine and makes a
person permanently
unable to move
particular muscles
handicapped having a
physical disability
exemplifyto be a very
Show a picture of a
mother hugging her
child.
Show a picture of a
mother hugging her
child.
Ask:
What does the
mother do to her child?
Why do you think she is
hugging the child?
Ask:
What does the
mother do to her child?
Why do you think she is
hugging the child?
LEARNING
RESOURCES
A. References
1. Teachers Guide
pages
2. Learners Material
pages
3. Textbook pages
EN5G-IVg-1.9.2
Use complex sentences
to show
problem- solution
relationship of ideas
III.
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
good example of
b.
c.
I shall not go
home
unless
mother is back.
I
like
you
because you are
so friendly.
Susie will return
her books after
her class.
b.
c.
I shall not go
home
unless
mother is back.
I
like
you
because you are
so friendly.
Susie will return
her books after
her class.
F.
Developing mastery
(Leads to Formative
Assessment 3)
Group Activity
Make a Generalization from the given
paragraphs.
Group Activity
Make a Generalization
from the given
paragraphs.
G. Finding practical
applications of concepts
and skills in daily living
Combine the
independent clause with
the dependent clause to
make a complex
sentence. (Refer to LM_)
Combine the
independent clause with
the dependent clause to
make a complex
sentence. (Refer to LM_)
Generalization:
_________________________
_________________________
_
Your tongue has 10,000
taste buds on it.The
taste buds allow you to
taste different
flavors.The tongue is
actually a strong muscle
that pushes food up and
down. The tongue has
taste buds and
muscles.The tongue
muscles help us eat.The
tongue has taste buds
and muscles.The tongue
muscles help us eat.
Generalization:
_________________________
_________________________
_
H. Making generalizations
and abstractions about
the lesson
What is a generalization?
Generalization is a general statement.
What is the basis for making
generalization?
Generalization is based on facts
What is a
generalization?
Generalization is a
general statement.
What is the basis for
making generalization?
Generalization is based
on facts
I.
Write an independent
clause to complete each
complex sentence.
1. Since
Im
hungry,
________________
______.
2. Although
Im
late,
________________
______.
3. Because she is
rich,
________________
___.
Write an independent
clause to complete each
complex sentence.
1. Since
Im
hungry,
________________
______.
2. Although
Im
late,
________________
______.
3. Because she is
rich,
________________
___.
Evaluating learning
Generalization:
Electronic devices are
useful tools.
Most young and old
have cellular phones.
Gadgets are very
expensive. Only the rich
people can afford them.
We use calculators to
make computing our
expenses easier.
J.
B.
C.
D.
E.
Which of my teaching
strategies worked well?
Why did these work?
F.
G.
Refer to LM_______.
Refer to LM_______.
Refer to LM____.
Refer to LM____.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
School
Teacher
Teaching Dates and Febrary 27-March 3,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Wednesday
Use complex sentences to show problem-solution relationship of ideas
The learner
The learner
The learner
Thursday
The learner
The learner
The learner
The learner
The learner
demonstrates interest in
demonstrates interest in
demonstrates interest in
demonstrates interest in
Friday
Weekly Test
K 12 Curriculum Guide in
English 5
Language
Learning
Made
Easy
Worksheet from Internet
K 12 Curriculum Guide in
English 5
Language
Learning
Made
Easy
Worksheet from Internet
K 12 Curriculum Guide in
English 5
Language
Learning
Made
Easy
Worksheet from Internet
K 12 Curriculum Guide in
English 5
Language
Learning
Made
Easy
Worksheet from Internet
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
pictures.
pictures.
pictures.
pictures.
Present
the
following
sentences. Have the pupils
read this.
Present
the
following
sentences. Have the pupils
read this.
Present
the
following
sentences. Have the pupils
read this.
Present
the
following
sentences. Have the pupils
read this.
a.
b.
c.
a.
b.
c.
a.
b.
c.
a.
b.
c.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
F.
I.
Developing mastery
Evaluating learning
2.
3.
J.
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
_.
Although Im late,
_____________________
_.
Because she is rich,
___________________.
Refer to LM____.
2.
3.
_.
Although Im late,
_____________________
_.
Because she is rich,
___________________.
Refer to LM____.
2.
3.
_.
Although Im late,
_____________________
_.
Because she is rich,
___________________.
Refer to LM____.
2.
3.
_.
Although Im late,
_____________________
_.
Because she is rich,
___________________.
Refer to LM____.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
School
Teacher
Teaching Dates and March 6-10 ,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Utter each letter, word, phrase and sentence articulately.
The learner
The learner
Wednesday
Thursday
The learner
The learner
The learner
The learner
The learner
The learner
demonstrates interest in
reading to meet various
needs.
EN5LC-IVi-3.13
Summarize information from
various text types
demonstrates interest in
reading to meet various
needs.
EN5LC-IVi-3.13
Summarize information from
various text types
demonstrates interest in
reading to meet various
needs.
EN5LC-IVi-3.13
Summarize information from
various text types
demonstrates interest in
reading to meet various
needs.
EN5LC-IVi-3.13
Summarize information from
various text types
Improving Proficiency in
Reading I,p.44
K-12 Curriculum Guide in
English 5 EN5LC-Iv3.13,
Improving Proficiency in
Reading I,p.44
K-12 Curriculum Guide in
English 5 EN5LC-Iv3.13,
Improving Proficiency in
Reading I,p.44
K-12 Curriculum Guide in
English 5 EN5LC-Iv3.13,
Improving Proficiency in
Reading I,p.44
K-12 Curriculum Guide in
English 5 EN5LC-Iv3.13,
III.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
Friday
Weekly Test
A. Reviewing previous
lesson or presenting
the new lesson
Situation:
While watching
Probinsyano,suddenly there
was an electric interruption
that
shot off the lights,
television, electric fan,
refrigerator and other
household appliances
in your neighbors home.
Situation:
While watching
Probinsyano,suddenly there
was an electric interruption
that
shot off the lights,
television, electric fan,
refrigerator and other
household appliances
in your neighbors home.
Situation:
While watching
Probinsyano,suddenly there
was an electric interruption
that
shot off the lights,
television, electric fan,
refrigerator and other
household appliances
in your neighbors home.
Situation:
While watching
Probinsyano,suddenly there
was an electric interruption
that
shot off the lights,
television, electric fan,
refrigerator and other
household appliances
in your neighbors home.
F.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Group Activity
Group Activity
Group Activity
Group Activity
Refer to LM______.
Refer to LM______.
Refer to LM______.
Refer to LM______.
J.
Refer to LM______.
Refer to LM______.
Refer to LM______.
Refer to LM______.
Developing mastery
B.
C.
D.
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and March 13-17,2016
Time
Grade Level
Learning Areas
Quarter
Monday
Tuesday
Use verbal and non-verbal cues.
The learner
The learner
The learner
The learner
Wednesday
Thursday
Friday
Weekly Test
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
forms;
forms;
forms;
forms;
The learner
The learner
The learner
The learner
demonstrates interest in
reading to meet various
needs.
EN5OL-IVj-4
Use verbal and non-verbal
cues in a TV broadcast
demonstrates interest in
reading to meet various
needs.
EN5OL-IVj-4
Use verbal and non-verbal
cues in a TV broadcast
demonstrates interest in
reading to meet various
needs.
EN5OL-IVj-4
Use verbal and non-verbal
cues in a TV broadcast
demonstrates interest in
reading to meet various
needs.
EN5OL-IVj-4
Use verbal and non-verbal
cues in a TV broadcast
EN5OL- IV;
20.1, 20.2
EN5OL- IV;
20.1, 20.2
EN5OL- IV;
20.1, 20.2
EN5OL- IV;
20.1, 20.2
III.
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
-4
EN5V-IVh
-4
EN5V-IVh
-4
EN5V-IVh
-4
EN5V-IVh
charts, metacards.
charts, metacards.
charts, metacards.
charts, metacards.
house.
house.
house.
house.
C. Presenting
examples/instances of the
new lesson
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
F.
Developing mastery
them mean?
them mean?
them mean?
them mean?
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
them mean?
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
them mean?
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
them mean?
a. This is a
sketch of human body.
Please paint a heart of gold.
b. Here is Mr.
Rico who gives money to the
needy. He has a heart of
gold.
Differentiate
denotations and
connotations.
What does each of
them mean?
bluffing them.
bluffing them.
bluffing them.
bluffing them.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
* Denotation
expresses literal or real
meaning.
* Connotation
expresses concealed
meaning.
Evaluation: Write
Denotation or Cooontation on
each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
while shaping up a bolo.
______3. Your jokes are
too corny, it didnt make me
laugh at all.
______4. The river had
finally reached its dead end;
the water dried up,fish and
plants all died.
______5. When
necessary, create an ad lib to
make your part very realistic.
* Denotation
expresses literal or real
meaning.
* Connotation
expresses concealed
meaning.
Evaluation: Write
Denotation or Cooontation on
each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
while shaping up a bolo.
______3. Your jokes are
too corny, it didnt make me
laugh at all.
______4. The river had
finally reached its dead end;
the water dried up,fish and
plants all died.
______5. When
necessary, create an ad lib to
make your part very realistic.
* Denotation
expresses literal or real
meaning.
* Connotation
expresses concealed
meaning.
Evaluation: Write
Denotation or Cooontation on
each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
while shaping up a bolo.
______3. Your jokes are
too corny, it didnt make me
laugh at all.
______4. The river had
finally reached its dead end;
the water dried up,fish and
plants all died.
______5. When
necessary, create an ad lib to
make your part very realistic.
* Denotation
expresses literal or real
meaning.
* Connotation
expresses concealed
meaning.
Evaluation: Write
Denotation or Cooontation on
each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
while shaping up a bolo.
______3. Your jokes are
too corny, it didnt make me
laugh at all.
______4. The river had
finally reached its dead end;
the water dried up,fish and
plants all died.
______5. When
necessary, create an ad lib to
make your part very realistic.
I.
Write Denotation or
Cooontation on each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
Write Denotation or
Cooontation on each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
Write Denotation or
Cooontation on each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
Write Denotation or
Cooontation on each blank.
______1. When the
naughty boy was scolded by
his mother he shed crocodile
tears.
______2. The mason
seems to have an iron hand
Evaluating learning
J.
V.
VI.
A.
B.
C.
D.
REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation
E.
Which of my teaching
strategies worked well? Why
did these work?
F.
G.
GRADES 1 to 12
DAILY LESSON LOG
I.
OBJECTIVES
A. Content Standards
School
Teacher
Teaching Dates and March 20-24,2016
Time
Monday
Tuesday
Define vocabulary words through context clues.
The learner
The learner
listens critically to different
text types; expresses ideas
logically in oral and written
forms;
Grade Level
Learning Areas
Quarter
Wednesday
REVIEW
Thursday
PERIODICAL TEST
Friday
PERIODICAL TEST
B. Performance Standards
The learner
The learner
demonstrates interest in
reading to meet various
needs.
EN5LC-IVj-3.13
Summarize information from
various text types
demonstrates interest in
reading to meet various
needs.
EN5LC-IVj-3.13
Summarize information from
various text types
Developing Vocabularies
(Contextual Clues)
Developing Vocabularies
(Contextual Clues)
Tongue Twister
Videographers
videotape the
videography
of videos.
Tongue Twister
Videographers
videotape the
videography
of videos.
C. Presenting
examples/instances of the
new lesson
C. Learning
Competencies/Objectives
Write the LC code for
each
II.
CONTENT
III.
LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
underlined
vocabulary in each
sentence.
1. There was
rejoicing in the palace
yesterday.
The king got
married a beautiful woman.
2. Trials are test of
patience. They are the spices
of life.
3. The kings wife
requested for a monkeys
liver.
4. Timothy is a
mischievous boy. He always
makes his teachers angry.
5. Juan is a silly
boy. He does things that
shows lack of good sense.
underlined
vocabulary in each
sentence.
1. There was
rejoicing in the palace
yesterday.
The king got
married a beautiful woman.
2. Trials are test of
patience. They are the spices
of life.
3. The kings wife
requested for a monkeys
liver.
4. Timothy is a
mischievous boy. He always
makes his teachers angry.
5. Juan is a silly
boy. He does things that
shows lack of good sense.
Comprehension Questions:
1. Tell the most remarkable
traits of each character.
2. Why was the jelly fish
sent by the king for an
errand?
3. How did the jelly fish
persuade the monkey to go
with him? Did the jelly fish
succeed?
4. If you were the monkey,
what would you do to serve
Comprehension Questions:
1. Tell the most remarkable
traits of each character.
2. Why was the jelly fish
sent by the king for an
errand?
3. How did the jelly fish
persuade the monkey to go
with him? Did the jelly fish
succeed?
4. If you were the monkey,
what would you do to serve
yourself?
5. What became of the jelly
fish after being punished?
6. What does this story
want to covey?
yourself?
5. What became of the jelly
fish after being punished?
6. What does this story
want to covey?
Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
F.
d. zoo, swamp,
d. zoo, swamp,
pen
pen
H. Making generalizations
and abstractions about
the lesson
I.
J.
Refer to LM________.
Refer to LM________.
Refer to LM________.
Refer to LM________.
Evaluating learning
Additional activities for
application or
remediation
V.
REMARKS
VI.
REFLECTION
A.
B.
C.
D.
E.
F.
G.