School: Liciada Elementary School Grade Level: V

GRADES 1 to 12 Teacher: Roland C. Barbecho Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: APRIL 29 – MAY 3, 2024 (WEEK 5) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
a.Restate sentences heard in one’s
own words
b.Use appropriate graphic organizers in
text read
c.Read grade level text with 128 words
correct per minute
EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ;
EN5F-IVe 1.13
Page 77 of 164
Restating sentences heard in one’s
own words
Using appropriate graphic organizers in
text read
Reading grade level text with 128
words
Developing Reading Power 5 p. 214
Metacards activity cards, manila paper
Stories to be flashed in television/
written in manila paper
Use verbal and non-verbal cues in TV
broadcast
b. Analyze how visual and multimedia
elements contribute to the meaning of
a text
EN5LC-IVe-4 ; EN5SS-IVe-1.7.1 ;/ Page
77 of 164
Using verbal and non-verbal cues
Analyzing how visual and multimedia
elements contribute to the meaning of
a text
Developing Reading Power 5 p. 214
Video clips, graphic illustrations, chart
News Broadcast to be flashed in
television
Identify different meanings of
content specific words (denotation
and connotation) (TLE)
b. List primary and secondary
sources of information
EN5V-IVe-20.1 ; EN5V-IVe-20.2,
EN5SS-IVe-5/ Page 77 of 164
Identifying different meanings of
content specific words (denotation
and connotation)
Listing primary and secondary
sources of information
Developing Reading Power 5 p.
Reading articles, visual aids, library
holdings, charts
Use complex sentences to show
cause and effect.
b. Show tactfulness when
communicating with others.
EN5G-IVe-1.9.1; EN5A-IVe-17
Using complex sentences to show
cause and effect.
Showing tactfulness when
communicating with others.
Perception charts, visual aids,
pictures
a. revise writing for clarity-
correct spelling
b. observe politeness at all times
EN5WC-IVe-1.8; EN5A-IVe-16
Revise writing for clarity- correct
spelling
Observe politeness at all times
Rating sheet, Learner’s Material,
pencils

IV. PROCEDURES
A. Reviewing previous lesson or Review Review 1.Review the kinds of sentences Review your previous
presenting the new lesson How visual and multimedia elements Examples of graphic organizers according to structure: simple, composition. Check for clarity
contribute to the meaning of a text. compound and complex by placing and spelling corrections.
pictures with sentences (illustrating
cause and effect) on the board.
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
1.Present the story entitled “The Bug
Collection” to the students.
2.Ask the student to read it.
3.Call another student to read the
story.
4.Call the students to read the story in
group in two’s three’s etc.
At the end of the lesson you will be
able to restate the sentences heard in
your own words you can also use
appropriate graphic organizers and can
read text correctly with 128 words per
minute.
B.Explaining the students what to do.
1.Say: I will read again the story, while I
am reading the story, I want you to list
all the key sentences and supporting
sentences from the story.
2.Comprehension check up
3.Ask the student to tell the key
sentence in the first paragraph, then
give the supporting sentences.
Continue to ask questions until the
students were able to organize ideas
using the graphic organizer
C.Modelling for students
1.Direct the student to read the sample
of what they presented using the
graphic organizer.
2.Ask the student to give all the key
sentence in the story then the
supporting sentences.
1.Watch a short broadcasting scene
without sounds.
2.Ask the students to retell the
broadcasting scene based on what
they had watched.
3.Call another student to retell the
scene.
4.Watch the broadcasting scene again
with sounds.
5.Ask the students to compare their
retelling of the broadcasting scene to
the original
a.Is your retelling of the scene
correct?
b.What are the things that made you
think that the scene is as you retold?
You will dramatize a Television
broadcasting using verbal and non-
verbal cues.
2.Ask the students to list the verbal
and non-verbal cues they previously
had on the retelling of the
broadcasting scene.
3.Ask them to group themselves into 4
and make a script
C.Modelling for students
1.Watch again another broadcasting
scene.
2.Ask the students to list all the verbal
and non-verbal cues by analyzing the
multimedia elements namely as: text,
graphic, sound, video and animation.
1.Present to the class a reading
article entitled “Saved by a Hero”-
English Basics and Beyond 5 pp.
394-396
2.Ask the students to read the
article with the emphasized words,
list the words and give their own
meaning.
3.Present to the class the correct
meanings and ask them how did
they came up with their own
meaning.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
4.Present to the class a dictionary.
Ask them if they know what the
book is for and explain how it is
used.
B.Explaining the students what to
do.
1.Say: you enlisted the emphasized
words lately. Those words have
their own standard meaning and
can be found in the dictionary. We
call those words denotation.
2.Say: however, the words that
imparts the attitudes and feelings,
whether pleasant or unpleasant,
are called connotations
C.Modelling for students
1.Show the students how to use
the dictionary to find the
denotation of the example words.
2.Using a fish bowl technique, ask
the students to try it themselves.
3.Let the students read their
2.Ask the students to find the pair of
the pictures (cause to its effect).
3.Ask the students to read each
sentences of the pictures.
4.Ask students to match the
sentences to form a complex
sentence
Present complex sentences
B.Explaining the students what to do.
1.Say: Match the cause to its effect
to complete the complex sentences
by coloring the boxes with the same
color.
2.Check the outcomes and the
complex sentences if correct.
3.Read the complex sentences
(effects) and differentiate it again
from the simple and compound.
4.Give other examples
C.Modeling for students
1.Give the students a complex
sentence.
2.Direct the students to give the
cause and effect.
3.Stress to the student the different
parts of the complex sentences using
Exchange your work with your
seatmate and check each other’s
work…
Underline words you find out
spelled wrong
Put question marks on
sentences/ paragraphs you do
not understand or is not clear
Use only a pencil
B.Explaining the students what to
do.
1.Say: Check your work by
exchanging it with your seatmate.
2.Do the checking three times in
a round-robin technique.
3.The teacher will silently
observe the process of correcting
each other if the students are
practicing politeness at all times.
4.At the end of the activity, ask
the students to rate their
commenters using a rating sheet
if he/she is polite or not.
C.Modelling for students
1.Show the students what to do
by providing an example.
2.Correct the example with
explanation of the basis of
correction.
3.Stress to the student the clarity

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
3.Stress to the student the difference
of key sentence and supporting
sentences.
4.From the given graphic organizer,
give opportunity for the student to
restate the sentences/ story in their
own words
D.Guided Practice
a.The teacher will post another story
for the student to read and to
organize. (ANDRES BONIFACIO
Developing Reading Power p. 226)
b.The teacher will call student to
restate the story in their own word.
c.Group Activity
1.Group the pupils into three group
The first group will do the graphic
organizer. The second group will read
the story correctly with proper
phrasing, intonation, pronunciation.
The third group will restate the story
the story in their own word.
E.Independent Practice:
1.Flash story to the class. (PAGODAS –
Developing Reading Power p. 228)
2.Based on the story you have read,
choose one activity you want to do.
You can make a graphic organizer, you
can also restate it in your own word or
you can read it correctly with proper
intonation, pronunciation phrasing.
Closure/Assessment:
What have you learned from today’s
lesson?
3.Stress to the students the difference
between verbal and non-verbal cues.
D.Guided Practice
1.The teacher will check the scripts of
each group before proceeding to the
group activity
2.Group Presentation
3.After each presentation, the groups
will show the list of the verbal and
non-verbal cues they derived from the
multimedia elements.
E.Independent Practice:
1.The teacher will present short movie
clips and the students will match them
to the appropriate text related to clips
based on cues.
What have you learned from today’s
lesson?
denotations. another example. of a composition and rules of
4.Present another example for spelling
connotations.
D.Guided Practice D.Guided Practice D.Independent Practice
1.The teacher posts a chart of 1.Ask the students to read the story Give students enough time to
positive and negative “The Lion and the Mouse” revise their work after the
connotations. 2.Let the students answer the correction process
2.Group Activity following questions of cause and
3.Group the pupils into four effect
groups. Ask them to list down the
positive and negative connotations
using different library resources.
4.Visit the library and ask them to
do the task and list their primary
and secondary sources of
information. Primary sources (ex.
Encyclopedia, textbooks,
dictionary, reference materials,
etc.)
5.Ask the students to report on
class their work.
E.Independent Practice E.Independent Practice: Give students enough time to
Let the students make sentences Ask the students to write another revise their work after the
using words with positive or possible ending for the story using correction process
negative connotations. complex sentences.
What have you learned from What have you learned from today’s What have you learned from
today’s lesson? lesson today’s lesson?

I. Evaluating learning G.Evaluation: G.Evaluation: G.Evaluation: Provide pupils with exercices about Rewrite your own composition
Read the story carefully and correctly. Watch another broadcasting scene. Fill Classify each word as complex sentence showing cause and after the correction checking.
Make a graphic organizer. in the chart with the appropriate cues denotation or connotation by effect.  Make sure to correct all
provided. writing D or C possible words you need to
Elemen Verbal Non- correct.
ts Of Cues Verbal  Write legibly.
Multim Cues
edia
Text
Graphic

J. Additional activities for application Give examples of graphic organizer
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to the
80% in the evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B. No. of learners who require ___Pupils did not find difficulties in
additional activities for remediation answering their lesson.
who scored below 80% ___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
C. Did the remedial lessons work? No. ___ of Learners who earned 80% above
of learners who have caught up
with the lesson
D. No. of learners who continue to ___ of Learners who require additional
require remediation activities for remediation
s
Audio
Video
Animati
on
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
Write 5 complex sentences and
identify the cause and effect.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
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?
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson