School PINTONG GUBAT ELEMENTARY SCHOOL
DAILY LESSON LOG Teacher RACHELL L. SATSATIN
Teaching Dates and Time
Monday
I. OBJECTIVES
A. Content Standards Demonstrates command of
the conventions of standard
English grammar and usage
when writing or speaking
B. Performance Standards
Compose clear and coherent
sentences using appropriate
grammatical structures
(aspects of verbs)
C. Learning
Competencies/Objectives EN5G-Ia- 3.3
Write for the LC code for
each
Aspects of verbs
II. CONTENT
III. LEARNING
RESOURCES
A. References
Teacher’s Manual in Eng5,
pp 6-7
1. Teacher’s Guide pages Refer to Practices and
Exercises pages 10-12
2. Learner’s Materials
pages laptop, Pictures showing
actions, meta cards
3. Textbook pages Joy in Learning Eng5,p.10-
12
Grade Level
JUNE 10-14, 2019 6:20-6:50/6:50-7:20/8:00-8:30/9:00-9:30/
10:20-10:50 /11:20-11:50
Tuesday
Demonstrates command of the
conventions of standard English
grammar and usage when writing
or speaking
Compose a clear and coherent
sentences using appropriate
grammatical structures: Aspect of
Verbs
EN5G-Ib-3.3
EN5WC-Ib-1.6.1
Present Perfect Aspect of verbs
Plan a two-to three- paragraph
composition using the sandwich
organizer
Teacher’s Manual Eng5,pp.23-25
Refer to Independent Practice
and Guided Practice, pp.39-41
phrase cards
Joy in Learning Eng5,pp.39-41
FIVE
Learning Area
Wednesday
Demonstrates command of the
conventions of standard English
grammar and usage when
writing or speaking
Compose a clear and coherent
sentences using appropriate
grammatical structures: Aspect
of Verbs
Plan a two-to three- paragraph
composition using the sandwich
organizer
EN5G-Ib-3.3
EN5WC-Ib-1.6.1
The Progressive aspect
Using the present progressive
form of verbs
Simple past tense and past
progressive aspect
Planning a composition using
the sandwich organizer
Teacher’s Manual Eng5,pp10 -
15
Refer to Independent Practice
and Guided Practice, pp24-26
chart, pictures phrase cards
Joy in Learning Eng5,pp.22-26
ENGLISH
Quarter FIRST
Thursday
Demonstrate
understanding that words
are composed of different
parts to know that their
meaning changes
depending in context
use strategies to decode
correctly the meaning of
words in isolation and in
context
EN5V-Id-12 and 13
EN5F-Id-1.8.1.1
Inferring Meaning of
Unfamiliar Words (Affixed)
Prefix re-, un- Suffix –able,
-ment
Read with automaticity
Teacher’s Manual
Eng5,pp29-31
Refer to Independent
Practice and Guided
Practice, pp.49-52
chart, pictures, flash cards
Joy in Learning
Eng5,pp.49-52
Friday
Demonstrate understanding
that words are composed of
different parts to know that
their meaning changes
depending in context
use strategies to decode
correctly the meaning of
words in isolation and in
context
EN5V-Id-12 and 13
EN5F-Id-1.8.1.1
Inferring Meaning of
Unfamiliar Words (Affixed)
Prefix re-, un- Suffix –able,
-ment
Read with automaticity
Teacher’s Manual Eng5,pp29-
31
Refer to Independent Practice
and Guided Practice, pp.49-
52
chart, pictures, flash cards
Joy in Learning Eng5,pp.49-
52
 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
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
http://promethee.philo.ulg.ac.
be/engdep1/download
Give 5 examples of Regular
Past form of verbs and 5
examples of irregular past
form of verbs
Discuss the different aspects
of verbs shown on pages 10-
12. Have the pupils give
more examples for each.
Have the pupils answer the
practices and exercises on
pages 10
Discus and give a group
activities on each aspect of
Verbs.
Let the pupils form groups.
Let each group form a small
circle. Let each member of
every group share with the
rest of the group members
their talents.
Drawing
Group 1 Present Tense
Group 2 Past Form of Verb
What is a simple aspect of verbs?
Give 1 sample on each tenses of
the verbs.
How do we know that the tenses
are simple present, simple past or
simple future? Why do we need
to know the aspect of verbs?
Show the pupils the following
sentences:
1. Winston Chua has created
scale models since he was seven
years old.
2. Mrs. Fe has taught for ten
years.
3. The boys have played baseball
for an hour.
Tell the pupils that the sentences
show the present perfect aspect
of verbs.
Have the pupils give more
examples for each. Discuss page
39.
What is the difference
between simple and perfect
aspect of verbs?
Show the pupils the following
sentences:
1. Winston Chua has created
scale models since he was
seven years old.
2. Winston Chua had created a
lot of scale models before he
met Eddie Ong.
3. Winston Chua will have
created a lot of scale models
before he become famous.
Tell the pupils that the sentence
show perfect aspect of verbs
Show the chart on page 22.
Forms and uses of the
progressive aspect of verbs
Ask: How is the progressive
aspect of verbs formed in the
present tense? Past tense?
Future tense?
Discuss the progressive
aspects of verbs shown on
page 22.have the pupils give
more examples for each.
Direct the pupils to read and
choose pupils who will read the
dialogue on page22-23.
Tell the pupils the present
progressive or present
What are the 3 aspects of
verbs?
How can you easily
remember some difficult
words? Have you notice
some similarity or patterns
on a group of words?
Like for example happy,
funny, jolly, bubbly.. Why do
you think some words have
patterns?
Show the words on page
48: management, decision,
misty, awesome. Use flash
cards. Ask: Can you find
another word “hidden” in
these words?
Discuss how first number is
being done .Ask : What is
the root word? (manage-
verb)
What suffix is added? What
kind of suffix is it? (noun-
forming suffix) What part of
speech is the word
formed? (noun)
Point out the suffixes found in
each word. Direct pupils to the
suffix chart on page
48.Discuss the suffixes and
their meanings and have
pupils give examples for each.
Emphasize how a suffix can
change the meaning of a
word.
Write a sentence using
simple, perfect and
progressive aspect of verbs.
How can you easily remember
some difficult words? Have
you notice some similarity or
patterns on a group of words?
Like for example happy, funny,
jolly, bubbly.. Why do you
think some words have
patterns?
Show the words on page 48:
management, decision, misty,
awesome. Use flash cards.
Ask: Can you find another
word “hidden” in these words?
Discuss how first number is
being done .Ask : What is the
root word? (manage- verb)
What suffix is added? What
kind of suffix is it? (noun-
forming suffix) What part of
speech is the word formed?
(noun)
Point out the suffixes found in
each word. Direct pupils to the
suffix chart on page 48.Discuss
the suffixes and their meanings
and have pupils give examples
for each. Emphasize how a suffix
can change the meaning of a
word.

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Group 3 Future Tense
Group Activities
Group 4 - Acting
( present form of verbs)
Group 5- Poem/ letter
( past form of verbs)
Group 6 – Reporting
Meaning of Verbs
Table on Aspect of Verbs
Answer Guided practice on
page 10
Answer Independent
Practice on page 11
After discussing the simple
aspect, have the pupils read
the Remember part on page
11.
Have the pupils answer
independent practice on
page 12
Write 1 sentence each using
Present, Past and Future
Tell the pupils that they will be
making a personal narrative
using a Sandwich Organizer and
explain its components
Have the pupils answer practices
on pages 39-40
Write 2-3 sentences that you
have done using present perfect
tense and share it to the class.
After discussing the present
perfect aspect, have pupils read
the Remember part on page 39.
Pupils will be evaluated based on
the Narrative Writing Rubric (see
Appendix)
Answer Independent Practice
page 39-40 letter A.
Answer letter B and letter C on
pages 39-40.
continuous form is used when
talking about an action or event
that is going on now or at the
moment.
Have pupils go back to the story “
Thundering Water”
Ask: Which parts of the story made
you feel something? Which parts
made you imagine something
vividly? Which parts made you feel
as if you were really there?
Tell the pupils that they will be
making a personal narrative.
Have pupils answer the
practices on page 24.
Have the pupils copy the
Sandwich Organizer on a piece
of paper. Pupils will be
evaluated based on the
Narrative Writing Rubric (see
Appendix)
You may recall that the simple
past tense is used to talk about
something that happened in the
past, whether a short time ago
or a long time ago. Some
sentences have time markers.
Others do not.
Have pupils answer the
practices on page 24.
After discussing the simple and
progressive aspects, have
pupils read the Remember part
on page 22 and 24.
Answer the following questions
in sentences that are in the
present progressive or in the
past progressive on page 29
letter C.
Comprehension questions with
choices will also be provided to
assess whether the
competency was achieved
Complete the story with the
simple past or past progressive
form of the words in
Show following words to
the pupils: act, cover, fair.
Use flash cards. Ask: What
do these words mean?
Show the words again but
add the prefixes re-,dis-,un,
respectively. Ask: Do these
words still mean the same?
Why? Why not? What
changed their meanings?
Let the pupils answer
practice on page 49, Letter
A. and Guided Practice
page 51.
Point out the prefixes and
suffixes in each word. Direct
pupils to the prefix chart on
pages 50-51. Discuss the
prefixes/ suffixes and their
meanings and emphasize how
a prefix/suffix can change the
meaning of a word.
Have the pupils read the
Remember part on page 49
and page 51.
Let the pupils answer the
practice found on page 49,
letter B and Independent
Practice on page 51, Letter
B.
Answer the practice on
pages 49-50, letter C and
D.
Show following words to the
pupils: act, cover, fair. Use
flash cards. Ask: What do
these words mean? Show the
words again but add the
prefixes re-,dis-,un,
respectively. Ask: Do these
words still mean the same?
Why? Why not? What
changed their meanings?
Let the pupils answer practice
on page 49, Letter A. and
Guided Practice page 51.
Point out the prefixes and suffixes
in each word. Direct pupils to the
prefix chart on pages 50-51.
Discuss the prefixes/ suffixes and
their meanings and emphasize
how a prefix/suffix can change
the meaning of a word.
Have the pupils read the
Remember part on page 49
and page 51.
Let the pupils answer the
practice found on page 49,
letter B and Independent
Practice on page 51, Letter B.
Answer the practice on pages
49-50, letter C and D.

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?
simple Tense.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
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.
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-pair-
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in 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.
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
parentheses on Guided Practice
on page 26.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
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.
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
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.
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
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.
Strategies used that work well:
___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 and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media ,manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
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
___Availabilityof Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
quick-writes, and anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media
,manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the 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
___Availabilityof Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media
,manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
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
___Availabilityof Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media ,manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the 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
___Availabilityof Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media ,manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
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
___Availabilityof Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson