Grade five_ENGLISH_DLL_Quarter 2_Week 7.docx

this is very helpful for teachers teaching grade 5 english

1. Sir Ims
DAILY LESSON LOG FOR IN-PERSON CLASSES
School: Grade and Section:V -
Teacher: Subject:ENGLISH
Teaching Dates: OCTOBER 6 – 10, 2025 (WEEK 7) Quarter:SECOND QUARTER
MATATAG CURRICULUM/
REVISED K-12
CURRICULUM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A.Content Standards
The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of grammatical structures;
literal, inferential, and critical comprehension of literary and informational texts; and developing skills in composing and creating text in order to produce
culture-appropriate texts based on their purpose, context, and target audience.
B. Performance Standards
The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture-appropriate texts: narrative and
expository texts (explanation, news report) based on their purpose, context (Ramadan), and target audience using simple, compound, and complex sentences,
and age-appropriate and gender-sensitive language.
C.Learning Competencies
and Objectives
Learning Competency 1: Compose appropriate sentences for clarity and coherence.
Lesson Objective/s
1. Identify and use possessive and compound nouns and reflexive pronouns in sentences while ensuring subject-verb agreement.
2. Identify and use helping, linking and transitive verbs.
3. Construct sentences in the past progressive tense.
4. identify and use adverbs of place in sentences.
5. recognize noun complement in a sentence and use words as noun complement.
6. incorporate dependent clause/s to independent clause using subordinating conjunctions.
Learning Competency 2: Use tone and mood appropriately for one’s purpose, context, and target audience: formal.
Lesson Objective/s
1. determine the tone and mood in text by using different methods
D.Content
Sentence Construction
a. Subject-verb agreement in relation to the following:
1. Possessive nouns
2. Relative pronouns
b. Transitive verb
c. Past Progressive Tense
d. Adverbs of Place
e. Noun as Complement
f. Complex sentences
2. Tone and Mood in writing
a. Methods for identifying the tone of a passage
E. Integration
Holiday in Focus: Ramadan
Values and Skills: Leadership, Patriotism, Camaraderie, Unity, National Pride
SDG: SDG10 Reduced Inequalities, SDG16 Peace, Justice, and Strong Institutions, SDG17 Partnerships for the Goals
LEARNING CONTENT SUBJECT-VERB USING LINKING AND ADVERBS OF PLACE TONE AND MOOD WEEKLY ASSESSMENT

2. AGREEMENT IN
RELATION TO
POSSESSIVE AND
RELATIVE PRONOUNS
TRANSITIVE VERBS &
VERB TENSES
& NOUN AS
COMPLEMENT
IN FORMAL WRITING
II. LEARNING RESOURCES
a. References
Antonio, M. (2024). Lesson
Exemplar for English
Philippine Normal University
Research Institute for
Teacher Quality SiMMER
National Research Centre
Department of Education.
(2023). MATATAG
Curriculum Phase 1 SY
2024-2025. Retrieved from
https://www.deped.gov.ph/m
atatagcurriculumk147/
Antonio, M. (2024). Lesson
Exemplar for English
Philippine Normal University
Research Institute for Teacher
Quality SiMMER National
Research Centre
Department of Education.
(2023). MATATAG Curriculum
Phase 1 SY 2024-2025.
Retrieved from
https://www.deped.gov.ph/mat
atagcurriculumk147/
Antonio, M. (2024). Lesson
Exemplar for English
Philippine Normal University
Research Institute for
Teacher Quality SiMMER
National Research Centre
Department of Education.
(2023). MATATAG
Curriculum Phase 1 SY
2024-2025. Retrieved from
https://www.deped.gov.ph/m
atatagcurriculumk147/
Antonio, M. (2024). Lesson
Exemplar for English
Philippine Normal University
Research Institute for
Teacher Quality SiMMER
National Research Centre
Department of Education.
(2023). MATATAG
Curriculum Phase 1 SY
2024-2025. Retrieved from
https://www.deped.gov.ph/m
atatagcurriculumk147/
III. LEARNING PROCEDURES
a. Activating Prior
Knowledge
Directions: Choose the
letter of the correct answer.
Answer key:
1. a. noun
2. a. demonstrative
3. b. helping verb
4. a. linking verb
5. b. fly
Linking verbs are not action
verbs, and they do not define
any action. Instead, they
describe the subject rather
than the action like other
verbs. Some common linking
verbs include be, seem,
appear, become, feel, look,
remain, smell, sound, taste,
stay, grow, turn, and prove.
i.e.
1. Ramadan is a holy month
for Muslims.
2. Fasting becomes a spiritual
practice during this holy
month.
3. The mosque feels serene
during Ramadan nights.
4. The iftar meal tastes
delicious after a day of fasting.
5. Ramadan brings
Directions: Continue the
sentence by adding another
past action to complete the
past progressive form of the
sentence.
Examples: Johann was
eating dates when his cousin
arrived.
1. Families were gathering
for taraweeh prayers
_______________________
2. Grandma was baking
traditional sweets
_______________________
3. Dad was reading stories
about Prophet Muhammad
_______________________
4. The Imam was leading the
evening prayer
_______________________
5. Mother was reciting the
Directions: Read each
sentence carefully. Choose a
word from the right box the
noun complements in each
sentence. Write your answer
on the blank provided.
Answer key:
1. beautiful
2. engineer
3. sweet
4. genius
5. Brownie
6. cozy
7. blue
8. president
9. success
10. innocent

3. communities closer together.Quran
_______________________
b. Establishing Lesson
Purpose
Possessive noun - a noun
that shows ownership or
possession of something. It
typically indicates that
someone or something
possesses or has control
over another object, person,
or idea. They are often
formed by adding an
apostrophe and an 's' ('s) to
the noun, especially for
singular nouns, and just an
apostrophe (') for plural
nouns ending in 's'.
Directions: Write the
possessive form of the noun
in the parentheses.
1. (dog) ____________
house
2. (tables) __________legs
3. (women) __________ bag
4. (lady) _____________
dress
5. (children)
______________ book
6. (ladies) _____________
shoes
7. (Max) ____________
resto
8. (geese) ___________
nest
9. (Roi) _____________ belt
10. (baby) __________ bath
Adverbs of place – are
adverbs that affect or define
the meaning of a word or
phrase by informing us
where things occur. These
words are also called spatial
adverbs Whatever they are
titled, these adverbs
invariably answer the same
question: ‘Where?’
Examples:
1. Here: We are having
lunch here.
2. There: Mr. Blackie the cat
is sleeping over there.
3. Inside: Please come
inside the house.
Other examples:
underneath, outside, above,
below, everywhere, away,
behind, far, near, beyond,
within, etc.
Complex sentences –
contain an independent
clause (complete thought)
and one or more dependent
clauses (incomplete thought)
connected by subordinating
conjunctions.
c. Developing Understanding
of the Lesson
Subject-verb agreement
rule: Singular subject takes
singular verb; plural subject
takes plural verb.
● Possessive nouns are
not used as subjects. They
Directions: Read the
sentences carefully. Underline
the verb in each sentence and
identify whether it is a linking
or helping verb. Write linking
or helping on the blank
Place your adverbs.
Choose from the box the
appropriate adverb of place
to modify the action. Write
your answer on the blank
provided.
Directions: Read the sets of
independent and dependent
clauses carefully. Compose
complex sentences by
combining dependent
clause/s to an independent

4. simply describe the actual
noun.
1. Allen’s parents (visit,
visits) him every Ramadan.
2. Airene’s family (gather,
gathers) together for prayers
during Ramadan.
3. My cousin's homemade
sweets (is, are) always a hit.
4. The school's Ramadan
assembly (celebrate,
celebrates) the diversity of
the student body.
5. The neighborhood's iftar
potluck (bring, brings)
everyone together.
6. My mother’s pastries (is,
are) my favorite.
7. The children’s book (was,
were) read by grandmother.
8. The table’s legs (was,
were) repaired by my father.
9. The kids’ enthusiasm for
the Ramadan (is, are)
contagious.
10. The community’s nightly
prayers (is, are) hosted by
the mosque’s people.
provided before the number.
1. The Grade 5 students
gathered _______________
the classroom to start their
lesson. (within an enclosed
space or area)
2. The supermarket is
located_______________.
(close to a particular area)
3. Mrs. Pilar the dog likes to
sleep ________________
the sofa during the day.
(situated below something
else)
4. The birds were flying high
____________ the clouds.
(greater elevation than
something else)
5. The keys were found
_____________ the drawer
of the desk. (enclosed in a
certain area).
Answer key:
1. Inside
2. Nearby
3. Underneath
4. Above
5. Within
clause.
d. Deepening Understanding
of the Lesson
Subject pronouns: Relative
pronouns Relative pronouns
are used to introduce relative
clauses and connect them to
a noun. Examples include
who, whom, whose, which
and that.
VERB TENSES: Past
Progressive tense
When to use simple past
tense?
Past tense is used to describe
actions, events, or situations
that occurred and were
completed at a specific point in
the past. It is also use when
talking about past habits or
Directions: Choose the
appropriate adverb of place
to describe the verb. Encircle
your answer.
1. The cat sat (outside,
under) the table.
2. The birds flew (withing,
high) in the sky.
3. She looked (everywhere,
above) for her keys but she
How to identify the tone
and mood in formal writing
● By simplifying the
following methods and
providing clear examples
and guidance, Grade 5
students can begin to
develop their understanding
of tone and mood in formal
writing.
above there nearby underneath
inside within

5. routines in the past.
Examples:
1. Miggy baked traditional
sweets yesterday. (completed
action)
2. Yuan and Blippy always
went to the mosque together
yearly. (past habit)
3. We gained our
independence in 1898. (past
fact)
When to use past
progressive tense?
could not find them.
4. The squirrel ran (around,
inside) the tree.
5. The book is (here,
backward) on the shelf.
Answer key:
1. Under
2. High
3. Everywhere
4. Around
5. Here
1. Word Choice - Simplify
the concept by focusing on
identifying positive or
negative words and
discussing how they make
the reader feel.
2. Sentence Structure:
Instead of analyzing complex
sentence structures, focus
on recognizing simple
sentences that convey a
clear emotion or idea.
3. Figurative Language:
Introduce basic examples of
figurative language, such as
similes and metaphors,
using familiar objects or
experiences.
4. Descriptive Details:
Encourage students to
identify sensory details that
create a specific mood, such
as describing how a scene
looks, sounds, smells, or
feels.
5. Dialogue and Character
Interaction: Use examples
of dialogue that clearly
demonstrate different tones,
such as a character
speaking angrily or happily.
6. Context and Purpose:
Discuss the purpose of the
writing and how it might
influence the tone, using
age-appropriate examples
such as persuasive letters or
informative articles.
7. Overall Atmosphere:
Help students recognize
overall feelings conveyed by

6. a piece of writing, such as
whether it feels happy, sad,
exciting, or scary.
8. Reader Response:
Encourage students to
reflect on how a piece of
writing makes them feel and
discuss their reactions with
classmates.
e. Making Generalizations
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
a. Evaluating Learning
Directions: Choose the
correct relative pronoun
(who, which, that, whose,
whom) to complete each
sentence.
1. The family _____ house is
decorated with colorful lights
celebrates Ramadan with
joy.
2. The people _____ we
invite for iftar bring delicious
dishes to share.
3. The mosque _____ we
pray in every evening during
Ramadan is beautifully
decorated.
4. Look at the moon! It
signals the beginning of
Ramadan, _____ is a holy
month for Muslims.
5. The dates, _____ are
eaten to break the fast, are
sweet and delicious.
6. I can't decide between the
two prayer rugs _______ are
on display.
Directions: Rewrite each
sentence in the past
progressive tense
1. While the children (play)
outside, it started to rain.
2. The students (study) hard
when the teacher entered the
classroom.
3. Mother (wait) when the bus
came.
4. They (walk) home from
school when they saw a
rainbow in the sky.
5. The Mrs. Pilar barked loudly
while the Mr. Blackie (sleep)
peacefully.
6. Grandpa already (fix) the
broken pipe when the plumber
came.
7. The siblings (clean) the
house when their cousins
arrived.
8. Margaret (cook) dinner
while her brother set the table.
9. The birds (chirp) outside as
the sun set.
Noun as Complement
Complement is a word or
group of words that
completes the meaning of a
noun or pronoun within a
sentence. It usually follows a
linking verb and provides
additional information about
the subject or object.
Types of complement
include noun complements,
pronoun complements,
adjective complements
depending on their function
within the sentence.
Noun complement – a word
or phrase that completes the
meaning of a sentence by
providing additional
information about the subject
or object that follows it.
Directions: Know your noun
Directions: Give the tone
and mood of each passage.
1. "Atticus said to Jem one
day, 'I’d rather you shot at tin
cans in the backyard, but I
know you’ll go after birds.
Shoot all the blue jays you
want, if you can hit ’em, but
remember it’s a sin To Kill a
Mockingbird.'” Excerpt from
"To Kill a Mockingbird’" by
Harper Lee
Tone: Reflective, Moralistic
Mood: Serious,
Contemplative
2. "The ships hung in the sky
in much the same way that
bricks don't.” Excerpt from
"The Hitchhiker's Guide to
the Galaxy" by Douglas
Adams
Tone: Humorous, Absurd
Mood: Light-hearted
3. "He had no idea that this
day would end in death. But,

7. 7. Can you pass me the
Quran _____ is on the shelf?
8. I am using the prayer mat
_______ belongs to my
grandmother.
9. Everyone ___ fasts during
Ramadan gains spiritual
strength.
10. The traditions _____ we
follow during Ramadan are
passed down through
generations.
Answer Key: 1. Whose
2. Whom 3. That/which
4. which/ that 5. which/that
6. that/which 7. that/which
8. That/which 9. Who
10. That
10. While the children (play) in
the garden, the ice cream
truck passed by.
complement. Identify the
noun complement in the
sentences. Underline your
answer.
1. Fasting feels challenging
during Ramadan.
2. The mosque becomes a
place of prayer.
3. Generosity seems
important during this season.
4. The community feels
united.
5. Sharing food appears
meaningful during this holy
month.
6. Reflection becomes a
daily practice.
7. Charity remains a core
value for the Muslims.
8. Prayer feels peaceful
when done in the mosque.
9. Family gatherings become
special occasions during
Ramadan.
10.Ramadan seems a time
of spiritual growth.
Answer key 1. Challenging
2. Place of prayer
3. Important 4. United
5. Meaningful
6. Daily practice
7. Core value 8. Peaceful
9. Special occasions
10. Time of spiritual growth
of course, he couldn’t have
known that. Otherwise, he
wouldn’t have gotten out of
bed.” Excerpt from "The Girl
with the Dragon Tattoo" by
Stieg Larsson
Tone: Mysterious,
Foreboding
Mood: Suspenseful,
Ominous
4. "Two roads diverged in a
wood, and I— I took the one
less traveled by, And that
has made all the difference.”
Excerpt from "The Road Not
Taken" by Robert Frost
Tone: Reflective,
Contemplative
Mood: Ambivalent,
Thoughtful
5. "It's a dangerous
business, Frodo, going out
your door. You step onto the
road, and if you don't keep
your feet, there's no knowing
where you might be swept
off to." Excerpt from "The
Lord of the Rings" by J.R.R.
Tolkien
Tone: Epic, Inspirational
Mood: Adventurous,
Determined
b. Teacher’s Remarks Note observations on any of the following
areas:
Effective Practices Problems Encountered
strategies explored
materials used
learner engagement/ interaction

8. others
c. Teacher’s Reflection
Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪ students
What roles did my students play in my lesson?
What did my students learn?
How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?