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    This document contains a daily lesson log for an English class at San Vicente Sur Elementary for the third quarter of the school year. It outlines the objectives, content standards, learning resources, and procedures for lessons taught each day from Monday to Friday that week. The lessons focus on listening critically to different text types and expressing ideas logically in both oral and written forms. On Monday, the class will listen to the story of "The Owl and the Dove" and answer questions about it. Throughout the week, the lessons incorporate activities like tongue twisters, contextual clues, and reading short selections to practice the objectives.

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    DLL_ENGLISH-5_Q3_W6

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    This document contains a daily lesson log for an English class at San Vicente Sur Elementary for the third quarter of the school year. It outlines the objectives, content standards, learning resources, and procedures for lessons taught each day from Monday to Friday that week. The lessons focus on listening critically to different text types and expressing ideas logically in both oral and written forms. On Monday, the class will listen to the story of "The Owl and the Dove" and answer questions about it. Throughout the week, the lessons incorporate activities like tongue twisters, contextual clues, and reading short selections to practice the objectives.

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    18 views5 pages

    DLL English-5 Q3 W6

    Uploaded by

    kristine Burlaos
    This document contains a daily lesson log for an English class at San Vicente Sur Elementary for the third quarter of the school year. It outlines the objectives, content standards, learning resources, and procedures for lessons taught each day from Monday to Friday that week. The lessons focus on listening critically to different text types and expressing ideas logically in both oral and written forms. On Monday, the class will listen to the story of "The Owl and the Dove" and answer questions about it. Throughout the week, the lessons incorporate activities like tongue twisters, contextual clues, and reading short selections to practice the objectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    of 5

    School: San Vicente Sur Elementary Grade Level: V

    GRADES 1 to 12 Teacher: LURLEEN KUH C. MARGATE Learning Area: ENGLISH


    DAILY LESSON LOG Teaching Dates and
    Time: MARCH 4 - 8, 2024 (WEEK 6) Quarter: 3RD QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I. OBJECTIVES Catch Up Friday
    A. Content Standards The learner…. The learner…. The learner…. The learner…. Weekly Test

    listens critically to different listens critically to different listens critically to different listens critically to different
    text types; expresses ideas text types; expresses ideas text types; expresses ideas text types; expresses ideas
    logically in oral and written logically in oral and written logically in oral and written logically in oral and written
    forms; needs. forms; needs. forms; needs. forms; needs.

    B. Performance Standards The learner... The learner... The learner... The learner...

    demonstrates interest in demonstrates interest in demonstrates interest in demonstrates interest in


    reading to meet various reading to meet various reading to meet various reading to meet various
    C. Learning Show enjoyment in listening 1. Realize that obedience to
    Competencies/Objectives to a story. authority should be
    Write the LC code for each Answer question about the consistent and within a good
    story listened to. reason.
    2. Read words, phrases and
    sentences with proper
    intonation and
    pronunciation.
    3. Speak clearly articulately
    and meaningfully.

    II. CONTENT The Owl and the Dove

    III. LEARNING RESOURCES


    A. References
    1. Teacher’s Guide pages
    2. Learner’s Material pages
    3. Textbook pages k-12 Curriculum Guide 4 k-12 Curriculum Guide 4 k-12 Curriculum Guide 4 k-12 Curriculum Guide 4
    EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17
    EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7
    EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3
    EN5SS-IIIg-4 EN5SS-IIIg-4 EN5SS-IIIg-4 EN5SS-IIIg-4
    EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7
    EN5A-IIIg-16 EN5A-IIIg-16 EN5A-IIIg-16 EN5A-IIIg-16
    4. Additional Materials from
    Learning Resource (LR) portal
    B. Other Learning Resources Short listening selection Short listening selection Short listening selection Short listening selection
    Short reading selection Short reading selection Short reading selection Short reading selection
    Chart Chart Chart Chart
    Magazine/newspaper Magazine/newspaper Magazine/newspaper Magazine/newspaper
    Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation

    IV. PROCEDURES
    A. Reviewing previous lesson Unlocking of Difficulties Tongue Twister Tongue Twister Tongue Twister
    or presenting the new Identify the word that means Original File Submitted and
    lesson the underlined word in each Formatted by DepEd Club
    Member - visit
    sentence.
    depedclub.com for more
    People dislike the owl
    because of the loud sound
    (hoot, speaker, laughter) it
    produces.
    “Where are you going?”
    inquired the dove. ( asked,
    answered, added
    B. Establishing a purpose for the Motivation 1. Realize that Philippines 1. Realize that Philippines 1. Realize that Philippines
    lesson Have you encountered a legends enrich our culture. legends enrich our culture. legends enrich our culture.
    dove and an owl in any 2. Use the vocabularies in 2. Use the vocabularies in 2. Use the vocabularies in
    community English. community English. community English.
    medium – picture, realia,
    3. Read the selection with full 3. Read the selection with full 3. Read the selection with full
    etc.? comprehension. comprehension. comprehension.
    In what direction do you
    usually see them
    moving/flying?
    C. Presenting examples/instances ) . Modeling the Students Contextual Clues (Synonyms) Contextual Clues (Synonyms) Contextual Clues (Synonyms)
    of the new lesson During Listening Circle the meaning each Circle the meaning each Circle the meaning each
    underlined word. underlined word. underlined word.
    Read the story to the pupils 1. After the father was gone, 1. After the father was gone, 1. After the father was gone,
    accurately and clearly. Pause she step into the cave. she step into the cave. she step into the cave.
    once in a while to ask (entered, slept, wandered) (entered, slept, wandered) (entered, slept, wandered)
    questions. 2. The waves on the shore 2. The waves on the shore 2. The waves on the shore
    and sea shells fascinatedher and sea shells fascinatedher and sea shells fascinatedher
    Today you are going to listen (frightened, allure, angered) (frightened, allure, angered) (frightened, allure, angered)
    to the story of the owl and 3. But a great billow flying 3. But a great billow flying 3. But a great billow flying
    the dove. has out into the sea has out into the sea has out into the sea
    ( earthquake, wave, wind) ( earthquake, wave, wind) ( earthquake, wave, wind)
    Ask: Why does the owl 4. His fears was confirmed 4. His fears was confirmed 4. His fears was confirmed
    move to the west? upon seeing the clothing on upon seeing the clothing on upon seeing the clothing on
    If he moves to the water (disappeared, stopped, water (disappeared, stopped, water (disappeared, stopped,
    west, will he be liked by the strengthened) strengthened) strengthened)
    people there? 5. When he got exhausted, 5. When he got exhausted, 5. When he got exhausted,
    If you were the owl, he rested upon the shore and he rested upon the shore and he rested upon the shore and
    will you do the same? Why? soon fell into slumber. soon fell into slumber. soon fell into slumber.
    (Sleepy, hungry, tired) (Sleepy, hungry, tired) (Sleepy, hungry, tired)
    D. Discussing new concepts and D. Guided Practice Do you know how the 3 Do you know how the 3 Do you know how the 3
    practicing new skills #1 1. Cooperative Group islands, Luzon, Visaya, and islands, Luzon, Visaya, and islands, Luzon, Visaya, and
    Activities Mindanao came into Mindanao came into Mindanao came into
    existence? existence? existence?
    Group 1- Play the
    role of the dove and the owl.
    Group 2- Draw the
    eyes of an owl and write
    their advantages.
    Group 3- Draw a
    dove and write the words
    that symbolize it.

    E. Discussing new concepts and Reading the story Long time ago, the Long time ago, the Long time ago, the
    practicing new skills #2 Philippines was divided into 3 Philippines was divided into 3 Philippines was divided into 3
    big islands of Luzon, Visayas big islands of Luzon, Visayas big islands of Luzon, Visayas
    and Mindanao. and Mindanao. and Mindanao.
    Ask: What led to the Ask: What led to the Ask: What led to the
    separationof those islands separationof those islands separationof those islands
    and what was the effect? and what was the effect? and what was the effect?
    Read the story aloud. Each Read the story aloud. Each Read the story aloud. Each
    group will read one group will read one group will read one
    paragraph. paragraph. paragraph.
    The teacher ask questions The teacher ask questions The teacher ask questions
    after each read paragraph. after each read paragraph. after each read paragraph.
    F. Developing mastery Let us predict and fill the Group I – Draw Luzon and Group I – Draw Luzon and Group I – Draw Luzon and
    (Leads to Formative chart to answer each the crops raised in it. Label the crops raised in it. Label the crops raised in it. Label
    Assessment 3) question. them them them
    Group II – Draw Visayas and Group II – Draw Visayas and Group II – Draw Visayas and
    the products raised in it. the products raised in it. the products raised in it.
    Why does the owl/dove fly Label them Label them Label them
    toward the chosen direction? Group III – Draw Mindanao Group III – Draw Mindanao Group III – Draw Mindanao
    and the basic foods develop and the basic foods develop and the basic foods develop
    there. Label them. there. Label them. there. Label them.
    Pupils are grown to do great Pupils are grown to do great Pupils are grown to do great
    work. work. work.

    G. Finding practical applications of During Listening What happened to the 3 What happened to the 3 What happened to the 3
    concepts and skills in daily sisters? sisters? sisters?
    living Read the story to the pupils How are the 3 islands called How are the 3 islands called How are the 3 islands called
    today? today? today?
    accurately and clearly. Pause
    Assessments: Assessments: Assessments:
    once in a while to ask If the Philippines hadn’t been If the Philippines hadn’t been If the Philippines hadn’t been
    questions. divided what could be the divided what could be the divided what could be the
    effects? effects? effects?
    Today you are going to listen
    to the story of the owl and
    the dove.

    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?
    H. Making generalizations and What is the story all about? What have you learned from What have you learned from What have you learned from
    abstractions about the lesson today’s lesson? today’s lesson? today’s lesson?

    I. Evaluating learning Evaluating group activities 1. The article is about 1. The article is about 1. The article is about
    using rubrics a. The 3Philippine islands a. The 3Philippine islands a. The 3Philippine islands
    b. The disappearance of the 3 b. The disappearance of the 3 b. The disappearance of the 3
    sisters sisters sisters
    c. Why the 3 daughters c. Why the 3 daughters c. Why the 3 daughters
    drowned drowned drowned
    2. While not directly stated, 2. While not directly stated, 2. While not directly stated,
    the giant was _ the giant was _ the giant was _
    a. Carpenter a. Carpenter a. Carpenter
    b. Former b. Former b. Former
    c. Fisherman c. Fisherman c. Fisherman
    3. He is the first paragraph 3. He is the first paragraph 3. He is the first paragraph
    refers to __________ refers to __________ refers to __________
    4. In the appearance of the 3 4. In the appearance of the 3 4. In the appearance of the 3
    islands, the giant was_ islands, the giant was_ islands, the giant was_
    a. Excited a. Excited a. Excited
    b. Sad b. Sad b. Sad
    c. Afraid c. Afraid c. Afraid
    5. The reading selection is a _ 5. The reading selection is a _ 5. The reading selection is a _
    a. Fable a. Fable a. Fable
    b. Legend b. Legend b. Legend
    c. Tale c. Tale c. Tale

    J. Additional activities for Cut a feature article from a Refer to LM _______. Refer to LM _______. Refer to LM _______.
    application or remediation magazine and paste it on the
    page of your notebook. Be
    ready to explain it.
    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?

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