School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: MAY 29 – JUNE 2, 2023 (WEEK 5) Quarter: 4th Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards

B. Performance Standards

C. Learning a.Restate sentences heard in one’s Use verbal and non- Identify different Use complex sentences a. revise writing for
Competencies/Objectiv own words verbal cues in TV meanings of content to show cause and clarity- correct spelling
es b.Use appropriate graphic organizers broadcast specific words effect. b. observe politeness at
Write the LC code for in text read b. Analyze how visual (denotation and b. Show tactfulness all times
each c.Read grade level text with 128 and multimedia connotation) (TLE) when communicating EN5WC-IVe-1.8; EN5A-
words correct per minute elements contribute to b. List primary and with others. IVe-16
EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ; the meaning of a text secondary sources of EN5G-IVe-1.9.1;
EN5F-IVe 1.13 EN5LC-IVe-4 ; EN5SS- information EN5A-IVe-17
Page 77 of 164 IVe-1.7.1 ;/Page 77 of EN5V-IVe-20.1 ; EN5V-
164 IVe-20.2, EN5SS-IVe-
5/Page 77 of 164
II. CONTENT Restating sentences heard in one’s Using verbal and non- Identifying different Using complex Revise writing for
own words verbal cues meanings of content sentences to show clarity- correct spelling
Using appropriate graphic organizers Analyzing how visual specific words cause and effect. Observe politeness at
in text read and multimedia (denotation and Showing tactfulness all times
Reading grade level text with 128 elements contribute to connotation) when communicating
words the meaning of a text Listing primary and with others.
secondary sources of
information
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages Developing Reading Power 5 p. 214 Developing Reading Developing Reading
Power 5 p. 214 Power 5 p.
 4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Metacards activity cards, manila
Resources paper
Stories to be flashed in television/
written in manila paper
IV. PROCEDURES
A. Reviewing previous Review
lesson or presenting How visual and multimedia elements
the new lesson contribute to the meaning of a text.
B. Establishing a purpose 1.Present the story entitled “The Bug
for the lesson Collection” to the students.
2.Ask the student to read it.
3.Call another student to read the
story.
4.Call the students to read the story
in group in two’s three’s etc.
C. Presenting At the end of the lesson you will be
Video clips, graphic Reading articles, visual Perception charts, Rating sheet, Learner’s
illustrations, chart aids, library holdings, visual aids, pictures Material, pencils
News Broadcast to be charts
flashed in television
Review 1.Review the kinds of Review your previous
Examples of graphic sentences according to composition. Check for
organizers structure: simple, clarity and spelling
compound and corrections.
complex by placing
pictures with
sentences (illustrating
cause and effect) on
the board.
1.Watch a short 1.Present to the class a 2.Ask the students to
broadcasting scene reading article entitled find the pair of the
without sounds. “Saved by a Hero”- pictures (cause to its
2.Ask the students to English Basics and effect).
retell the broadcasting Beyond 5 pp. 394-396 3.Ask the students to
scene based on what 2.Ask the students to read each sentences of
they had watched. read the article with the pictures.
3.Call another student the emphasized words, 4.Ask students to
to retell the scene. list the words and give match the sentences to
4.Watch the their own meaning. form a complex
broadcasting scene 3.Present to the class sentence
again with sounds. the correct meanings
5.Ask the students to and ask them how did
compare their retelling they came up with
of the broadcasting their own meaning.
scene to the original
a.Is your retelling of
the scene correct?
b.What are the things
that made you think
that the scene is as
you retold?
You will dramatize a 4.Present to the class a Present complex Exchange your work
 examples/instances of able to restate the sentences heard in Television broadcasting dictionary. Ask them if sentences with your seatmate and
the new lesson your own words you can also use using verbal and non- they know what the check each other’s
appropriate graphic organizers and verbal cues. book is for and explain work…
can read text correctly with 128 how it is used. Underline words you
words per minute. find out spelled wrong
Put question marks on
sentences/ paragraphs
you do not understand
or is not clear
Use only a pencil
D. Discussing new B.Explaining the students what to 2.Ask the students to B.Explaining the B.Explaining the B.Explaining the
concepts and practicing do. list the verbal and non- students what to do. students what to do. students what to do.
new skills #1 1.Say: I will read again the story, verbal cues they 1.Say: you enlisted the 1.Say: Match the cause 1.Say: Check your work
while I am reading the story, I want previously had on the emphasized words to its effect to complete by exchanging it with
you to list all the key sentences and retelling of the lately. Those words the complex sentences your seatmate.
supporting sentences from the story. broadcasting scene. have their own by coloring the boxes 2.Do the checking three
2.Comprehension check up 3.Ask them to group standard meaning and with the same color. times in a round-robin
3.Ask the student to tell the key themselves into 4 and can be found in the 2.Check the outcomes technique.
sentence in the first paragraph, then make a script dictionary. We call and the complex 3.The teacher will
give the supporting sentences. those words sentences if correct. silently observe the
Continue to ask questions until the denotation. 3.Read the complex process of correcting
students were able to organize ideas 2.Say: however, the sentences (effects) and each other if the
using the graphic organizer words that imparts the differentiate it again students are practicing
attitudes and feelings, from the simple and politeness at all times.
whether pleasant or compound. 4.At the end of the
unpleasant, are called 4.Give other examples activity, ask the
connotations students to rate their
commenters using a
rating sheet if he/she is
polite or not.
E. Discussing new C.Modelling for students C.Modelling for C.Modelling for C.Modeling for C.Modelling for
concepts and practicing 1.Direct the student to read the students students students students
new skills #2 sample of what they presented using 1.Watch again another 1.Show the students 1.Give the students a 1.Show the students
the graphic organizer. broadcasting scene. how to use the complex sentence. what to do by providing
2.Ask the student to give all the key 2.Ask the students to dictionary to find the 2.Direct the students an example.
sentence in the story then the list all the verbal and denotation of the to give the cause and 2.Correct the example
supporting sentences. non-verbal cues by example words. effect. with explanation of the
3.Stress to the student the difference analyzing the 2.Using a fish bowl 3.Stress to the student basis of correction.
of key sentence and supporting multimedia elements technique, ask the the different parts of 3.Stress to the student
sentences. namely as: text, students to try it the complex sentences the clarity of a
4.From the given graphic organizer, graphic, sound, video themselves. using another composition and rules
 give opportunity for the student to and animation. 3.Let the students read example. of spelling
restate the sentences/ story in their 3.Stress to the their denotations.
own words students the difference 4.Present another
between verbal and example for
non-verbal cues. connotations.
F. Developing mastery D.Guided Practice D.Guided Practice D.Guided Practice D.Guided Practice D.Independent Practice
(Leads to Formative a.The teacher will post another story 1.The teacher will 1.The teacher posts a 1.Ask the students to Give students enough
Assessment 3) for the student to read and to check the scripts of chart of positive and read the story “The time to revise their work
organize. (ANDRES BONIFACIO each group before negative connotations. Lion and the Mouse” after the correction
Developing Reading Power p. 226) proceeding to the 2.Group Activity 2.Let the students process
b.The teacher will call student to group activity 3.Group the pupils answer the following
restate the story in their own word. 2.Group Presentation into four groups. Ask questions of cause and
c.Group Activity 3.After each them to list down the effect
1.Group the pupils into three group presentation, the positive and negative
The first group will do the graphic groups will show the connotations using
organizer. The second group will read list of the verbal and different library
the story correctly with proper non-verbal cues they resources.
phrasing, intonation, pronunciation. derived from the 4.Visit the library and
The third group will restate the story multimedia elements. ask them to do the
the story in their own word. task and list their
primary and secondary
sources of information.
Primary sources (ex.
Encyclopedia,
textbooks, dictionary,
reference materials,
etc.)
5.Ask the students to
report on class their
work.
G. Finding practical E.Independent Practice: E.Independent E.Independent Practice E.Independent Give students enough
applications of concepts 1.Flash story to the class. (PAGODAS Practice: Let the students make Practice: time to revise their work
and skills in daily living –Developing Reading Power p. 228) 1.The teacher will sentences using words Ask the students to after the correction
2.Based on the story you have read, present short movie with positive or write another possible process
choose one activity you want to do. clips and the students negative connotations. ending for the story
You can make a graphic organizer, will match them to the using complex
you can also restate it in your own appropriate text related sentences.
word or you can read it correctly with to clips based on cues.
proper intonation, pronunciation
phrasing.
H. Making generalizations Closure/Assessment: What have you learned What have you learned What have you learned What have you learned
 and abstractions about What have you learned from today’s from today’s lesson? from today’s lesson? from today’s lesson from today’s lesson?
the lesson lesson?

I. Evaluating learning G.Evaluation: G.Evaluation: G.Evaluation: Provide pupils with Rewrite your own
Read the story carefully and Watch another Classify each exercices about composition after the
correctly. Make a graphic organizer. broadcasting scene. Fill word as denotation or complex sentence correction checking.
in the chart with the connotation by writing showing cause and  Make sure to
appropriate cues D or C effect. correct all possible
provided. words you need to
Elem Verb Non- correct.
ents al Verba  Write legibly.
Of Cues l
Multi Cues
medi
a
Text
Grap
hics
Audio
Video
Anim
ation
J. Additional activities for Give examples of graphic organizer Write 5 complex
application or sentences and identify
remediation the cause and effect.
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?