School: PANTARON ES Grade Level: V

GRADES 1 to 12 Teacher: WILLIAM D. JACOB Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: WEEK 5 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards

B. Performance Standards

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

IV. PROCEDURES
A. Reviewing previous lesson or Review Review 1.Review the kinds of sentences according Review your previous composition.
presenting the new lesson How visual and multimedia elements Examples of graphic organizers to structure: simple, compound and Check for clarity and spelling
contribute to the meaning of a text. complex by placing pictures with corrections.
sentences (illustrating cause and effect) on
the board.
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.
C. Presenting examples/instances of the At the end of the lesson you will be able to
new lesson 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.
D. Discussing new concepts and practicing B.Explaining the students what to do.
new skills #1 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
E. Discussing new concepts and practicing C.Modelling for students
new skills #2 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
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.
3.Stress to the students the difference
between verbal and non-verbal cues.
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 denotations.
4.Present another example for
connotations.
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 another
example.
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 of a
composition and rules of spelling
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
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?
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?
D.Guided Practice D.Guided Practice D.Independent Practice
1.The teacher posts a chart of positive 1.Ask the students to read the story “The Give students enough time to revise
and negative connotations. Lion and the Mouse” their work after the correction process
2.Group Activity 2.Let the students answer the following
3.Group the pupils into four groups. questions of cause and effect
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 revise
Let the students make sentences using Ask the students to write another possible their work after the correction process
words with positive or negative ending for the story using complex
connotations. sentences.
What have you learned from today’s What have you learned from today’s What have you learned from today’s
lesson? lesson lesson?

I. Evaluating learning G.Evaluation: G.Evaluation: G.Evaluation: Provide pupils with exercices about Rewrite your own composition after
Read the story carefully and correctly. Make Watch another broadcasting scene. Fill in Classify each word as complex sentence showing cause and the correction checking.
a graphic organizer. the chart with the appropriate cues denotation or connotation by writing D effect. Make sure to correct all
provided. or C possible words you need to correct.
Element Verbal Non- Write legibly.
s Of Cues Verbal
Multim Cues
edia
Text
Graphic
s
Audio
Video
Animati
on

J. Additional activities for application or Give examples of graphic organizer Write 5 complex sentences and identify
remediation the cause and effect.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
in the evaluation objective. objective. objective. objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
B. No. of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
activities for remediation who scored answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
below 80% ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in
their lesson. their lesson. answering their lesson. their lesson. 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 ___ of Learners who earned 80% above
learners who have caught up with the
lesson
D. No. of learners who continue to require ___ of Learners who require additional
remediation activities for remediation
E. Which of my teaching strategies ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the lesson
F. What difficulties did I encounter which ___ of Learners who continue to require
my principal or supervisor can help me remediation
solve?
G. What innovation or localized materials Strategies used that work well:
did I use/discover which I wish to share
with other teachers?
 ___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  ___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.
 
 ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, 
media,
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 
Examples: Student created drawings, videos,
and games.
 ___Modeling: Examples: Speaking slowly  ___Modeling: Examples: Speaking slowly
and clearly, modeling the language you want
students to use, and providing samples of
student work.
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson
of lack of knowledge, skills and interest because of lack of knowledge, skills
about the lesson. and interest about the lesson.
___Pupils were interested on the lesson, ___Pupils were interested on the lesson,
despite of some difficulties encountered in despite of some difficulties encountered
answering the questions asked by the in answering the questions asked by the
teacher. teacher.
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of
limited resources used by the teacher. limited resources used by the teacher.
___Majority of the pupils finished their work ___Majority of the pupils finished their
on time. work on time.
___Some pupils did not finish their work on ___Some pupils did not finish their work
time due to unnecessary behavior. on time due to unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson
___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive 
Development: ___Metacognitive 
Development:
Examples: Self assessments, note taking Examples: Self assessments, note
and studying techniques, and vocabulary taking and studying techniques, and
assignments. vocabulary assignments.

___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- 
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory
charts.
 

and contrast, jigsaw learning, peer teaching, ___Schema-Building: 
Examples:
and projects. Compare and contrast, jigsaw learning,
peer teaching, and projects.
 
Examples: Demonstrations, 
media, ___Contextualization:  ___Contextualization:

manipulatives, repetition, and local 
Examples: Demonstrations, media,
opportunities. manipulatives, repetition, and local
opportunities.
 
Examples: Student created 
drawings, ___Text Representation:  ___Text Representation:
videos, and games.  
Examples: Student created drawings,
videos, and games.

and clearly, modeling the language you want ___Modeling: Examples: 
Speaking
students to use, and providing samples of slowly and clearly, modeling the
student work.
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson
of lack of knowledge, skills and interest because of lack of knowledge, skills
about the lesson. and interest about the lesson.
___Pupils were interested on the lesson, ___Pupils were interested on the
despite of some difficulties encountered in lesson, despite of some difficulties
answering the questions asked by the encountered in answering the questions
teacher. asked by the teacher.
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite
limited resources used by the teacher. of limited resources used by the
___Majority of the pupils finished their teacher.
work on time. ___Majority of the pupils finished their
___Some pupils did not finish their work work on time.
on time due to unnecessary behavior. ___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80%
above
___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson
___ of Learners who continue to require ___ of Learners who continue to
remediation require remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive 
Development: ___Metacognitive Development:
Examples: Self assessments, note taking Examples: Self assessments, note
and studying techniques, and vocabulary taking and studying techniques, and
assignments. vocabulary assignments.
___Bridging: Examples: 
Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory
charts. charts.

___Schema-Building: 
Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning,
peer teaching, and projects. peer teaching, and projects.

 ___Contextualization:
Examples: Demonstrations, 
media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities.
___Text Representation:
 Examples: Student created drawings,
videos, and games.
Examples: Student created drawings,
videos, and games.  ___Modeling: Examples: Speaking
slowly and clearly, modeling the
___Modeling: Examples: Speaking
language you want students to use, and
slowly and clearly, modeling the language
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
___ 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
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ 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
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
___ 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
you want students to use, and providing Other Techniques and Strategies
samples of student work. used:
___ Explicit Teaching
Other Techniques and Strategies used: ___ Group collaboration
___ Explicit Teaching ___Gamification/Learning throuh play
___ Group collaboration ___ Answering preliminary
___Gamification/Learning throuh play activities/exercises
___ Answering preliminary ___ Carousel
activities/exercises ___ Diads
___ Carousel ___ Differentiated Instruction
___ Diads ___ Role Playing/Drama
___ Differentiated Instruction ___ Discovery Method
___ Role Playing/Drama ___ Lecture Method
___ Discovery Method Why?
___ Lecture Method ___ Complete IMs
Why? ___ Availability of Materials
___ Complete IMs ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Group member’s
___ Pupils’ eagerness to learn collaboration/cooperation
___ Group member’s in doing their tasks
collaboration/cooperation ___AudioVisual Presentation
in doing their tasks of the lesson
___ Audio Visual Presentation
of the lesson