School: SAKSAK ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: CAROLINE A. FERNANDEZ Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: MAY 1 – 5, 2023 (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Restate sentences heard in one’s own words
A. Content Standards The learner…

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

B. Performance Standards The learner…

demonstrates interest in reading to meet various needs.

C. Learning 1. Restate sentences 1.Identify different meanings of 1. Distinguish text-types . Use compound Infer target audience.
Competencies/Objectives heard in one’s own content specific words (denotation according to features (structural sentences to show cause EN5RC-IVa-3.2.8
Write the LC code for each words. and connotation) and language) – Enumeration and effect. EN5F-IVa –1.6
2. Use appropriate EN5V-IVa-20.1 2. Read aloud grade level 2. Show tactfulness EN5SS-Iva-1.8
facial expressions. EN5V-Iva – 20.2 appropriate text with an accuracy when communicating
3. Observe politeness at rate of 95 – 100%. with others.
all times. 3. Take down relevant notes EN5G-IVa-1.8.1
EN5LC-IVa-3.11/EN5OL- EN5RC-IVa-3.2.8 EN5VC-IVa –3.7
IVa-2.6.1 EN5F-IVa –1.6 EN5A-Iva-17
EN5A-IVa-16/Page 76 of EN5SS-Iva-1.8
164
II. CONTENT 1.Restating Sentences Identifying Different Meanings of 1.Distinguishing Text-Type 1.Using Compound A.Topic: Inferring Target
Heard in One’s Own Content Specific Words According to Features (Structural Sentences to Show Audience
Words. (Denotation and Connotation) and Language) Cause and Effect
2.Using Appropriate –Enumeration
Facial Expressions. 2.Reading Aloud Grade Level
Appropriate Text with an
Accuracy Rate of 95-100%.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide/week 1
2. Learner’s Material pages
3. Textbook pages EN5LC –Iva-3.11 EN5V-IVa-20.1 Website/Internet- Types of Text
EN5OL-Iva-2.6.1 EN5V-Iva – 20.2 Structures in Informational
EN5A-Iva-16 Texts(Balance Literacy,2nd
Curriculum Guide p, 76 Grade)
Internet (for emoticon)
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Flashcard Flashcard Flashcard Flashcard
 Pictures, Charts, Charts Charts Charts Charts
flashcards, emoticons Pictures Pictures Pictures Pictures
(different facial dictionary Website/Internet
expressions Video Clips (Youtube) (Youtube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the
Bear
IV. PROCEDURES
A. Reviewing previous . Identify appropriate Denotation and Connotation Different text type and Checking of assignment
lesson or presenting facialexpression its example Cause and Effect
the new lesson
B. Establishing a purpose for . A.Setting the stage: Display the chart on the board.Ask A.Setting the stage: a.Show the picture to 1.Setting the stage:
the lesson 1.Show the following pupils: What comes into your 1.Show the word “text type” on the pupils. Ask the pupils the following
faces: mind when you see the word the board. b.Ask: What do you think questions:
“light”? What comes into your Ask: Do you know what is a text the boy is doing? What is inferring?
mind when you see the word type? Why the boy looks What is target?
“dark”? Examine the definition of Let the pupils give their opinions dizzy? When we say “audience”,
a.Do you know who’s in the words “light and dark” in the about text type. to whom do we refer it?
the picture? meaning lists at the learning Say :The phrase ‘text type’ is a
b.What can you say materials. Ask: What other words way of classifying and defining
about picture? can you give for lights and dark? different types of language
interaction, both spoken and
written. It refers to the purpose
of a text and the way it is written
c.What
emotions each pictures
expressed?

2.Show again the

emoticons to the
pupils.
a.Ask the pupils to
name each emoticon
(based on their facial
expressions).
b.Let them name other
facial expressions and
draw them on the
board.

C. Presenting Today, we’re going to learn the At the end of the lesson, you will Tell the pupils that at the At the end of the lesson,
examples/instances of the Present a short story on different meanings of content be able to distinguish text-type end of the lesson, they pupils are able to infer the
new lesson the board. (The specific words (denotation and according to features (structural will learn to use target audience
 Donkey)
Ask: Who are the
characters in the story?
How each animal
expressed their feeling?
connotation and language); read aloud grade
level appropriate text with an
accuracy
rate of 95 – 100% and take down
relevant notes.
compound sentences to Original File Submitted
show cause and effect and Formatted by DepEd
and be tactful in Club Member - visit
communicating others.
depedclub.com for more

D. Discussing new concepts
and practicing new skills #1
Teacher reads the short 2.Explaining the students
story. Pupils will listen. 1.Ask the pupils to point out what 1..Show the powerpoint 1.Present the chart on what to do
The Donkey the two words’ definitions have in presentation about the topic. the board. Let the pupils study the
A donkey found the common. Students will likely point ..\TEXT TYPS.ppt 2.Ask pupils to study picture. Discuss with them
skin of a dead lion. He out that they are both adjectives. 2..Discuss and explain what is written in the how to infer target
put it on and frightened Continue the comparison and to the pupils the text type chart. audience.
all the animals but did contrast of the two words until according to features(structural Compound sentences Ask the following questions:
not make a sound. One they come up with which word has and are made up of two -What is audience?
dog was suspicious; the the positive and negative language).Refer pupils simple sentences -Who should be the
donkey tried to roar to meanings, then introduce the to the learners’ manual connected by a audience?
frighten the dog but denotation and connotation coordinating -What are the key aspects
brayed instead. When conjunction. These would have been chosen to
the dog heard the conjunctions are also appeal on the target
donkey braying, he known as FANBOYS: market?
laughed and laughed. F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S– So

Cause is the reason why

E. Discussing new concepts
and practicing new skills #2
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?
Why do you think the 2.Modeling for students: C.Modeling for Students 3.Modeling for Students 3.Modeling for Students
dog laughed and Tell the pupils that they will watch Let the pupils answer the a.Ask pupils to analyze 1.Show the video clips to the
laughed at the donkey? a video clips about denotation and exercises on Learners’ Material the sentence in pupils...\Inferring Audience
Was the donkey able to connotation. flashcards (1).mp4
 frighten the animals?
Why?
Show the facial
expression of the
following characters
The dog was suspicious
The dog heard the
donkey brays
The dog laughed and
laughed
Call volunteer/s to
restate sentences heard
on his own words.
Ask: What values you
should observed during
listening to a story and
class discussions?
F. Developing mastery Restate the sentences
(Leads to Formative heard on one’s own
Assessment 3) words and give the
facial expression/s
based on the feeling/s
expressed.
His mother became
worried when she
didn't hear from him
for two days. _______
David is quite shy so he
doesn't like talking to
people he doesn't
know. _______
A year after being fired
from his job, Alan is still
very bitter. He has a lot
of resentment towards
his former boss.
__________
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. __________
I am absolutely
furious!! I cannot
believe that my dog
Remind them to observe the
standard rules in watching or
viewing video clips
3.Viewing video clips about
denotation and connotation
https://youtu.be/0juB4IFlFrc
(Reference: Youtube…Connotation
and Denotation
4.Comprehension Check-up:
a.What is denotation? Give
examples of denotation.
b.What is connotation? Give
examples of connotation.
c.Using Venn’s diagram, give the
comparison or contrast of the
word denotation and connotation.
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
A birthday today so I make
Explanation
Narrative
Discussion
Argumentative (Exposition)
Report
Procedure (Instruction)
Recount
Description
B swimming pool and his
To relate past experience or
events, either real or imagined.
To persuade the reader to agree
with the writer’s
position/opinion.
To instruct the reader how to
make or do something.
To explore more than one side of
an issue/To inform and persuade.
It was raining so hard 2.Have them answer the
outside so I put on my exercises given in “Try and
raincoat. Learn”
The horse jumped at
the lake because she feel
dirty.
The football player
slipped and he fell on the
grass.
How is the sentence
formed?
What are the two ideas
formed in the sentence?
4.Guided Practice 4.Guided Practice
Encircle the two ideas Students are given a copy of
expressed in a Advertising Inferences
compound sentence worksheet . Teacher plays 2
then underline once the more commercials, soliciting
cause and twice the student input . Students and
effect. teacher complete 2 sections
a.The dog barked at me of the worksheet
because she was hungry. together .Teacher plays 2
b.It was my mom’s more commercials and
students work with their
her a card. group to complete 2
c.She didn’t sleep well sections of the worksheet.
last night so she feels
weak today. 5.Group Activity
d.All her clothes were The teacher will group the
dirty because her pupils into four. Each group
mother did not washed will be given an envelope
their clothes. containing pictures of
e.Arnold dives in different commercials or TV
ads. They will infer who the
head bump near the target audience in each
side of the pool. pictures.
Let them give the following
date:
Target audience:
_______________________
Age:
_______________________
Gender:
 chewed my favorite To show how things work and _______________________
shoes. Now they're why things happen. Interest:
ruined! ____________ To present a record of _______________________
information after careful
observation and analysis.
To entertain through telling a
story.
To help the reader create a
picture of scenes, events, people,
etc....
G. Finding practical F.Independent Practice 6.Independent Practice 6.Independent Practice
applications of concepts The teacher will show Guided Practice: Ask pupils to answer the work Let the pupils do the Directions: Infer the target
and skills in daily living the flashcard with sheet on learners’ manual. activity at “ Learn some audience. Match the words
The teacher will guide the pupils in Tell :To help you better more” Encircle the two in column A to the words
sentence/s. The teacher understand the concept of text ideas expressed in in column B.
answering the exercises on LM. types try to match the examples compound sentences A
will call someone to
of particular texts on the right then underline once the
read the sentence/s. Below are examples of denotative with the text types on the left by cause and twice the 1.Seminar/Training
connecting them to the correct effect. Workshop of Teachers in
Then the pupil who and connotative meanings of text type. 1.The dog barked at me Math
because she was hungry. 2.How to Make a House
read the sentence/s will words.
2.It was my mom’s 3. Making Pastries, Cakes
call another pupil to birthday today so I make and Breads
Choose inside the box the word her a card. 4. Snow White and the Beast
restate the sentences 3.She didn’t sleep well 5. Wrestling
being referred by the denotative
on his/her own words last night so she feels B
and connotative meaning. Write weak today. a. Carpenters
and use/ show the 4.All her clothes were b. . Bakers
your answer on the first column. dirty because her c. Teachers
appropriate facial mother did not wash d. Men
expressions stated on their clothes. e. Little boys and girls
5.Arnold dives in
the sentence/s. swimming pool and his
head bump near the side
Cats are so curious that of the pool.
6.Tara didn’t understand
they often get into the homework
assignment, so she asked
trouble. Once, my cat a friend for help.
fell into the bath tub 7.The students tried to
prepare for the test but
because she wanted to they didn't realize how
difficult the test was.
know what was inside!
8.We needed some
groceries for the week so
When Dave found out we went to the
supermarket.
 9.It was raining so hard
that the plumber Shark hot crazychick outside so I put on my
charged him double the dead cool raincoat.
10.The horse jumped at
normal amount to fix the lake because she feel
D.Group Activity:: dirty.
his toilet, he felt

cheated. 1.Organize the class into small

groups or teams with no more

After his grandmother
than five members in each group.
passed away, Ken was
Then hand each group a blank
so grief-stricken he
“Connotation and Denotation
couldn't get out of bed.
Chart”

When Emily has a lot of

2.Explain to the groups that you
work to do and feels
are about to distribute a list of 10
stressed, she becomes
adjective words listed in a random
very tense and cannot
order. When you scream “Go” it
relax.
will be each group’s job to sort the

Our friend Lily makes us words into a list of 5 pairs pupils

feel left out when she need to accurately complete the

has a party but doesn't

invite us. Word Denotative Meaning Connotative Meaning

High temperature; heated Extremely attractive; angry

Low temperature Popular ‘acceptable

Absent of life and/or animation Unusually quiet setting

Young bird Girl or woman

Insane; mentally unstable Wild and exciting

Predatory fish Highly skilled

 “Connotation and Denotation

Chart” by correct identifying the

word in each pair. The first team

that sings their team’s yell will be

given 1 point and with all correct

answers will be given 4 points.

H. Making generalizations and Ask the pupils about what they What have learned from today’s
abstractions about the What have you learned have learned from today’s lesson. lesson?
lesson from today’s lesson? (Game )Pupils will pass a ball
while singing a song. When the
song stops, the one who holds
the ball will give what he/she
learned from the day’s topic.
 Different text types
 Text types as to
structures
 Text types as to
language
Connectors such as Ask the pupils about what
because, for this reason, they have learned from the
that is why, so, topic.
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:
I. Evaluating learning H. Evaluation Directions: Complete the 8.Evaluation
Restate the sentences G.Evaluation: Directions: Give the meaning of following sentences. You Pupils will be asked to do
heard on one’s own the following text type. Write may use a word or a the following activity:
Identify the meaning of words if it your answer on the box opposite group of words as signals 1.Think of a commercial or
words. Draw of the words for cause-and-effect TV Ads you like. Answer the
is a connotation, write C, and if it is TEXT TYPE relationships. date below:
appropriate facial
a denotation, write D. Write your
expressions after the 1. The clouds Name of commercial/TV Ads
answer on the blank. were turning dark, :
sentences. _______________ we _______________________
Blue started packing our __
____ a. Mommy, please buy me a picnic baskets. Target Audience:
Grandpa was very blue bike. 2. Road blocks
______b. Linda got low score in were set up by the _______________________
proud of me when I got
her tst. She is blue. military, ___

a promotion at work.
He took me out to
dinner to celebrate.
I'm a little doubtful
about whether to get
married or not..
We are delighted that
you will be coming to
visit us. It will be so nice
to have you here.
After waiting in line for
an hour at the bank,
the woman grew
impatient and left.
They were shocked to
learn that their beloved
neighbor, Miss Ann,
had stolen their car.
J. Additional activities for Pupils will restate the
application or remediation sentences heard on
one’ own words. Then,
show to the class the
appropriate facial
expressions expressed
in the sentence.
Even in hard times
when I don't have a lot
of money, I stay
hopeful and believe
that next month will be
2.Snake ______________ they Age:
_____ a. Lito saw a big snake in could catch the
their backyard. terrorists. _______________________
_____ b. Mario is a snake. He 3. Tourists flock ___
spank the little boy. to Boracay Gender:
____________they are
3.Cool amazed of its white sand _______________________
______a. The weather is verycool. 4. The diligent ____
______b. I like your jacket. It is son worked in the Interest:
very cool. morning and studied at
night ___________ his _______________________
4.Cheap father died three years ____
______a. Linda goes with different ago.
man that’s why she is being called 5. The economy
cheap. of the country is
______b. The dress in the store is improving
cheap. MEANING _______________
dedicated government
officials worked hard.
5.Rats 6. The wind blew
______a. Rats lived in a dark and the papers were
places. scattered on the floor.
______b. Rats! I left my pocket 7. He opened the
book in the car. box and a letter fell into
his hands.
8. The rain stop
and the rainbow
appeared in the sky.
9. Maria steps on
a banana feeling and she
fell on the ground.
10. Juan
accidentally broke the
flower base, his mother
got angry.
Write I example of each text type Directions: Do the Watch a television
Ask the pupils to answer the following activities: commercial at home or find
activities under “Do and Learn an ad in a newspaper or
Activity 1: Read the magazine
compound sentence Then , write one paragraph
. silently. describing the ad, making an
Activity 2: Write five (5) inference about who the
compound sentences. target audience is, and
Underline once the explaining why they think
cause and twice the this.
effect . Encircle the
conjunction used in the

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
better. sentence.
When I see that
puzzled look on your
face, I know that you
didn't understand my
question.
Wow! I'm really
impressed that Ashley
can speak 7 languages,
whereas I only speak
one!
Ugh! I don't have
anything to do. I'm so
bored!!
After Kylie had her
heart broken by her ex-
boyfriend, she felt so
down and blue. She is
very sad.
___Lesson carried. ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move ___Lesson carried. Move on
Move on to the next next objective. the next objective. on to the next objective. to the next objective.
objective. ___Lesson not carried. ___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 _____% of the pupils got
_____% of the pupils mastery mastery 80% mastery 80% mastery
got 80% mastery
(______) (______) (______) (______) (______)
YES___/ NO___ YES___/ NO___ YES___/ NO___ YES___/ NO___ YES___/ NO___
___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who ___ of Learners who require
require additional additional activities for additional activities for require additional additional activities for
activities for remediation remediation activities for remediation remediation
remediation
____ of Learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who ____ of Learners who caught
caught up the lesson the lesson the lesson caught up the lesson up the lesson
___ of Learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
continue to require require remediation require remediation continue to require continue to require
 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:
CAROLINE A. FERNANDEZ
Teacher 1/ Grade 5 Adviser
remediation remediation remediation
Strategies used that Strategies used that work well: Strategies used that work well: Strategies used that Strategies used that work
work well: ___Metacognitive Development: ___Metacognitive Development: work well: well:
___Metacognitive Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive ___Metacognitive
Development: taking and studying techniques, taking and studying techniques, Development: Development: Examples:
Examples: Self and vocabulary assignments. and vocabulary assignments. Examples: Self Self assessments, note
assessments, note ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- assessments, note taking taking and studying
taking and studying share, quick-writes, and pair-share, quick-writes, and and studying techniques, techniques, and vocabulary
techniques, and anticipatory charts. anticipatory charts. and vocabulary assignments.
vocabulary assignments. ___Bridging: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples:
assignments. ___Bridging: Examples: Think-pair-share, quick-
Compare and contrast, jigsaw Compare and contrast, jigsaw
___Bridging: Examples: learning, peer teaching, and learning, peer teaching, and Think-pair-share, quick- writes, and anticipatory
Think-pair-share, quick- projects. projects. writes, and anticipatory charts.
writes, and anticipatory charts. ___Schema-Building:
charts. Other Techniques and Strategies Other Techniques and Strategies ___Schema-Building: Examples: Compare and
___Schema-Building: used: used: Examples: Compare and contrast, jigsaw learning,
Examples: Compare ___ Explicit Teaching ___ Explicit Teaching contrast, jigsaw learning, peer teaching, and projects.
and contrast, jigsaw ___ Group collaboration ___ Group collaboration peer teaching, and
learning, peer teaching, ___Gamification/Learning throuh ___Gamification/Learning throuh projects. Other Techniques and
and projects. play play Strategies used:
___ Answering preliminary ___ Answering preliminary Other Techniques and ___ Explicit Teaching
Other Techniques and activities/exercises activities/exercises Strategies used: ___ Group collaboration
Strategies used: ___ Carousel ___ Carousel ___ Explicit Teaching ___Gamification/Learning
___ Explicit Teaching ___ Diads ___ Diads ___ Group collaboration throuh play
___ Group ___ Differentiated Instruction ___ Differentiated Instruction ___Gamification/ ___ Answering preliminary
collaboration ___ Role Playing/Drama ___ Role Playing/Drama Learning throuh play activities/exercises
___Gamification/ ___ Discovery Method ___ Discovery Method ___ Answering ___ Carousel
Learning throuh play ___ Lecture Method ___ Lecture Method preliminary ___ Diads
___ Answering activities/exercises ___ Differentiated
preliminary ___ Carousel Instruction
activities/exercises ___ Diads ___ Role Playing/Drama
___ Carousel ___ Differentiated ___ Discovery Method
___ Diads Instruction ___ Lecture Method
___ Differentiated ___ Role Playing/Drama
Instruction ___ Discovery Method
___ Role Playing/Drama ___ Lecture Method
___ Discovery Method
___ Lecture Method
Submitted to:
TANIELGYNE M. RODRIGUEZ
Teacher-In-Charge
Date submitted: