School: JOSE P.

LAUREL ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: VILMA F. ODANGO Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: DECEMBER 2-6, 2019 (WEEK 6) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner…. The learner…. The learner…. The learner…. The learner….

listens critically to different text listens critically to different text listens critically to different text listens critically to different text listens critically to different
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in text types; expresses ideas
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. logically in oral and written
forms; needs.

B. Performance Standards The learner... The learner... The learner... The learner... The learner...

demonstrates interest in reading demonstrates interest in reading demonstrates interest in reading demonstrates interest in reading demonstrates interest in
to meet various to meet various to meet various to meet various reading to meet various
C. Learning Competencies/Objectives Infer the speaker’s tone, mood Use appropriate strategies to Infer the meaning of unfamiliar Organize information from Revise writing for clarity -
Write the LC code for each and purpose keep the discussion going words (compound, affixed) secondary sources in correct spelling -
EN5LC-IIIf2.8.1/2.8.2/2. 8.3 Infer the meaning of unfamiliar based on preparation for writing, appropriate punctuation
words (compound, affixed) EN5V-IIIf20.3 reporting and similar marks -transition/ signal
based on academic tasks in words
EN5OL-IIIf3.7 collaboration with others EN5WC-IIIf1.8.2/1.8.1/1 .
EN5V-IIIf20.3 EN5SS-IIIf-4 8.3
II. CONTENT Inferring the speaker’s tone, Using appropriate strategies to Inferring the meaning of Organizing information Revising writing for
mood and purpose keep the discussion going unfamiliar words (compound, from secondary sources in clarity - correct spelling -
Inferring the meaning of affixed) based on preparation for writing, appropriate punctuation
unfamiliar words (compound, reporting and similar marks -transition/ signal
affixed) based on academic tasks in words
collaboration with others
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages CG p.113 CG p.113 CG p.113 CG p.113 CG p.113

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
Short listening selection Short listening selection Short listening selection Short listening selection Powerpoint presentation
Short reading selection Short reading selection Short reading selection Short reading selection Tv, laptop
Chart Chart Chart Chart
Magazine/newspaper Magazine/newspaper Magazine/newspaper Magazine/newspaper
 Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation

IV. PROCEDURES
A. Reviewing previous lesson or What is a dream? What is the poem that you have How did the poet describe the How can you infer the meaning Recall to the pupils how
presenting the new lesson read yesterday? world? of an unfamiliar words? compound words are formed

B. Establishing a purpose for the Motivation Read the following words. Have the pupils watch the video One way to organize information Read aloud to the pupil’s
lesson Show a video about pursuing a Word of a person reading a speech. from secondary sources is content- specific terms and
dream. Corner summarizing. compound words.
Encircles
Ease power

C. Presenting examples/instances of ) . Modeling the Students Are you interested in traveling Let them read text excerpt from Read the paragraph and find out What is the importance of
the new lesson During Listening the world when you grow up? Lyndon B. Johnsons speech. how they differ from one revising and rewriting a
Why? another. (see ppt presentation) paragraph?
Read the poem about dreams.
By James Langston Hudges
Is it good to dream? Why?
What is life without dreams?
What happens when dreams go
unfulfilled?

D. Discussing new concepts and What is the speaker’s tone and Let them read the poem about Do you know how the 3 islands, Which do you think is the What will you remember in
practicing new skills #1 mode in the poem? The Word. What is the speech all about? original text? What it is about? making a paragraph?

E. Discussing new concepts and Reading the poem Let the pupils read the poem. Let the read again the speech. What happened to it in 2? Write two- to three
practicing new skills #2 paragraphs.

F. Developing mastery What do you think is the Do you agree that your world is Read the excerpt aloud. You learned that when you write Let them exchange their article
(Leads to Formative Assessment 3) author’s purpose in writing the as big as you make it? How did Our destiny in the midst of a summary, you give the most with their partner.
poem? the speaker try to reach her change will rest on the important ideas of the original
goal? unchanged character of our text and the relevant details that
 people and on their faith. support them.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Write about your dreams.
What is the poem all about?
Why did the poet compare
herself to a bird?
What have you learned from
today’s lesson?
Find the meaning of the
following words:
1. Cardinal number
2. Ordinal number
3. Complex numbers
How can you infer the meaning
of the unfamiliar compound
words?
Call some pupils to read again Write your final draft in a piece
the paragraph. of paper.
A summary restates only the What will you remember in
main points of a text without writing a paragraps?
giving examples or small details.
Do not include opinions of the
topics.

I. Evaluating learning Let them read the poem by Determine the meaning of the Give a two to three sentence Make a two to three
group. word. summary in your notebook. paragraphs about your family.
Square root
Right angle
Complex fraction
Whole number
Ordinal number
J. Additional activities for application Refer to LM _______. Refer to LM _______. Refer to LM _______.
or remediation
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?