DAILY LESSON LOG FOR School: CASUPANAN ELEMENTARY SCHOOL Grade and Section: V-

Teacher: Jessah Mae D. Carabeo Subject: ENGLISH

IN-PERSON CLASSES
Teaching Dates: FEBRUARY 20 - 24, 2023 (WEEK 2) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Content
Standards
b. Performance
Standards
c. Most Essential Distinguish text-types according Distinguish text-types according Distinguish text-types according Distinguish text-types Distinguish
Learning to purpose and features: to purpose and features: to purpose and features: according to purpose and text-types
Competencies classification, explanation, classification, explanation, classification, explanation, features: classification, according to
(MELCs) enumeration and time order enumeration and time order enumeration and time order explanation, enumeration and purpose and
(EN5RC-IIc-3.2.1) (EN5RC-IIc-3.2.1) (EN5RC-IIc-3.2.1) time order (EN5RC-IIc-3.2.1) features:
classification,
explanation,
enumeration
and time
order
(EN5RC-IIc-
3.2.1)
II. LEARNING
Distinguishing Text- Types Distinguishing Text- Types Distinguishing Text- Types Distinguishing Text- Types
CONTENT WEEKLY
According to Purpose and According to Purpose and According to Purpose and According to Purpose and
(Subject TEST
Features: Explanation Features: Explanation Features: Explanation Features: Explanation
Matter)
III. LEARNING
RESOURCES/RE
FERENCES
a. Teacher’s
Guide Pages
b. Learner’s
Material Pages
c. Textbook
Pages
d. LRMDS Lomboy, R.A. (2021). Lomboy, R.A. (2021). Lomboy, R.A. (2021). Lomboy, R.A. (2021).
Materials Distinguishing Text- Types Distinguishing Text- Types Distinguishing Text- Types Distinguishing Text- Types
(SLMs/LASs) According to Purpose and According to Purpose and According to Purpose and According to Purpose and
 Features: Explanation
[Learning Activity Sheet].
Department of Education
e. Other Learning PowerPoint Presentation,
Resources laptop, SLMs/Learning Activity
Sheets, pens, notebook
IV.
PROCEDURES
A. PRELIMINARY a. Greetings
ACTIVITIES b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the Directions: Explain what a text
previous classification is.
lesson/Drill
___________________
___________________
___________________
___________________
___________________
Features: Explanation
[Learning Activity Sheet].
Department of Education
PowerPoint Presentation, laptop,
SLMs/Learning Activity Sheets,
pens, notebook
Directions: Give the generic rule
in writing explanation text.
1.
2.
3.
4.
5.
Features: Explanation
[Learning Activity Sheet].
Department of Education
PowerPoint Presentation,
laptop, SLMs/Learning Activity
Sheets, pens, notebook
Directions: Give the general
structure of explanation text.
1.
2.
Features: Explanation
[Learning Activity Sheet].
Department of Education
PowerPoint Presentation, PowerPoint
laptop, SLMs/Learning Activity Presentation,
Sheets, pens, notebook paper, quiz
notebook or
test paper
Directions: Read the
paragraph and supply the
needed information below.
How is Ice Cream Made?
Ice cream is made with milk,
cream and sugar. All of the
ingredients are mixed
together. Then, the mixed
ingredients are heated up to
kill off any germs. Flavors and
colors are added next,
strawberry flavored ice cream
is usually pink. The mixture is
then frozen and whipped at
the same time. This makes it
softer. Ice cream is the best
dessert because it is simple to
 make and serve, and you can
add lots of toppings.

a. General Statement
________________________
________________________

b. Sequences of Explanation
________________________
________________________
________________________

c. Conclusion
________________________
________________________

C. Establishing a Do you want to know what causes tsunami? Let’s look at how the
purpose for the sentences are organized in order to explain what causes tsunami.
lesson/
Motivation

What do the kids do? Are you What do you feel in the
going to imitate them? picture? Have you ever
showered in the rain?
 WHAT IS A TSUNAMI?

A tsunami is a fast-moving
giant wave traveling
towards a coastline which
can destroy structures and
objects along its way. It
sometimes happens
during a very strong
earthquake located out in
the sea. Depending on its
size, the height of a
tsunami may be as tall as
an average person or as
high as an electric post.
No one really knows how
big it can grow. A tsunami
may also take place
during powerful storms
such as super typhoons.
As strong storms
approach, they may push
waves to form a tsunami.
Because of the destructive
power of a tsunami,
people must be alert and
ready for them.

1. What is the text about? ___________

2. What does the text present? ____________
3. What type of text is this? _________

D. Presenting Explanation text provides
examples/instanc descriptions to looking at things
es of the new like causes and reasons. They
lesson/Motivation move beyond retelling of what
happened, such as in a simple
Explanation text provides
descriptions to looking at things
like causes and reasons. They
move beyond retelling of what
happened, such as in a simple
DID YOU KNOW?
Seeds serve as the foundation
of healthy landscapes,
contributing to stable
ecosystems, erosion control and
DID YOU KNOW?
Children can explore the
sounds of the rain, the wet
atmosphere, and the
appearance of creatures and
 report, to address the why and
how of what happened.
Explanatory texts usually tell
how or why things occur with a
general statement that
introduces the topic to be
explored Time connectives used
such as first, after, then, next,
and finally.
E. Discussing Text types are any pieces of
new concepts writing that you read or create.
and practicing These can be anything from
new skills No. 1 novels, newspaper reports, and
textbooks to recipes, movie
reviews, and game instructions.
When you read an
advertisement, an email from a
friend, or a research article, for
example, the kinds of words,
phrases, grammatical patterns,
writing styles, and structures
you encounter differ. In other
words, text types differ in
features and purpose
F. Discussing An explanation text is a text
new concepts which tells processes relating to
and practicing the forming of natural, social,
new skills No. 2 scientific, and cultural
phenomena. It is saying ‘why’
and ‘how’ of the forming of the
phenomena. It is often found in
Science, Geography, and
History books. It describes a
process and gives reasons.
Why do we write an explanation
report, to address the why and
how of what happened.
Explanatory texts usually tell how
or why things occur with a
general statement that introduces
the topic to be explored Time
connectives used such as first,
after, then, next, and finally.
Text types are any pieces of
writing that you read or create.
These can be anything from
novels, newspaper reports, and
textbooks to recipes, movie
reviews, and game instructions.
When you read an
advertisement, an email from a
friend, or a research article, for
example, the kinds of words,
phrases, grammatical patterns,
writing styles, and structures you
encounter differ. In other words,
text types differ in features and
purpose
An explanation text is a text
which tells processes relating to
the forming of natural, social,
scientific, and cultural
phenomena. It is saying ‘why’
and ‘how’ of the forming of the
phenomena. It is often found in
Science, Geography, and History
books. It describes a process and
gives reasons.
Why do we write an explanation
biodiversity. Lately, there has
been increased interest in
planting native seed mixes to
provide important habitat and
forage resources for wildlife and
pollinators.
Explanation text provides
descriptions to looking at things
like causes and reasons. They
move beyond retelling of what
happened, such as in a simple
report, to address the why and
how of what happened.
Explanatory texts usually tell
how or why things occur with a
general statement that
introduces the topic to be
explored Time connectives used
such as first, after, then, next,
and finally.
Read the paragraph.
HOW DO SEEDS GROW?
Plants are leaving things. Most
plants start from seeds. Plants
need water, air, and sunlight in
puddles. Walking in the rain
stimulates children's five
senses. They can listen to the
pleasant sound of the rain, the
feel of the water falling on
their skin, and the unique
smell of soil and trees.
Explanation text provides
descriptions to looking at
things like causes and
reasons. They move beyond
retelling of what happened,
such as in a simple report, to
address the why and how of
what happened. Explanatory
texts usually tell how or why
things occur with a general
statement that introduces the
topic to be explored Time
connectives used such as
first, after, then, next, and
finally.
Read the paragraph.
How Does Rain Happen?
Rain is the primary source of
fresh water for most areas of
the world, providing suitable
text?
We use explanation writing to
help people who want to
understand the process.
The Purpose is telling the
processes relating to forming of
natural, scientific, and cultural
phenomena.
You need to be careful with this
type of writing so that you won’t
end up writing something like a
recipe.
Explaining how or why
something happens.
The Generic Structure
1. General statement states the
phenomenon issues which are
to be explained.
2. Sequenced explanation
states the series of steps that
explain the phenomena.
3. Conclusion sums up the
explanation and talks about its
application, may also give
examples.
EXAMPLE:
text?
We use explanation writing to
help people who want to
understand the process.
The Purpose is telling the
processes relating to forming of
natural, scientific, and cultural
phenomena.
You need to be careful with this
type of writing so that you won’t
end up writing something like a
recipe.
Explaining how or why something
happens.
The Generic Structure
1. General statement states the
phenomenon issues which are to
be explained.
2. Sequenced explanation states
the series of steps that explain
the phenomena.
3. Conclusion sums up the
explanation and talks about its
application, may also give
examples.
EXAMPLE:
order to grow. Plant seeds are
usually buried in the soil. Firstly,
the seed cracks open, and roots
begin to grow. Roots suck water
and nutrients from the soil. After
a few days, the stem begins to
grow. As the stem grows thicker
leaves begin to grow. Later,
buds grow and develop into
flowers. The flowers drop the
seeds on the ground.
Sometimes the wind even blows
the seeds elsewhere. After the
flowers die, the cycle starts
again from the new seeds.
conditions for diverse
ecosystems, as well as water
for hydroelectric power plants
and crop irrigation. The
phenomenon of rain is
actually a water cycle. The
concept of the water cycle
involves the sun heating the
Earth’s surface water and
causing the surface water to
evaporate. The water vapor
rises into the Earth’s
atmosphere. The water
atmosphere cools and
condenses into droplets. The
droplets grow until they are
heavy and fall to the Earth as
precipitation which can be in
the form of rain and snow.
However, not all rain is
reaching the surface. Some
evaporate while falling
through dry air. This is called
virga, a phenomenon that is
often seen in hot, dry desert
regions.
Source: British Course.
Retrieved from.
http://britishcourse.com/expla
nation-textdefinition-generic-
structures-purposes-
language-features.php//
Accessed Jan 10,2021
 Language Features:
1. Using simple present tense
(ex. An earthquake makes the
ground shake.)
2. Using sequential connections
(ex. firstly, then, next)
3. Using passive voice (ex.
Beans are fermented for about
two weeks.
4. Using cause and effect
conjunction (because, if,
therefore)
5. Using abstract verbs (ex.
start, continue, bring)
6. Using abstract noun (ex. no
visible noun)
Rules for explanation writing
-Must have a title that is clear
about the topic.
-Starts with an opening
sentence that states what you
are going to explain.
-Have a clear order of
explanation.
- Use conjunctions for each
step.
G. Developing Directions: Read each given text Directions: Distinguish whether
Language Features:
1. Using simple present tense
(ex. An earthquake makes the
ground shake.)
2. Using sequential connections
(ex. firstly, then, next)
3. Using passive voice (ex.
Beans are fermented for about
two weeks.
4. Using cause and effect
conjunction (because, if,
therefore)
5. Using abstract verbs (ex. start,
continue, bring)
6. Using abstract noun (ex. no
visible noun)
Rules for explanation writing
-Must have a title that is clear
about the topic.
-Starts with an opening sentence
that states what you are going to
explain.
-Have a clear order of
explanation.
- Use conjunctions for each step.
Directions: Answer the following Directions: Answer the
Mastery (Leads carefully. Write YES if it is an
to Formative explanation text and NO if it is
Assessment) not. Place your answer on the
space provided.
How is Food Digested?
The food we eat is broken down
and used by our bodies. This
breaking down of food is called
digestion. You may have heard
your stomach gurgling after you
have eaten. The stomach, teeth,
tongue, and intestines all help to
digest food. When you chew your
food, digestion begins. The food is
pushed by the tongue to the
trapdoor at the back of the throat
called the esophagus. It then
moves to the stomach where
digestive juices make it smaller. In
the small intestine, the goodness is
soaked up. Finally, water is taken
out in the large intestines. The
goodness that is left can now be
carried around the body by the
blood to be used for energy, repair,
and growth! Source:Bangkok
Patana School. Retrieved from
https://community.patana.ac.th/eal/
primary-eal-blog1/explanation-
texts//Accessed on Jan 10, 2021.
Answer:
the text is a classification or an questions: following questions:
explanation text. On the blank
before each number write C for 1. What is the paragraph about? 1. What is the text?
classification or E for explanation.
How is a Kite Flying?
2. What is the general
Kite has used the wind to make it 2. What is the main topic of the statement of the text?
fly because it is heavier than air. text?
When wind travels over the surface
of the kite, it is split into two
streams of air. One stream of the
air goes over the kite while the
second stream goes under the kite. 3. Why rain is important?
A kite is an object which is made 3.Why seeds are important?
from a light stretched over a frame.
Due to its light material, a kite will
lift off the ground and fly when it is
tilted into the wind. The upper
stream creates an area of low 4. Have you ever showered in
pressure above the kite. The lower 4. What is this text type called? the rain? How does it feel?
stream hits the kite at a shallow
angle and creates an area of high
pressure. The high-pressure area
has a pushing effect while the low-
pressure area has a pulling effect.
The combination of push and pull 5. What type of text is this?
can create enough force to lift the
kite into the air. Kites have been
known for thousands of years.
They are used to form military or
scientific purposes. Today’s kites
are much used for leisure and
competition. Source:
Understanding text. Retrieved from:
http://undestandingtext.blogspot.co
m/2020/08/5- examples-of-
explanation-text-with.htm/accessed
01/08/2021l
Answer:
 Motorboat Miracle
Sometime later, when the Allied
Forces were compelled to leave
these islands, the military decided
to destroy the mission launch in
order to prevent its falling into the
enemy’s hands. So, they sent
someone to pour petrol over the
little vessel and set a match to it.
There were a sudden explosion
and a spurt of flame. But a sharp
gust of wind blew out the flames,
and the boat, through slightly
charred, was left unharmed.
Answer:
H. Finding Explanation is essential for
Practical gaining a better understanding
Application of of people and why they do what
Concepts and they do. Best of all, we get to
Skills in Daily enrich our lives by learning
Respiration
Every human needs the air that
contains oxygen for breathing.
Without it, we won’t have life and
we can’t do our daily activity. But
have you ever thought about the
process of respiration? First, the air
enters through our nose. In the
nose, it will be warm by mucus
membrane it will be cleaned by the
soft hairs in the nose. After that, it
flows through the throat, larynx,
and trachea. And if there is a
strange thing which is brought by
the air, it will be refused by a web
which is located in the trachea.
Then, the air flows through a
branch of bronchus called
bronchioles. The last, enters into a
branch of bronchioles called
Alveolus. Alveolus is collection of
the lung’s bubble an it’s a place
were the change between oxygen
and carbon dioxide happens. That
is the process of respiration that we
do overtime because we our the
living creature . Source: Slide
Player. Retrieved from:
https://slideplayer.com/slide/68165
15/examples-ofexplanation-text-
with.htm/accessed 01/13/2021l
Answer:
Explanation is essential for Explanation is essential for Explanation is essential for
gaining a better understanding of gaining a better understanding gaining a better understanding
people and why they do what of people and why they do what of people and why they do
they do. Best of all, we get to they do. Best of all, we get to what they do. Best of all, we
enrich our lives by learning about enrich our lives by learning get to enrich our lives by
Lives about health, nutrition,
technology, and business,
among other things. Why do you
have to explain your point of
view to everyone every time
there is an argument or
misunderstanding?
I. Making How to distinguish explanation
Generalization text?
and Abstraction
J. Evaluating Directions: The illustration below
Learning shows the water cycle. Using
this, write an explanation text on
the space provided following the
generic structure.
THE WATER CYCLE
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
___________
K. Additional
activities for
application or
remediation
V. REMARKS The delivery of instruction and
health, nutrition, technology, and about health, nutrition, learning about health,
business, among other things. technology, and business, nutrition, technology, and
Why do you have to explain your among other things. Why do you business, among other things.
point of view to everyone every have to explain your point of Why do you have to explain
time there is an argument or view to everyone every time your point of view to everyone
misunderstanding? there is an argument or every time there is an
misunderstanding? argument or
misunderstanding?
How to distinguish explanation How to distinguish explanation How to distinguish explanation
text? text? text?
Directions: Write a simple Directions: Rewrite the Directions: Write your
explanation text about “How Do I paragraph of “How Do Seeds reflection about reading
Prepare Myself Before Going to Grow” using the following explanation text.
School?” sequence adverbs. ___________________
___________________
HOE DO SEEDS GROW? ___________________
_________________ ___________________
_________________ ___________________
First, _____________________
_________________
_________________________.
_________________
_________________
_________________ Next, _____________________
_________________ _________________________.
_________________
_________________ Later, ____________________
_________________________.
After, ____________________
________________________.
Finally, ___________________
_________________________.
The delivery of instruction and The delivery of instruction and The delivery of instruction and The delivery
 expectations meet the purpose
and objectives of the lesson
because the learners
expectations meet the purpose expectations meet the purpose expectations meet the of instruction
and objectives of the lesson and objectives of the lesson purpose and objectives of the and
because the learners because the learners lesson because the learners expectations
meet the
purpose and
objectives of
the lesson
because the
learners

VI. Learners are engaged in the Learners are engaged in the Learners are engaged in the Learners are engaged in the Learners are
REFLECTIONS teaching-learning process when teaching-learning process when teaching-learning process when teaching-learning process engaged in
incorporating incorporating incorporating when incorporating the teaching-
learning
process when
incorporating

VII. FEEDBACK
A. No. of learner
who earned 80%
B .No. of learner
who scored
below 80%
( needs
remediation)
C. No. of learners
who have caught
up with the
lesson
D. No of learner
who continue to
require
remediation
E. Which of my
teaching
strategies work
well? Why?
F. What
difficulties did I
encounter which
my principal
/supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share w/other
teacher?