School Tambo Central School Grade Level V

GRADES 1 to 12
Teacher ODYSSA MAE S. PUSOD Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates and
AUGUST, 2019 (WEEK 1) Quarter 1ST QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Compose clear and coherent
Note significant details
Self-correct when reading Recognize the elements of a sentences using appropriate
Use appropriate facial
Value/love one another narrative grammatical structures:aspects
expressions
of verbs.
A. Content Standards

B. Performance Standards
C. Learning
Competencies/Objectives EN5LC-Ia-2.1 EN5V-Ia-12 and 13 EN5F-Ia-2.9
Write for the LC code for each EN5OL-Ia-2.6.1 EN5G-Ia-3.3

II. CONTENT Listening to a dialogue Selection: Two Were Left by Hugh Recognizing the elements of Using the simple aspects of verb
Speaking with appropriate B. Cave narrative Using the present tense for of the
facial expression Self-correcting when reading verbs
Using the simple regular past
form of verbs
Using forms that show future
time
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from [Link]
Learning Resource (LR) portal
B. Other Learning Resources Pictures, charts, Word cards, pocket chart, story Chart/[Link] cards, Pictures, chart, metacards
chart [Link]
[Link]
IV. PROCEDURES
A. Review previous lesson or Ask: What does being a Ask: What is a dialogue? Answer the assignments as a Elements of a narrative
presenting the new lesson steward of creation mean? How is noting details of a story is review for the past lesson.
Ask the pupil to read the done?
big idea and another to read Why is using appropriate facial
the verse. expression important in reading?
Ask: Does the verse say what
 being a steward of creation
means?
B. Establishing a purpose for the Show a picture of people with Ask: Why are dogs called “man’s Show a poster size version or PPT. Show pictures of trees, flowers,
lesson their pets/ people with bestfriend”? Have you had an slide of the paragraph. (see PPT. or birds, rivers
animals> experience with a dog that will chart)
Ask: How do you think these support or contradict the Tell the pupils that what they just Ask: Do you take care of our
people statement? saw came from the story “Two environment? What activity do
feel being around their Original File Submitted and Were Left” you usually do to take care of our
pets ? Formatted by DepEd Club Member Ask:If you had not yet read the environment?
being around animals? - visit [Link] for more story, will you be able to
Why should we take care of understand it?
our pets and other Show a list of words/phrases to
animals? the pupils. Tell the pupils to fill in
the blanks with these
words/phrases:
(see chart/ppt)
Have the pupils write their
answers on the blanks.
Ask:Does it make more sense
now?
C. Presenting Tell the pupils to listen very Unlocking of difficulties: Tell the pupils that the words and Say: You have learned that verbs
examples/instances of the new well while reading the marooned, slab, gnawing, wedged phrases they used are called are action words. Today, you will
lesson dialogue. Have the pupils Present the words using word elements of narratives. be learning the different aspects
answer the questions in Talk cards and displayed on a pocket Direct the pupils to the definitions of verbs.
About These. chart. Have the pupils read the on pages 7-9. Have the pupils read the
words aloud. Draw out the Have the pupils read aloud the following sentences:
meaning of the words using definitions of each [Link], 1. The president continues to
context clues and/or pictures. call someone to read aloud the motivate people to take care of
Then, have the pupils practice definition aloud.(randomly) the environment.
reading the phrases taken from [Link] teachers continue to
the selection. motivate pupils to take care of
marooned on the ice the environment.
the slab of iron [Link] continued working with the
wedged one of the iron strip group his father founded since
the gnawing pain of his injured leg 2002.
4. They will continue to inspire
people of all ages.
5. Janice bought a new watch last
week.
Help the pupils study and analyze
the sentences.
Give more examples
D. Discussing new concepts and Read the dialogue about pets Read:The Two Were Left Have the pupils read the elements Lead the pupils to the different
practicing new skills #1 again with neutral facial The teacher will read the story on the flash cards. Then, call some aspects of verb using the
 expression. then, pupils to repeat the definition in sentences above.
Ask:Did it change the meaning assign a pupil to be Noni and their own words and Help the pupils study and analyze
of the dialogue? instruct him to read Noni’s understanding. the sentences.
dialogue aloud with expression. Give more examples
Call on volunteers to take turn
reading the story paragraph by
paragraph. .

Answer and discuss as a class:

Think It Over on page 6 # 1-5

Have pupils do Think-Pair-

[Link] pupils to work with a
partner,discuss questions with
their partner, and report their
partner’s answers to the class.
Think It Over on page 6 # 6-9
E. Discussing new concepts and Model:Refer back to the Focus Skill/Competency check Have the pupils identify the Guided Practice:
practicing new skills #2 dialogue about pets. Go Ask: What do you usually do when different elements of “Two Were The class will be divided into 5.
through each line and ask the you misread some words while you Left”. Each group will be receiving
pupils to identify the emotions are reading a text aloud? Post the diagram on the board. metacards to write their answers.
expressed in each line. Read The teacher will ask a pupil to
each line aloud with proper Explain that it is okay to self- pick a card to be shown in
facial expression. correct while reading to convey class,each card has a verb and
the message of the text correctly. corresponding tense of verb
written on it. Each group will
compose clear and coherent
sentences using the verb in the
tense asked. Two minutes will be
used to answer each item.
F. Developing mastery Activity: Oral Language Practice Facilitate the practice described Independent Practice: Independent Practice:
Tell the pupils to pick a on page 6 of the text book. Form a group of five and watch [Link] following sentences are
partner, as instructed. Tell Instruct the pupils to read aloud the film Spellbound/Obey Your written in past tense. Rewrite
them to read the dialogue the passage with their partners. Parents. them in present and future tense
silently and identify the Take note of the words that their Then, on a piece of paper the on the lines.
emotions expressed in each partner finds difficulty to pupils will copy the graphic (See Chart)
line. Afterwards, they may [Link] him/her to self – organizer on the ppt. and fill out
proceed with assigning and correct while reading. the elements of a narrative.
exchanging roles and reading
the dialogue aloud.
G. Finding practical applications Presentation of output in class.
of concepts and skills in daily
living
H. Making generalizations and What is a dialogue? Ask:What is anarrative?What are What is a verb? What are the
abstractions about the lesson How is noting details of a story Ask:Why is it important to the different elements of a different aspects of verb?
is done? value/love one another narrative? State their differences. Differentiate each
Why is using appropriate facial Why is self-correction while
expression important in reading a text aloud necessary?
reading?
I. Evaluating learning Let the pupils present the Pupils will watch a short story. Have the pupils answer the
dialogue in front of the class. Copy the graphic organizer from practices on their textbooks
the chart on your paper and fill out pages 11-12.
the elements of a narrative.
Present your output in class.
( Chosen pupils)
( see chart)
J. Additional activities for Find the meaning of the word Select the best verb form: (1/2
application or remediation verb. Write it down on your crosswise of a piece of paper)
notebook. 1. We ________ to London last
Give atleast five example of a verb. year.
go will go went
2. Yesterday she _______on the
ice.
slips slipped will slip
3. They ________ in Toronto by
next year.
will live live lived
4. Tomorrow he ________ to
Miami.
traveled travels will
travel
5. Mice ________ peanut butter.
love will love loved
6. Don't bother Tim while he
____.
is driving will drive
drove
7. When Jen was in Canada she
____skiing.
goes will go went
8. Right now Niki ________ on
the phone.
is was will be
9. Call back later. Ella __home
soon.
is was will be
10. Blake ________ his
 homework last night.
finished finish finishes
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 Differentiated Instruction and
strategies worked well? Why did Integration of Learning (Pair-
these work? Share)
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?