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GRADES 1 to 12
DAILY LESSON LOG School: Kitcharao CES Grade Level: V
Teacher: Mark Anthony Y. Libarnes Learning Area: ENGLISH
Teaching Dates and
Time: APRIL 8-12, 2024 (WEEK 2) Quarter: 4TH Quarter
2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Distinguish text-types according to features (structural and language) – Enumeration
3 A.
B. Content Standards The learner…
listens critically to different text types; expresses ideas logically in oral and written forms;
C. Performance Standards The learner…
demonstrates interest in reading to meet various needs.
D. Learning 1.Restate sentences heard in one’s HOLIDAY Distinguish text-types according . Use compound sentences to CATCH-
Competencies/Objectives own words. to features (structural and show cause and effect. UP
Write the LC code for each 2. Use appropriate facial language) – Enumeration 2. Show tactfulness when FRIDAY
expressions. 2. Read aloud grade level communicating with others
3. Observe politeness at all times. appropriate text with an .EN5G-IVa-1.8.1
EN5LC –Iva-3.11 accuracy rate of 95 – 100%. EN5VC-IVa –3.7
EN5OL-Iva-2.6.1 3. Take down relevant notes. EN5A-Iva-17
EN5A-Iva-16 EN5RC-IVa-3.2.8 Page 76 of 164
Page 76 of 164 EN5F-IVa –1.6
EN5SS-Iva-1.8
Page 76 of 164
II. CONTENT 1.Restating Sentences Heard in 1.Distinguishing Text-Type 1.Using Compound Sentences to
One’s Own Words. According to Features Show Cause and Effect
2.Using Appropriate Facial (Structural and Language)
Expressions. –Enumeration
2.Reading Aloud Grade Level
Appropriate Text with an
Accuracy Rate of 95-100%.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2 LM/Week 2 LM/Week 2
3. Textbook pages
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Pictures, Charts, flashcards,
emoticons (different facial
expressions)
IV. PROCEDURES
A. Reviewing previous Let the pupils observe the picture
lesson or presenting the below. Ask them to study the
new lesson emotions expressed on it. Ask:.Can
you imitate the expressions?
B. Establishing a purpose for the Let them analyzed the picture B.
lesson Ask: What is the vet doctor told to
the child? Can you restate the
words? What is paraphrasing?
C. Presenting At the end of this lesson, you will be
examples/instances of the able to restate sentences heard in
new lesson your own words and use appropriate
facial expressions.
Show the faces again to the pupils
Flashcard,Charts,Pictures
Projector/laptop
Connotation and Denotation
Show the chart of text type on
the board.
Ask: Do you know what is a
text type?
Let the pupils give their
opinions about text type.
Say :The phrase ‘text type’ is a
way of classifying and defining
different types of language
interaction, both spoken and
written.It refers to the purpose
of a text and the way it is
written.
At the end of the lesson, you
will be able to distinguish text-
type according to
features (structural and
language); read aloud grade
level appropriate text with an
accuracy
rate of 95 – 100% and
take down relevant notes.
Flashcard,Charts,Pictures
Website/Internet (Youtube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
Distinguishing text-type
Say: Look at the picture and
answer the following questions:
1. What happened to the boy?
2. Why do you think the boy fell
on the ground?
3.What do you think the reasons
why the boy fell on the ground?
Tell the pupils that at the end of
the lesson, they will learn to use
compound sentences to show
cause and effect and be tactful
in communicating others
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
B.Explaining the students what to
do:
1.Tell the pupils that they are going
to listen to a short story afterwards,
the will answer the comprehension
check –up below the story at “Find
and Learn”
2.Teacher reads the short story.
Pupils will listen.
3.Call volunteer/s to restate
sentences heard on his own words.
4.Ask: What values you should
observed during listening to a story
and class discussions?
C.Modeling for Students
Teacher will read sentences.
1.Pupils will restate sentences heard
on his/her own words and has (using
the facial expression).
2.Ask :Restate the sentences heard
on one’s own words and give the
facial expression/s based on the
feeling/s expressed
B.Explaining the students what
to do.
1..Show the power point
presentation about the topic.
..\TEXT TYPS.ppt
2..Discuss and explain to the
pupils the text type according to
features(structural and
language).Refer pupils
at “Think and Tell”
C.Modeling for Students
Let the pupils answer the
exercises on “Find and Learn” .
K.Explaining the students what
to do
1.Present the chart on the
board.
2.Ask pupils to study what is
written in the chart.
Compound sentences are made
up of two simple sentences
connected by a coordinating
conjunction. These conjunctions
are also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S– So
Cause is the reason why
something happens.
Effect is the result when
something happens..
Compound sentences show
cause and effect.
a.What is a compound
sentence?
b.What is cause? Effect?
c.FANBOYS is an acronym for
the coordinating conjunction,
what does it means?
3.Modeling for Students
a.Ask pupils to analyze the
sentence in flashcards.
What is compound sentence?
What is cause and effect?
How are you going to write a
compound sentence with cause
and effect relationship?
b. Explain :
a.His father became worried when
she didn't hear from him for two
days. _______
b.Juan is quite shy so he doesn't like
talking to people he doesn't know.
_______
c.A year after being fired from his
job, Marvin is still very bitter. He has
a lot of resentment towards his
former boss. __________
d.Even though I am accustomed to
traveling for business, I still get
homesick if I am away from my
home for more than a week.
__________
e.Junie is absolutely furious!! I
cannot believe that my dog chewed
my favorite shoes. Now they're
ruined! ____________
The product was rated poorly
because it was below the
standard.
What happened? The product
was rated poorly. That is the
effect.
Why did it happen? It was below
the standard. That is the cause.
What kind of sentence
according to structure is the
sentence above? That is a
compound sentence.
Here is another sentence.
The guests stopped talking
when the president entered the
hall.
What happened? The guests
stopped talking. That is the
effect.
Why did it happen? The
president entered the room.
That is the cause.
Connectors such as because, for
this reason, that is why, so,
therefore, for, and since can be
used to show cause-and-effect
relationships.
A cause-and-effect relationship
describes something that
happens and explains why it
happens.
Compound sentences are made
up of two simple sentences
connected by a coordinating
conjunction. These conjunctions
are also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet

F. Developing mastery D.Guided Practice:
(Leads to Formative a.The teacher will show the flashcard
Assessment 3) with sentence/s. The teacher will call
someone to read the sentence/s.
Then the pupil who read the
sentence/s will call another pupil to
restate the sentences on his/her
own words and use/ show the
appropriate facial expressions stated
on the sentence/s. (See Do and
Learn)
D.Guided Practice
Below are eight different text
types and the purpose of those
texts, but they are mix up.
Decide what the purpose of
each text type is and drag it to
the correct text type to the left.
Match the items on the right to
the items on the left.
S – So
Compound sentences show
cause and effect relationship
Another example:
My daughter got sick so
we had to cancel our trip.
My daughter got sick
We had to cancel our trip.
Two sentences connected with
conjunction so to form a
compound sentence.
My daughter got sick so we
had to cancel our trip.
Cause conjunction
Effect
Give your own examples of
compound sentences that show
cause and effect relationship.
c.Teacher will give more
examplesof compound sentence
and let the pupils identify the
cause and effect.
d.Encourage the pupils to give
their own examples of
compound sentences.
4.Guided Practice
Encircle the two ideas expressed
in a compound sentence then
underline once the cause and
twice the effect.
a.The dog barked at me because
she was hungry.
b.It was my mom’s birthday
today so I make her a card.
c.She didn’t sleep well last night
so she feels weak today.
d.All her clothes were dirty
because her mother did not
washed their clothes.
e.Arnold dives in swimming pool
and his head bump near the

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
side of the pool.
E.Group Activity: E.Group Activity 5.Group Activity
a.Group the pupils into four (4). Exercise 1.Say: Look at the Directions: Group the pupils into
b.Explain the directions of the sentences below, identify their four. Let them do the assigned
activity. text type and write these in the activity for their group
Follow the directions carefully column on the right. Complete Group the pupils into four.
Game 1- Guessing Game: Each this column before saying your Group I will answer activity A.
member in the group will take part group’s yell.Each group will read Group 2 will answer activity B.
in showing the facial expression aloud their answer. Group 3 will answer activity C.
without saying the name of feeling Group 4 will answer activity D.
or emotion being expressed. The Refer to LM.
other members of the group will
guess the name of emotion/feeling
shown true facial expressions. At the
signal of the teacher, the guessing
game will start.
Game 2 – Restate the sentence
heard. The group will fall in line.
Each group will choose their leader.
The leader will pick a folded paper
and read silently what is written on
it. After reading what is written ,
he/she will whisper it to the first
member in the line. Then the second
will whisper it othermember behind
him/her until all the members in a
group having heard the sentence
being whispered. The last member
will go in front of the class to restate
the sentence heard and shows on
the facial expressions expressed in
the sentence. The group with correct
statement and facial expression will
be given a point.
What have you learned from today’s What have learned from today’s Ask: What have you learn on
lesson? Let the pupils do “Talk lesson? todays’ lesson? Ask the pupils to
about it” and “Write about it”. (Game ) Pupils will pass a ball answer the activity at “Talk
Ask : Read the pointers to while singing a song. When the about it “ and “Read and Write”
remember. song stops, the one who holds
the ball will give what he/she
learned from the day’s topic.

I. Evaluating learning
J. Additional activities for
application or remediation
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
H.Evaluation:
Restate the sentences heard on
one’s own words. Draw appropriate
facial expressions after the
sentences.
1.Grandpa was very proud of me
when I got a promotion at work. He
took me out to dinner to celebrate.
2.I'm a little doubtful about whether
to get married or not..
3.We are delighted that you will be
coming to visit us. It will be so nice
to have you here.
4.After waiting in line for an hour at
the bank, the woman grew impatient
and left.
5.They were shocked to learn that
their beloved neighbor, Miss Ann,
had stolen their ca
Ask the pupils to do the directions
on “Read and Learn “and “Find and
Learn”.
Different text types
Text types as to structures
Text types as to language
Directions: Give the meaning of
the following text type. Write
your answer on the box
opposite of the words
TEXT TYPE MEANING
Refer to Lm
Ask pupils to answer the work
sheet on learners’ manual.
Tell :To help you better
understand the concept of text
types try to match the examples
of particular texts on the right
with the text types on the left by
connecting them to the correct
text type.
8.Evaluation
Directions: Do the following
activities:
Activity 1: Read the compound
sentence silently.
Activity 2: Write five (5)
compound sentences.
Underline once the cause and
twice the effect . Encircle the
conjunction used in the
sentence
Let the pupils do the activity at “
Learn some more” Encircle the
two ideas expressed in
compound sentences then
underline once the cause and
twice the effect.
 lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
1 F.
G. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
2 H.
I. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
3
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