DLL - English 5 - Q2 - W4

School: Sto Nino Elementary School Grade Level: V
GRADES 5 Teacher: Maricel M. Acierto Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 20-24,2023(week 3) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written forms; demonstrates confidence in the use of the
A .Content Standards language to meet everyday’s needs; and reads independently and gets relevant
information from various text types.
B .Performance Standards
C. Learning Competencies/ 1.Distinguish fact from opinion. 1.Read with automaticity grade level Compose clear and coherent . Determine images/ideas that are WEEKLY TEST
Objectives 2. Respond to ideas and opinion frequently occurring content area sentences using appropriate explicitly used to influence viewers
Write the LC code for each after reflection. words. grammatical -Stereotypes / Point view/-
Code: EN5LC-IId-2.10 and 2. Gather relevant information from structures: -collective nouns and Propagandas
EN5OL-IID-3.4.1 various resources-Dictionaries verb agreement 2. Observe politeness at all times.
Page 68 of 164 Code: EN5V-EN5F-IId-1.8.1, EN5SS- 2. Revise writing for clarity – 3. Show tactfulness when
IId-1.4 correct spelling communicating with others.
Page 68 of 164 Code: EN5G-IId-2.2.6‚ EN5G-d-3.9, Code: EN5VC-IId-7‚ EN5VC-IId-7.1,
EN5WC-IId-1.8.2 EN5VC-IId-7.2‚ EN5VC-IId-7.3
Page 68 of 164 Page 68 of 164
Fact and Opinion Dictionary
II. CONTENT
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide pages TG/Week 4 TG/Week 4 TG/Week 4 TG/Week 4
2. Learner’s Materials pages LM/Week 4 LM/Week 4 LM/Week 4 LM/Week 4
Developing My English Power 5
pp. 97-100
3. Textbook pages English Expressways Language
p.242-244
4.Additional Materials from

Learning Resource (LR) portal
Chart, pictures Dictionary, picture, charts, papers, Charts‚ pictures Pictures, charts, video clip
B. Other Learning Resources pentel pen
IV. PROCEDURES
A. Reviewing previous lesson Review: Cause and effect Recall fact and opinion What information can we get from Recall collective nouns and verb
or presenting the new lesson relationship dictionary? agreement
Game: Pick out a strip (rolled You have been using the dictionary Call 9 students and group them
with ribbon) with a statement for a long time. Do you also know into 3. Give the group each
stating a fact or an opinion the important of dictionary in our envelops. Inside on it is a group of
inside a box. Those who picked speaking specially with our diction? words to be arrange to form a
an opinion should go to the left What will happen if we are not able sentence. Look at the pictures class.
side; those who picked a fact to talk but we have to What can you say about the pictures?
should go to the right side. communicate? Let us have this Is anyone of you already watched a
Pupils who did not get it game. movie?
B. Establishing a purpose for
correctly should recite a poem; How do you act inside a movie
the lesson
render a song or a dance theater?
number. Do you think it is important to act
correctly during watching any film
movie or even we are just watching a
TV?
Emphasize the good attitudes in
watching a film viewing.
. Today were going to From the Game that we have done Teacher will say that they are Present to the class a video clip
distinguish fact from opinion. ask the following: going to tackle about the verb entitled “ “ Let them watch the video
Refer to LM‚ Try and Learn. What do you feel during the game? agreement. and ask them to get the values that the
C. Presenting examples / Are you able to communicate clearly In this process teacher characters in the movie possess.
instances of the new lesson we thout talking? can use the Think Pad for more Original File Submitted and Formatted
Emphasize the importance of clarification about the verb by DepEd Club Member - visit
reading correctly. agreement. depedclub.com for more
When you are watching a Group the class into three. Refer to Group the class into 4. Perform Watch the video
debate how can you say that LM. Find Out and Learn the activity. Let the teacher give http://grammar.yourdictionary.com/
the speaker is just giving Give them a story to read. Let them the standard in group activity and sentences/20-Rules-of-subject-verb-
her/his opinion or her/his discuss the correct pronunciation of ready rubrics for scoring.
statement is a fact? the words in the selection. Then let The entire group will have the http://www.preservearticles.com/
What are the right things to do the group have one presenter to same question to be answer so 2011080410136/7-sample-paragraphs-
if someone is giving his read the selection in front of the that after the activity they can for-kids-free-to-read.html
opinion? class. After the presentation the compare the result. Instruct them
D. Discussing new concepts
Do you think that giving a fact teacher must look for the rubric that to complete the sentence http://www.englishleap.com/
and practicing new skills #1
should have documents to he/she prepared for the scoring. grammar/collective-nouns
proof? Why? Also as a facilitator the teacher must
Why that it is important to hear correct if there is any correction in
your opinion in a certain issue? the reading of the pupils. Let the
pupils know the importance of using
the dictionary in getting the correct
diction of each word in the
paragraph.
Refer to LM, Do and Learn Let the pupils answer the activity Answer the activity on Do and Learn
E. Discussing new concepts Group the class into three. Give in the LM.
and practicing new skills #2 them a checklist of statement of
fact and opinion. Let them
answer it and compare their
works with the other group.
Refer to LM‚ Learn Some More Refer to LM, Do and Learn
F. Developing Mastery
Let the pupils the activity in the
(Leads to Formative
LM by shading the part of the
Assessment)
box before the number.
Shade the if the sentence
states a fact and for the
sentence that states an
G. Finding practical application opinion cross it.
of concepts and skills in daily 1. A forest is the best place
living to relax.
2. Christmas is the best time
of the year.
How can you distinguish fact Subject verb

from opinion? agreement simply means the
subject and verb must agree in
number. This means both
need to be singular or both need
to be plural.
H. Making generalizations and Collective nouns can be

abstractions about the lesson singular or plural depending on
meaning. Here are some examples
of subject verb agreement with
collective nouns:
Stereotype: to believe in fairly that all
people or things with a particular
characteristic are the same
I. Evaluating learning Read the short selection and Read the paragraph by group and Draw a in a blank if the Identify the different images/ideas.
the sentences that follow. Draw check for the pronunciation of the statement is correct and a Write P if it’s use for propaganda S for
a star in a blank if the sentence word stereotypes and PV for point view.
if it is wrong.
is a fact and a moon it is an
______1., These scissors cut well.,
opinion.
______2. Athletic develops good
sportsmanship.
______3.The staff have gone their
separate ways for the holidays.
______4. The jury have finally
reached his decision.
______5. The committee meets
every Thursday.
Write five statements describing Use a dictionary and copy one entry Write the verb and subject of the
the Filipinos under the following with three or more meanings. Copy following sentence.
headings. all the information on that entry, 1.Jack, along with some of his
Fact including the given sample closest friends, is sharing a
J. Additional activities for Opinion sentences. Write your notes in your 2. The recent string of burglaries,
application or remediation notebook. in addition to poor building
maintenance, have
inspired the outspoken resident to
call a tenants meeting.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
80% on this formative the next objective. next objective. next objective. next objective.
assessment ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery
mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for in answering their lesson. answering their lesson. answering their lesson. answering their lesson.
remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
lesson because of lack of because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge, skills
knowledge, skills and interest and interest about the lesson. skills and interest about the and interest about the lesson.
about the lesson. ___Pupils were interested on the lesson. ___Pupils were interested on the
___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested on the lesson, despite of some difficulties
the lesson, despite of some encountered in answering the lesson, despite of some difficulties encountered in answering the
difficulties encountered in questions asked by the teacher. encountered in answering the questions asked by the teacher.
answering the questions asked ___Pupils mastered the lesson questions asked by the teacher. ___Pupils mastered the lesson despite
by the teacher. despite of limited resources used by ___Pupils mastered the lesson of limited resources used by the
___Pupils mastered the lesson the teacher. despite of limited resources used teacher.
despite of limited resources ___Majority of the pupils finished by the teacher. ___Majority of the pupils finished their
used by the teacher. their work on time. ___Majority of the pupils finished work on time.
___Majority of the pupils ___Some pupils did not finish their their work on time. ___Some pupils did not finish their
finished their work on time. work on time due to unnecessary ___Some pupils did not finish their work on time due to unnecessary
___Some pupils did not finish behavior. work on time due to unnecessary behavior.
their work on time due to behavior.
unnecessary behavior.
C. Did the remedial lessons ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
work? 80% above above above above
No. of learners who have
caught up the lesson
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
continue to require additional activities for additional activities for remediation additional activities for activities for remediation
remediation remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
did these work? the lesson lesson the lesson lesson
F. What difficulties did I ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal to require remediation require remediation require remediation require remediation
or supervisor help me solve?
G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
localized materials did I ___Metacognitive ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
used/discover which I wish to Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
share with other teacher? assessments, note taking and taking and studying techniques, and taking and studying techniques, taking and studying techniques, and
studying techniques, and vocabulary assignments. and vocabulary assignments. vocabulary assignments.
vocabulary assignments. ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think- share, quick-writes, and anticipatory pair-share, quick-writes, and share, quick-writes, and anticipatory
pair-share, quick-writes, and charts. anticipatory charts. charts.
anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:
___Schema-Building: Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw Examples:Compare and contrast,
Compare and contrast, jigsaw learning, peer teaching, and learning, peer teaching, and jigsaw learning, peer teaching, and
learning, peer teaching, and projects. projects. projects.
projects.
___Contextualization: ___Contextualization: ___Contextualization:
___Contextualization: Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
Examples: Demonstrations, manipulatives, repetition, and local manipulatives, repetition, and manipulatives, repetition, and local
media, manipulatives, opportunities. local opportunities. opportunities.
repetition, and local
opportunities. ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created Examples: Student created drawings,
___Text Representation: drawings, videos, and games. drawings, videos, and games. videos, and games.
Examples: Student created ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
drawings, videos, and games. slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
___Modeling: Examples: language you want students to use, language you want students to language you want students to use,
Speaking slowly and clearly, and providing samples of student use, and providing samples of and providing samples of student
modeling the language you want work. student work. work.
students to use, and providing
samples of student work. Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used:
used: used: ___ Explicit Teaching
Other Techniques and ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
Strategies used: ___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh play
___ Explicit Teaching ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Answering preliminary
___ Group collaboration play play activities/exercises
___Gamification/Learning ___ Answering preliminary ___ Answering preliminary ___ Carousel
throuh play activities/exercises activities/exercises ___ Diads
___ Answering preliminary ___ Carousel ___ Carousel ___ Differentiated Instruction
activities/exercises ___ Diads ___ Diads ___ Role Playing/Drama
___ Carousel ___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method
___ Diads ___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method
___ Differentiated Instruction ___ Discovery Method ___ Discovery Method Why?
___ Role Playing/Drama ___ Lecture Method ___ Lecture Method ___ Complete IMs
___ Discovery Method Why? Why? ___ Availability of Materials
___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to learn
Why? ___ Availability of Materials ___ Availability of Materials ___ Group member’s
___ Complete IMs ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation
___ Availability of Materials ___ Group member’s ___ Group member’s in doing their tasks
___ Pupils’ eagerness to learn collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation
___ Group member’s in doing their tasks in doing their tasks of the lesson
collaboration/cooperation ___ Audio Visual Presentation ___ Audio Visual Presentation
in doing their tasks of the lesson of the lesson
___ Audio Visual Presentation
of the lesson

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School: Sto Nino Elementary School Grade Level: V

GRADES 5 Teacher: Maricel M. Acierto Learning Area: ENGLISH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4.Additional Materials from

How can you distinguish fact Subject verb

H. Making generalizations and Collective nouns can be

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