School: Pio del PilarElementarySchool Grade Level: V-Diamond

GRADES 1 to 12
Teacher: Jennifer R. Lovino Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: JUNE 10-14, 2019 (WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Note significant details Holiday Recognize the elements of a Compose clear and
Self-correct when reading
Use appropriate facial Independence Day narrative coherent sentences
Value/love one another
expressions using appropriate
grammatical
structures:aspects
of verbs.
A. Content Standards

B. Performance
Standards
C. Learning
Competencies/Objective EN5LC-Ia-2.1 EN5V-Ia-12 and 13 EN5F-Ia-2.9
s EN5OL-Ia-2.6.1 EN5G-Ia-3.3
Write for the LC code for
each
II. CONTENT
Listening to a dialogue Selection: Two Were Left by Recognizing the elements of Using the simple
Speaking with appropriate Hugh B. Cave narrative aspects of verb
facial expression Self-correcting when reading Using the present
tense for of the
verbs
Using the simple
regular past form of
verbs
Using forms that
show future time

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 2-3 pages 3-5 pages 5-6 pages 6-8
pages
2. Learner’s Materials pages 3-4 pages 4-7 pages 7-9 pages 10-12
pages
3. Textbook pages pages 3-4 Pages 4-7 pages 7-9 pages 10-12
4. Additional Materials https://www.thoug
from Learning Resource htco.com
(LR) portal
B. Other Learning Pictures, charts, Word cards, pocket chart, story Chart/ppt.flah cards, Pictures, chart,
Resources chart metacards
https://www.thoug
htco.com,
http://englishlinx.c
om
IV. PROCEDURES

A. Review previous Ask: What does being a Ask: What is a dialogue?

lesson or presenting the steward of creation mean?
new lesson Ask the pupil to read
the big idea and another to
read the verse.
Ask: Does the verse say
what being a steward of
creation means?
B. Establishing a Show a picture of people
purpose for the lesson with their pets/ people with
animals>
Ask: How do you think
these people
feel being around their
pets ?
being around animals?
Why should we take
care of
our pets and other
animals?
C. Presenting Tell the pupils to listen very
examples/instances of well while reading the
the new lesson dialogue. Have the pupils
answer the questions in
How is noting details of a story
is done?
Why is using appropriate facial
expression important in
reading?
Ask: Why are dogs called “man’s
bestfriend”? Have you had an
experience with a dog that will
support or contradict the
statement?
Unlocking of difficulties:
marooned, slab, gnawing,
wedged
Present the words using word
Answer the assignments as a Elements of a
review for the past lesson. narrative
Show a poster size version or Show pictures of
PPT. slide of the paragraph. (see trees, flowers, birds,
PPT. or chart) rivers
Tell the pupils that what they
just saw came from the story Ask: Do you take
“Two Were Left” care of our
Ask:If you had not yet read the environment? What
story, will you be able to activity do you
understand it? usually do to take
Show a list of words/phrases to care of our
the pupils. Tell the pupils to fill environment?
in the blanks with these
words/phrases:
(see chart/ppt)
Have the pupils write their
answers on the blanks.
Ask:Does it make more sense
now?
Tell the pupils that the words Say: You have
and phrases they used are called learned that verbs
elements of narratives. are action words.
Direct the pupils to the Today, you will be
 Talk About These. cards and displayed on a pocket definitions on pages 7-9. learning the
chart. Have the pupils read the Have the pupils read aloud the different aspects of
words aloud. Draw out the definitions of each verbs.
meaning of the words using element.Then, call someone to Have the pupils read
context clues and/or pictures. read aloud the definition aloud. the following
Then, have the pupils practice (randomly) sentences:
reading the phrases taken from 1. The president
the selection. continues to
marooned on the ice motivate people to
the slab of iron take care of the
wedged one of the iron strip environment.
the gnawing pain of his injured 2.The teachers
leg continueto motivate
pupils to take care
of the environment.
3.Hecontinued
working with the
group his father
founded since 2002.
4. They will
continue to inspire
people of all ages.
5. Janice bought a
new watch last
week.
Help the pupils
study and analyze
the sentences.
Give more examples
D. Discussing new Read the dialogue about Read:The Two Were Left Have the pupils read the Lead the pupils to
concepts and practicing pets again with neutral The teacher will read the story elements on the flash cards. the different
new skills #1 facial expression. then, Then, call some pupils to repeat aspects of verb
Ask:Did it change the assign a pupil to be Noni and the definition in their own using the sentences
meaning of the dialogue? instruct him to read Noni’s words and understanding. above.
dialogue aloud with expression. Help the pupils
Call on volunteers to take turn study and analyze
reading the story paragraph by the sentences.
paragraph. . Give more examples

Answer and discuss as a class:

Think It Over on page 6 # 1-5

E. Discussing new Model:Refer back to the
concepts and practicing dialogue about pets. Go
new skills #2 through each line and ask
the pupils to identify the
emotions expressed in each
line. Read each line aloud
with proper facial
expression.
F. Developing mastery Activity: Oral Language
Practice
Tell the pupils to pick a
partner, as instructed. Tell
them to read the dialogue
silently and identify the
emotions expressed in each
line. Afterwards, they may
proceed with assigning and
exchanging roles and
reading the dialogue aloud.
G. Finding practical
applications of concepts
Have pupils do Think-Pair-
Share.Tell pupils to work with a
partner,discuss questions with
their partner, and report their
partner’s answers to the class.
Think It Over on page 6 # 6-9
Focus Skill/Competency check
Ask: What do you usually do
when you misread some words
while you are reading a text
aloud?
Explain that it is okay to self-
correct while reading to convey
the message of the text
correctly.
Facilitate the practice described
on page 6 of the text book.
Instruct the pupils to read aloud
the passage with their partners.
Take note of the words that
their partner finds difficulty to
read.Remind him/her to self –
correct while reading.
Have the pupils identify the Guided Practice:
different elements of “Two The class will be
Were Left”. divided into 5. Each
Post the diagram on the board. group will be
receiving metacards
to write their
answers. The
teacher will ask a
pupil to pick a card
to be shown in
class,each card has
a verb and
corresponding tense
of verb written on it.
Each group will
compose clear and
coherent sentences
using the verb in the
tense asked. Two
minutes will be used
to answer each
item.
Independent Practice: Independent
Form a group of five and watch Practice:
the film Spellbound/Obey Your A.The following
Parents. sentences are
Then, on a piece of paper the written in past
pupils will copy the graphic tense. Rewrite them
organizer on the ppt. and fill out in present and
the elements of a narrative. future tense on the
lines.
(See Chart)
Presentation of output in class.
and skills in daily living
H. Making What is a dialogue?
generalizations and How is noting details of a
abstractions about the story is done?
lesson Why is using appropriate
facial expression important
in reading?
Ask:Why is it important to
value/love one another
Why is self-correction while
reading a text aloud necessary?
Ask:What is anarrative?What What is a verb?
are the different elements of a What are the
narrative? State their different aspects of
differences. verb? Differentiate
each

I. Evaluating learning Let the pupils present the Pupils will watch a short story. Have the pupils
dialogue in front of the Copy the graphic organizer from answer the
class. the chart on your paper and fill practices on their
out the elements of a narrative. textbooks pages 11-
Present your output in class. 12.
( Chosen pupils)
( see chart)
J. Additional activities Find the meaning of the word Select the best verb
for application or verb. Write it down on your form: (1/2 crosswise
remediation notebook. of a piece of paper)
Give atleast five example of a 1. We ________ to
verb. London last year.
    go         will go        
went
2. Yesterday she
_______on the ice.
    slips          slipped
will slip
3. They ________ in
Toronto by next
year.
    will live          live   
lived
4. Tomorrow he
________ to Miami.
   traveled       
travels         will
travel
5. Mice ________
peanut butter.
    love          will love
loved
6. Don't bother Tim
 while he ____.
    is driving        will
drive        drove
7. When Jen was in
Canada she
____skiing.
    goes        will go  
went
8. Right now Niki
________ on the
phone.
    is         was        
will be
9. Call back later.
Ella __home soon.
    is         was        
will be
10. Blake ________
his homework last
night.
     finished    finish  
finishes

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 Differentiated Instruction and
strategies worked well? Integration of Learning (Pair-
Why did these work? Share)
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?

Prepared by: Checked by:

JENNIFER R. LOVINO JENNY D. SANTOS

Subject Teacher Master Teacher II

Noted By:

LEO C. CABARUAN MYRNA G. SORIANO

Principal IV PSDS