Grade 5 Daily Lesson Log English 5 Q4 Week 5.docx

daily lesson log

1. 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 29 – MAY 3, 2024 (WEEK 5) Quarter: 4
th
Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
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
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
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
Use complex sentences to
show cause and effect.
b. Show tactfulness when
communicating with
others.
EN5G-IVe-1.9.1; EN5A-
IVe-17
a. revise writing for clarity-
correct spelling
b. observe politeness at all
times
EN5WC-IVe-1.8; EN5A-IVe-
16
II. CONTENT Restating sentences heard in one’s own
words
Using appropriate graphic organizers in
text read
Reading grade level text with 128 words
Using verbal and non-
verbal cues
Analyzing how visual and
multimedia elements
contribute to the meaning
of a text
Identifying different
meanings of content
specific words
(denotation and
connotation)
Listing primary and
secondary sources of
information
Using complex sentences
to show cause and effect.
Showing tactfulness when
communicating with
others.
Revise writing for clarity-
correct spelling
Observe politeness at all
times
III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Developing Reading Power 5 p. 214 Developing Reading
Power 5 p. 214
Developing Reading
Power 5 p.

4. Additional Materials
from Learning Resource
(LR) portal

2. B. Other Learning Resources Metacards activity cards, manila paper
Stories to be flashed in television/ written
in manila paper

Video clips, graphic
illustrations, chart
News Broadcast to be
flashed in television
Reading articles, visual
aids, library holdings,
charts
Perception charts, visual
aids, pictures
Rating sheet, Learner’s
Material, pencils
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Review
How visual and multimedia elements
contribute to the meaning of a text.
Review
Examples of graphic
organizers
1.Review the kinds of
sentences according to
structure: simple,
compound and complex
by placing pictures with
sentences (illustrating
cause and effect) on the
board.
Review your previous
composition. Check for
clarity and spelling
corrections.

B. Establishing a purpose for
the lesson
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.
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?
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.
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

C. Presenting
examples/instances of the
new lesson
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.
You will dramatize a
Television broadcasting
using verbal and non-
verbal cues.
4.Present to the class a
dictionary. Ask them if
they know what the book
is for and explain how it is
used.
Present complex
sentences
Exchange your work with
your seatmate and check
each other’s work…
out spelled wrong
sentences/ paragraphs you
do not understand or is

3. not clear

D. Discussing new concepts
and practicing new skills #1
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
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
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
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
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.
E. Discussing new concepts
and practicing new skills #2
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.
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
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.
3.Stress to the students
the difference between
verbal and non-verbal
cues.
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 denotations.
4.Present another
example for
connotations.
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
another example.
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 of a composition
and rules of spelling
F. Developing mastery
(Leads to Formative
Assessment 3)
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.
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,
D.Guided Practice
1.The teacher posts a
chart of positive and
negative connotations.
2.Group Activity
3.Group the pupils into
four groups. Ask them to
D.Guided Practice
1.Ask the students to
read the story “The Lion
and the Mouse”
2.Let the students answer
the following questions of
cause and effect
D.Independent Practice
Give students enough time
to revise their work after
the correction process

4. 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.
the groups will show the
list of the verbal and non-
verbal cues they derived
from the multimedia
elements.
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.
G. Finding practical
applications of concepts
and skills in daily living
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.
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.
E.Independent Practice
Let the students make
sentences using words
with positive or negative
connotations.
E.Independent Practice:
Ask the students to write
another possible ending
for the story using
complex sentences.
Give students enough time
to revise their work after
the correction process
H. Making generalizations and
abstractions about the
lesson
Closure/Assessment:
What have you learned from today’s
lesson?
What have you learned
from today’s lesson?
What have you learned
from today’s lesson?
What have you learned
from today’s lesson
What have you learned
from today’s lesson?


I. Evaluating learning G.Evaluation:
Read the story carefully and correctly.
Make a graphic organizer.

G.Evaluation:
Watch another
broadcasting scene. Fill in
the chart with the
appropriate cues
provided.
Eleme
nts Of
Multi
media
Verb
al
Cues
Non-
Verbal
Cues
Text
Graph
ics

Audio
G.Evaluation:
Classify each
word as denotation or
connotation by writing D
or C

Provide pupils with
exercices about complex
sentence showing cause
and effect.
composition after the
correction checking.
Make sure to
correct all possible words
you need to correct.
Write legibly.

5. Video
Anim
ation


J. Additional activities for
application or remediation
Give examples of graphic organizer Write 5 complex
sentences and identify
the cause and effect.

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
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?