Grade 5 DLL English 5 Q2 Week 1

School KINOGUITAN CENTRAL SCHOOL Grade Level FIVE
DAILY LESSON LOG Teacher For more DEPED Downloads, visit: teachershq.com Learning Area ENGLISH
Teaching Dates and Time AUGUST 22-26, 2016/8:00-8:50, 8:50:9:40 A.M. Quarter SECOND
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Identify signal words from text Identify main idea, key Compose clear and coherent Plan a two to three- paragraph Determine images/ideas that
heard sentences and supporting sentence using appropriate composition using an are explicitly used to influence
details of a given paragraph. grammatical structures-subject outline/other graphic organizers viewers point of view
verb agreement (inverted
sentence)
B. Performance Standards Analyzes text types to Uses literal information from Uses the correct function of Draft texts using appropriate Applies knowledge of the
effectively understand text to aptly infer and predict nouns, pronouns, verbs, text types for a variety of various forms and conventions
information/messages outcomes adjectives and adverbs in audiences and purposes of print, non-print, and digital
general and their and their materials to approximately
functions in various discourse comprehend print, non-print,
(oral and written) film and moving text
C. Learning Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
Competencies/Objectives EN5LC –II.A-4 EN5LC –II.A-2.21 EN5G –II.A-3.9 EN5WC –II.A-1.1.6.1 EN5vC –II.A-7; EN5VG- IIa-7.2
Write for the LC code for each
Identifying the signal words Identifying main idea, key Composing clear and coherent Planning a two to three Determining images/ideas that
sentences and supporting sentences using appropriate paragraph composition using an are explicitly used to influence
II. CONTENT details of a paragraph grammatical structures-subject outline/other graphic organizers viewers point of view
verb agreement (inverted
sentences)
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Quarter 2, Week 1, pp Quarter 2, Week 1, pp Quarter 2, Week 1, pp Quarter 2, Week 1, pp Quarter 2, Week 1, pp
2. Learner’s Materials pages Quarter 2, Week 1, pp Quarter 2, Week 1, pp Quarter 2, Week 1, pp Quarter 2, Week 1, pp Quarter 2, Week 1, pp
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or Clarify meaning of words using - Ask pupils: What do you call How are you going to identify Identify the subject and verb in What should you remember in
presenting the new lesson dictionaries, thesaurus, and /or the words that give the step-by- the main idea, key sentence , or the given sentence. Analyze if planning a two to three-
online resources direction or sequence? supporting details in a the verbs agree with the paragraph composition?
paragraph subjects
- What words give signal the
step-by-step direction or
sequence?
B. Establishing a purpose for the Ask: What are you going to do Teacher show some chocolates Read the following sentence The teacher will show of Ask: Are you familiar with TV
lesson before going to school every Ask: Who among you love to eat and identify where is the subject different sedimentary rocks. commercials?
day? chocolates? and verb Ask: What do you see in the What is your favorite TV
pictures? commercial?
What kind of rocks are Can you draw inside the box
these? your favorite product and tell
something about it?
C. Presenting Ask the pupils about their Today, we are going to read the Have you ever experienced After seeing the pictures, I will Ask: what ideas/images in the
examples/instances of the new favorite food and ask them if selection entitled, “Quick being teased by somebody? be giving you an outline about TV commercial are used to
lesson they know how to cook their History of Chocolate” to find out How do you feel? Do you think sedimentary rocks. Later on, we influence viewers?
favorite food. how chocolate came to be. In making fun of somebody is a will be making a two t- three- -Did you gain interest of buying
later discussion, we are going to good act? paragraph composition using the product after watching the
The teacher will ask also to get the key sentence, Today, you will be learning the outline. TV commercial?
follow the right procedure in supporting details and main the subject-verb agreement.
cooking. idea.
D. Discussing new concepts and Say: At this time you have to Before proceeding to the Unlocking of difficulties through Reading the outline about This day, you will be learning
practicing new skills #1 listen to the selection about selection, find out the meaning picture: sedimentary rocks. the images/ideas in
how to make apple and hazelnut of the words in Column A with thin naughty commercials that are used to
crunch. After listening, you will the phrases in Column B. tenses scatter’s influence viewers. You are going
answer the question. argues to watch some TV commercials,
observe the lines of the
-Reading a selection endorsers/characters in the
commercial that you consider
captivating.
E. Discussing new concepts and -Before proceeding to the Reading the text, “Quick History Answer comprehensive Say: Now let us try to make a The teacher will present some
practicing new skills #2 selection, there will be of Chocolate.” and let pupils questions from the selection two to three-paragraph TV commercials and call some
unlocking of difficulties. answer comprehensive read composition using the outline. pupils to role play a scene from
-Read the sentences. Select the questions about the selection Say: Here are some inverted the commercial that is
meaning of the underlined read. sentences from the selection. considered to be captivating.
words from the sentences. Analyze how verbs agree with Then pupils will identify the
-Teacher will read again the the subjects. ideas of the scene being
selection and let pupils answer portrayed as to stereotype,
the questions. point of view or propaganda.
F. Developing mastery -The class will play “Advance Say: Going back to the selection, Write the following sentence in The class will be divided into The class will be divided into
Game”. Each group will be given you will now look for the key the inverted order. two groups. four. Each group should give
small banners with signal words sentence, supporting details and Say: I have here an outline. new name of the product to
written on it. The leader will main idea in each paragraph Group 1 will make a paragraph endorse. A representative from
hold and raise it once the (carousel) based on the first part of the each group must explain the
teacher asked for the answer. outline while Group 2 will works ideas used to influence the
in the second part of the viewers.
outline. Your outputs will be
combined to form a two-
paragraph composition.
G. Finding practical applications -Ask pupils the steps in washing Each group will roam around Compose coherent sentences is Form a two paragraph The teacher will present
of concepts and skills in daily clothes the room and see the posted inverted order using the given composition using the following advertisement, and then the
living Manila papers with selections. verbs that agree with the outline, “Taking of Our Bodies.” pupils will determine the ideas
Each selection will ask for either subjects in each item which used to influence the viewers.
the key sentence. comes first in the inverted order
of the sentence.
H. Making generalizations and What are signal words? How will you identify the key Give an example. How is outlining a two- What are the ideas/images in
abstractions about the lesson What words are used to signal sentence, main idea and paragraph composition done? the media that are explicitly
the sequence or step-by-step supporting details in a used to influence the viewers?
direction? paragraph/selection?
I. Evaluating learning Fill in the blank whether the Give the key sentence Compose coherent sentences in Form a two-paragraph The teacher will present
correct signal words to supporting details and main the inverted order using the composition using the following advertisement then the pupils
determine the correct sequence idea of the selection. given (phrase below) outline. will determine the ideas used to
in preparing a peanut butter influence the viewers.
sandwich.
J. Additional activities for What are the steps in cooking Read the following selections. Write the following sentences in Write a two-paragraph Choose at least three TV
application or remediation rice? Then, identify what is asked in inverted order. composition about your favorite commercials and determine if it
Complete the process by each item by choosing the letter 1. My favorite hobby is sports. is stereotype, point of view, or
supplying the missing steps. of the correct answer from the reading myths and propaganda.
given answers. tales.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use./discover which I
wish to share with other teachers?
For more DEPED Downloads, visit: teachershq.com

Grade 5 DLL English 5 Q2 Week 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 5 DLL English 5 Q2 Week 1

Uploaded by

Copyright:

Available Formats

School KINOGUITAN CENTRAL SCHOOL Grade Level FIVE

Monday Tuesday Wednesday Thursday Friday

III. LEARNING RESOURCES

For more DEPED Downloads, visit: teachershq.com

You might also like