School: QUIMAYONG ES
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s 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
Grade Level: V-VI
Teacher: JROSE FAY M. AMAT Learning Area: ENGLISH
Teaching Dates and
Time: JUNE 3,2019 Quarter: 1ST QUARTER
GRADE V GRADE VI
Note significant details
Use appropriate facial expressions
EN5LC-Ia-2.1 Listening
EN5OL-Ia-2.6.1 Analyze sound devices (onomatopoeia, alliteration, assonance, personification, irony and
hyperbole) in a text heard
EN6LC-Ia-2.3.1 –
EN6LC-Ia-2.3.8
Listening to a dialogue Analyzing sound devices (onomatopoeia, alliteration, assonance, personification, irony
Speaking with appropriate facial expression and hyperbole) in a text heard
pages 2-3 Curriculum Guide
EN6LC-Ia-2.3.1 –
EN6LC-Ia-2.3.8
pages 3-4 English for All Times 6 (Reading) pp.144-147
pages 3-4 English For You and Me (Reading) pp. 51- 52
Using Figurative Speech, lrmds
Pictures, charts, Copy of poem, pictures, videos
Ask: What does being a steward of creation mean?
1. Spelling drill # 1
Ask the pupil to read the big idea and another to read the verse.
2. Say: Do you love to read poems?
Ask: Does the verse say what being a steward of creation means?
B. Establishing a purpose for the
lesson
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
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
V. REMARKS
VI. REFLECTION
Show a picture of people with their pets/ people with animals> What makes a poem different from other literary piece?
Ask: How do you think these people
feel being around their pets ?
being around animals?
Why should we take care of
our pets and other animals?
Tell the pupils to listen very well while reading the dialogue. Have the pupils Let the students listen to the poem Clouds
answer the questions in Talk About These.
Read the dialogue about pets again with neutral facial expression. Answer the questions after the poem.
Ask:Did it change the meaning of the dialogue?
Model:Refer back to the dialogue about pets. Go through each line and ask the Identify the sound devices used in the poem
pupils to identify the emotions expressed in each line. Read each line aloud with
proper facial expression.
Activity: Oral Language Practice The teacher will give more examples of texts using the different sound devices
Tell the pupils to pick a partner, as instructed. Tell them to read the dialogue
silently and identify the emotions expressed in each line. Afterwards, they may
proceed with assigning and exchanging roles and reading the dialogue aloud.
The teacher will present sentences using different sound devices and the students will
identify the figure of speech used
What is a dialogue?
How is noting details of a story is done? What an onomatopoeia? Alliteration? Assonance? Personification? Irony? Hyperbole?
Why is using appropriate facial expression important in reading?
Let the pupils present the dialogue in front of the class. Tell what figure of speech is used in each of the following sentences.
For those pupils who got 74% and below, the teacher has prepared activity that will make
the pupils understand the concept of the lesson
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?