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DAILY LESSON LOG

School
Teacher
Teaching Dates and
Time
Monday

I. OBJECTIVES

Recount events effectively


Distinguish reality from
fantasy

Grade Level
Learning Area
Quarter

August 1-5, 2016

FIVE
ENGLISH
FIRST

Tuesday

Wednesday

Thursday

Friday

Infer the meaning of


unfamiliar words (clipped)
based on given context clues
(synonyms, antonyms, word
parts) and other strategies

Analyze figures of speech


(simile, metaphor,
personification, hyperbole) in
a given text

Compose clear and coherent


sentences using appropriate
grammatical structures:
-conjunctions

Observe politeness at all


times.
Show tactfulness when
communicating with others

Read grade level text with


118 words correct per
minute
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for
each

(EN5OL-Ih-1.8)
(EN5LC-Ih-2.3)

(EN5V-Ih-12 and 13)


(EN5F-Ih-1.13)

(EN5RC-Ih-2.3)

(EN5G-Ih-8.3/8.4)

(EN5A-Ih-16)
(EN5A-Ih-17)

Recounting events
effectively
Reality and Fantasy

Inferring the meaning of


unfamiliar words based on
context clues

Figures of Speech

Grammar Lesson: Conjunctions

Politeness
Tactfulness when
communicating with others

II. CONTENT

III. LEARNING RESOURCES


A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson

B. Establishing a purpose for


the lesson

Reading grade level texts


with 118 words correct per
minute

Quarter 1 Week 8 pp.


Quarter 1 Week 8 pp.

Quarter 1 Week 8 pp.


Quarter 1 Week 8 pp.

Quarter 1 Week 8 pp.


Quarter 1 Week 8 pp.

Quarter 1 Week 8 pp.


Quarter 1 Week 8 pp.

Quarter 1 Week 8 pp.


Quarter 1 Week 8 pp.

Review on transition/ signal


words

Review on recounting events


effectively and distinguishing
reality from fantasy

Review on meaning of
unfamiliar words (clipped)
based on given context clues
(synonyms, antonyms, word
parts) and other strategies

Review on figures of speech


(simile, metaphor, personification,
hyperbole) in a given text

Review on composing clear


and coherent sentences
using appropriate
grammatical structures:
-conjunctions

Direction: Encircle the letter


of the meaning of the
underlined words.
1.
The schools
foundation day is a great
event for them to remember.
a.
Institution

Say: What words in the


sentence help you figure out
the meaning of the
underlined word?
Refer LM, Think and Tell
Say: Read the following
sentences. Tell the meaning

Listen as the teacher reads


the
Refer to LM, Think and Tell

Say: The following sentences have


conjunctions connecting words.

Refer to LM, Try and Learn.


Ask pupils to supply the
missing letters to complete
the configuration clues
Say: Let us try to guess the
following words used in the
story.

b.
c.
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

Celebration
Collection

The teacher shows a diary


Say: Do you have a diary at
home?
What do you write on it?

The teacher will use a


semantic web to find out
what the students know
about a diary.
Motive Question
Say: Today, you are going to
learn the content of a diary.
Im going to read a sample
entry in a diary. Carol a
grade VI pupil owns this
diary.

of the underlined word in the


sentence. Choose from the
given choices.
Divide pupils into four (4)
groups. Let each group do a
separate task.
Read the poem. Notice the
underlined words in the
poem.
Refer to LM, Read and Learn
The Lark and the Wren

Answering of Guide
Questions

Say: Listen as I read the


following stanzas of some
poems. Tell the two things
being compared. Tell in what
way the two things are
alike.

What do you noticed about the


underlined words?
What about the words between
them?
What do we call them?

Refer to LM, Read and Learn


Say: Read the following
story and find out how
politeness and tactfulness
can make one reach great
heights.

Refer to LM, Try and Learn

Refer to LM, Think and Tell

The Long Necked Giraffe and


the Humble Pullet

Say: The following


sentences contain a
metaphor. Identify the
metaphor by underlining the
words that tell the two
objects being compared.

1.
2.
3.
4.
5.

F. Developing mastery

Modeling for Students


The teacher will use an
actual diary while reading
the things written on it.
The pupils can read silently.
Refer to LM, Read and Learn

Group pupils into four.


Distribute the metacards to
each group.
Group 1:
Draw a lark and a wren.

The eyes of the cat


gleamed and glared in the
dark.
Daffodils and daisies are
beautiful flowers.
Honesty and obedience are
positive vitues.
Dina or Donna will attend
the practice.
Both are pretty and
attractive.

Answering of Guide
Questions

Refer to LM, Do and Learn A.


Say:
Let us read the following
lines of poetry.
What are the human
qualities given to animals,
objects or ideas?

Say, Read the following


sentences. Encircle the
conjunctions in these sentences.
Underline the words, phrases, or
clauses connected by each
conjunction.

Refer to LM, Talk about It.

Refer to LM, Do and Learn B.


Let the pupils decide the
figure of speech used in

Refer to LM, Try and Learn

The teacher will guide pupils


in answering the following
questions.

Group 2:
Compose a song about a lark
and a wren.
Group 3:
Show a skit on the part when
the lark bid goodbye to the
haughty wren.

G. Finding practical
applications of concepts and
skills in daily living

Refer to LM, Try and Learn


Say: I have here a story
grid. The number of squares

Group 4:
Write a short message to the
lark and wren. Be ready to
read it before the class.
Let the group present their
outputs.
Refer to LM, Try and Learn.
Let the pupils choose the
sentence that can best

in the grid corresponds to


the number of events/scenes
in the story. You are going to
arrange the events using the
grid.
How to recount events
effectively?
How to distinguish reality
from fantasy

describe the underlined


word.

each sentence. Afterwards,


let them read all the
sentences.

How to nfer the meaning of


unfamiliar words (clipped)
based on given context clues
(synonyms, antonyms, word
parts) and other strategies?

How to analyze figures of


speech (simile, metaphor,
personification, hyperbole) in
a given text?

Reminders on clear and coherent


sentences using appropriate
grammatical structures:
-conjunctions

How to observe politeness at


all times.
Show tactfulness when
communicating with others

I. Evaluating learning

Refer to LM, Read and Learn


Say: Let us read the story
carefully and answer the
questions that follow

Refer to LM, Do and Learn.


Let the pupils choose the
antonym of the underlined
word in each sentence from
the box. Let them write their
answers on the blank.

Refer to LM, Learn Some


More

Refer to LM, Write About It

Refer to LM, Write About It

J. Additional activities for


application or remediation

The sentences that follow


are taken from the story. In
the space before each
number, write reality if the
sentence states a situation
that can happen in real life.
Write fantasy if it can only
happen in fairy tales or
fables.
Refer to LM, Do and Learn

Write 5 sentences based on


context clues (synonyms,
antonyms, word parts) and
other strategies

Let the pupils study the lines


of poetry. Let them identify
the object personified and
the give the human quality
given to the subject.

Say: Compose your own


sentences using conjunctions and,
or, but. Write them on the space
provided for.

Say: Think of the advantages


and disadvantages of being
a tall and a short child. Write
them in paragraph form on
the space provided for.

H. Making generalizations
and abstractions about the
lesson

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

Say: Let us answer the


following questions

use./discover which I wish to


share with other teachers?