GRADES 1 to 12 School Dalampang Elamantary School Grade Level V

DAILY LESSON LOG Teacher Rosa Hilda P. Santos Learning Areas ENGLISH
Teaching Dates and June 12-16,2017 Quarter First /Week 2
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Holiday( Independence Day

A. Content Standards demonstrates understanding of the various forms and conventions of

print, non-print, and digital materials
B. Performance evaluates effectively the message constructed and conveyed in various
Standards viewing texts

C. Learning 1.Identify the elements 1.Infer the meaning of Read aloud grade level 1.Compose clear and Describe different
Competencies/Objecti of a literary text. unfamiliar words (compound) appropriate text with an coherent sentences using forms and
ves 2.Infer the theme of based on given context clues accuracy rate of 95 – 100%. appropriate grammatical conventions of film
Write the LC code for the literary text. (synonyms, antonyms, word 2.Use appropriate body structures – aspects of and moving
each 3.Observe politeness at parts) and other strategies movements/gestures. verbs. pictures (lights,
all times. 2.Read aloud grade level EN5OL – Ib – 2.6.2/ Page 64 of 2. Plan a two or three blocking, direction,
oEN5LC – Ib – 2.17.1 appropriate text with an 164 paragraph composition characterization,
oEN5RC – Ib – accuracy rate of 95 – 100%. using an outline or other acting, dialogue,
2.9.1/Page 64 of 164 3.Observe politeness at all graphic organizers. setting or set-up)
times. EN5G-Ib-3.3, EN5WC-Ib- EN5V-Ib-5.1/ Page
oEN5LC – Ib – 12 and 13 1.1.6.1/ Page 64 of 164 64 of 164
oEN5RC – Ib – 1.6/Page 64 of
164
II. CONTENT ELEMENTS AND THEME COMPOUND WORDS VERBS (BODY MOVEMENTS Writing Compositions Using Describing different
OF A LITERARY TEXT AND GESTURES) Aspects of Verbs forms and
conventions of film
and moving
pictures (light,
blocking, direction,
characterization,
acting, dialogue,
setting or set-up)
III. LEARNING
RESOURCES

A. References •Curriculum Guide: CG •Curriculum Guide: CG in Curriculum Guide in English 5 Curriculum Guide in English Curriculum Guide in
in English 5 Week 2 English 5 Week 2 5 English 5
1. Teacher’s Guide TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2
pages

2. Learner’s Material LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2

 pages

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) portal

B. Other Learning Picture of a thief, a B.Materials pictures of body Chart of Aspects of verbs video about making
Resources stealing machine, deaf chart containing compound movements/gestures Pictures showing actions films
little girl using sign words. flashcards of action words Pictures of an outline and sample of a script
language, letter soup picture puzzle of compound (verbs) different graphic organizers
flashcards containing words.
polite words. Story Chart of “A Letter Soup”
Story Chart of “A Letter http://clipart.me/premium-
Soup”, “The Fox in the people/outlaw-565307
Well”, and “Inside the
Canteen”

IV. PROCEDURES

A. Reviewing Review Review Review Review Review

previous lesson or Aspects of Verbs Elements of literary Compound Words Different Body movements What is an outline?
presenting the text/Checking of and Gestures What are the teps in
new lesson assignments making an outline.

B. Establishing a Motivation Motivation: Group the class into two Sing “She’ll be coming Show posters of
purpose for the Sing: “Be Polite – Good Divide the class into groups. round the mountain” movies and films,
lesson Manner Song” 8-10 groups. Give them the Have them play a game of local and abroad.
picture puzzle of compound charades using the words Ask: “How do you
words. below. think these movies
Ask them to solve the Call a representative from are made?”
puzzle and write the name each group to act out the “If you were to
of the picture on a strip of word. make your own
paper. angry happy scared movie, what do you
Have a (using (using (using think do
representative from each hands whole face) you need?”
group present the picture ) body) “What are the
and the word they have tired excite bored things you need to
formed. (using d (using remember when
whole (using hands making a
body) whole and movie?”
body) feet)
talkin stop sad
g (using (using
 (using hands) face
hands and
) hands
)

C. Presenting Today we are going to Today we are going to study Today we are going to study Today we are going to write Today we’ll be
examples/instances learn about the about compound words.” about body movements and about the aspects of verb” studying about the
of the new lesson elements of a literary Have the pupils read “Find gestures.” “But first, what are verbs?” forms and
text.” Out and Learn” from the LM Have the pupils read “Read “What are the tenses of conventions of a film
Present the story in the page ____. and Learn” from the LM page verbs?” and moving picture.
LM on page ____. Answer the questions below ____. What are the things
Call a pupil volunteer the sentences. Answer the questions below we need in making a
to read the story orally. the sentences movie and what do
Comprehension Check: need to remember if
Ask the questions in we are to make our
the LM. Talk about the own film or movie?”
pupils answers.
D. Discussing new C.Modelling for C.Modelling for Students A. Modelling for C.Modelling for Students C.Modelling for
concepts and Students Read the story in the “Try Students Have the students read Students
practicing new skills Unlocking of Difficult and Learn” in the LM page Unlocking of “Read and Learn” on the LM Discuss “Read and
#1 Words (using picture ____. Difficult Words page ____. Learn” on page ____ of
clues, context clues, Identify the compound (using picture clues, Discuss the process on how the LM.
and examples. words in the story. context clues, and to create an outline and use Show the short film
a.crook Write it down on your examples) other graphic organizers. “Principles of Film
Say: “The crook is stole notebook  chatting Form” from
the lady’s bag.” (show Say: youtube.com
the picture of a crook) “Everybody https://www.youtube.
“What do crooks steal? was chatting com/watch?
Why do they steal about what v=yXmlLLqWrZQ
things?” their father
b.argue looked like
Say:“Don’t argue over now.” (show
who little things.” picture of
(show picture of the people
people arguing) talking)
What are
they doing?

 tapped
Say “They
just tapped
 their feet to
loose
boredom.”
(show
picture of
someone
tapping their
feet”.
What is he
doing? How
does he do
it?

 kiosk
Say: “Mother
was sipping
coffee she
bought from
a kiosk.”
(show the
picture of a
kiosk)

Read the
story “The Homecoming” in
the LM’s “Let’s Read More”
page ___ and
answer the questions after.

E. Discussing new “Why do people

concepts and argue?” c.deaf
practicing new skills Say: “The two girls
#2 are deaf.” (Show
pictures of two deaf
girls)
“Why do some people
cannot hear?”
Ask: “What should you
remember when
listening to a story?”
“What are the things
we should know about
the story?”
“What elements did
you remember from
 the story we read?”
F. Developing mastery D.Guided Practice D.Guided Practice Guided Practice D.Guided Practice D.Guided Practice
(Leads to Formative Read the story again Match the words in Column Have the pupils Group the class into five Have the students
Assessment 3) silently. A to the words in Column B read “Try and groups and have them answer the “Find Out
List down the elements in order to create a Learn” on the answer “Try and Learn” on and Learn” on the LM
of the literary text you compound word. Note that LM page ____. the LM page ____. on page ____.
have read. Write your the words in Column B can Have them write their
answer on your only be used once. answer on a manila paper
notebook. Column A Column B and have a representative
1. rain a. case present their answer in
Refer to Find Out and 2. flower b. drop front of the class.
Learn on the LM. 3. windo c. fly
Call a pupil-volunteer w d. light Sad ang exci ign Hu
to read and retell the 4. butter e. man ry ted or ngr
story using the 5. police f. pane e y
information he/she 6. book g. pot
have gathered. 7. sun h. room
8. day i. shell
9. sea j. shine
10. store
Bored silence stop
happy
G. Finding practical E.Independent Practice E.Independent Practice E.Independent Practice E.Independent Practice E.Independent
applications of Read the story “The Do “Do and Learn” in the LM Answer “Do and Learn” on Let the pupils answer “Do Practice
concepts and skills in Fox in the Well” and page ____. page ____ of the LM. and Learn” on page _____. Group the pupils into
daily living answer the wh- four groups. Have
questions. them assign a
THE FOX IN THE WELL director, a
Aesop’s Fable cameraman, a floor
director, a lights man,
One day a fox fell into and the rest will be
a well. He jumped and actors and actresses.
jumped but he could Have them act out a
not get out. The well scene with the
was too deep. Soon he following theme:
began to feel cold and
hungry. Group 1 – Drama Film
Suddenly there was a Group 2 – Horror Film
noise from above. A Group 3 – Actions Film
goat had come to drink Group 4 – Comedy
from the well. It looked Film
in and saw the fox.
“Why, what are you Give each group 5-7
doing down there, Mr. minutes to think
Fox?” asked the goat. about what scene
The fox was very they will re-enact and
 cunning. Quickly, he present their work in
thought of a way to front of the class.
trick the goat. “Oh, I’m
drinking,” he said.
“Down there? But
there’s water in the
bucket up here.”
“Yes, I know,” said the
fox. “But the water
down here is much
sweeter.
Why don’t you come
down and taste it for
yourself?”
“I think I will do that.”
And the silly animal
jumped into the well.
At once the fox leapt
on to the goat’s back.
And from there he soon
jumped out of the well.
“Hey! Where are you
going?” cried the goat.
“What about me? How
am I going to get out of
here?”
Guide Questions:
1.Who was trapped in
the well?
2.Who came passing
one day?
3.What convinced the
goat to go down the
well?
4.How did the fox get
out of the well?
5.What is the moral of
the story?

H. Making F.Closure/Assessment F.Closure/Assessment F.Closure/Assessment F.Closure/Assessment F.

generalizations and Teaching Points Compound words are two Body movements refer to the The aspect of a verb is
abstractions about words put together to create actual movement of the body. determined by whether the Closure/Assessment
the lesson When listening to a new word. It is a kind of nonverbal action is on-going or
story being read, we communication where completed. The different forms
should listen carefully They can be open, closed, or thoughts intentions or feelings The three aspects are: and conventions of
and pay attention to hyphenated. are expressed by physical 1.The simple aspect is film and moving
the details of the story. Examples: behaviour such as facial indefinite, not sure if the pictures are:
In this way we can Open Compound Words expressions, body posture, action is on-going or
identify the elements dog house, ice cream, six- gestures, eye movement, completed. It may also 1. Lights refers to
of a literary text. pack, runner-up touch, and use of space. indicate if the action is the lighting used in
Body movements habitual or repeated action. films can be natural or
We could also take Closed Compound Words maybe implied as a verbs or 2.In the perfect aspect the artificial. It is used
down notes while ladybug, toothpaste, an adjective. task is already completed. achieve aesthetical or
listening and reading. bedroom 3.While in the progressive practical effect while
aspect, the action is still illuminating the
The elements of a Hyphenated Compound taking place or on-going. scene.
literary text are the Words The same principle applies
character, setting, and editor-in-chief, officer-in- to the past form of the 2. Blocking is the
plot, conflict, and charge, life-saver verb. precise staging of
theme. actors in order to
An outline is a formal facilitate the
The theme is the system used to think and performance of a film
subject of the story and organize your ideas. You
what the author wants can use it to see if your 3. Direction is the
to convey to the ideas are connected to control of the scenes
readers. each other and what order in the film. In simpler
works best. Outlines can be terms, it is giving
 The plot is made useful to help you see the directions to the
up of events that overall picture. actors and the people
happened in the story. in charge of the set
It consists of the There are two kinds of and those behind the
beginning, the middle, outlines: the topic outline camera.
and the ending. and the sentence outline.
oBeginning – It gives 1.The topic outline consists 4.Characterization
the problem faced by of words or short phrases. refers to the process
the main character. 2.The sentence outline is by which the writer
oMiddle – It presents done in full sentences. It is reveals the
the actions made by normally used when you personality of a
the character to solve want to focus on complex character
the problem. details.
oEnding – It gives the 5.Acting is the work of
solution to the Steps in making an outline: an actor or actress, in
problem. 1. Identify the topic or the which a person in
main idea. theatre, film,
2. Identify the main television, and any
categories. other storytelling
3. Create the first category. medium portrays a
4. Create subcategories. character.
Normally, use Roman
numerals to write the main 6.Dialogue is the
idea. Then under the main conversation between
idea, we indent and write characters in the film.
 the first subcategory with a
capital letter. See the 7.Setting or set-up
example below. refers to the time and
location where filming
takes place.

I. Evaluating learning G.Evaluation G.Evaluation G.Evaluation G.Evaluation G.Evaluation

Read the story “Inside Answer “Learn Some More” Have the pupils read the Write a three paragraph Match the words in
the Canteen” and on the LM page _____. following sentences and have composition about your Column A with the
identify the elements them identify the body daily routine before you go word clue about in
of the literary text. movement/gesture used in the to school, while in the Column B
Inside the Canteen sentence. school, and during at night.
by Jean Paul V. Banay 1.Terence Romeo shoots the Column A
ball at the last second. 1.lights
It was 9:30 in 2.The athletes stretched their 2.blocking
the morning at Labuin body before doing the routine. 3.direction
Elementary School. It 3.Mother rubs fathers back 4.characterization
was already break time when he is tired. 5.acting
for Grade V-Coral. 4.Squeeze it to get the 6.dialogue
Children line up in a toothpaste. 7.setting or set-up
queue to go the 5.My sister likes pinching me Column B
canteen to have their when she is mad. a)control of the set
recess. and actors during
At the canteen, filming
the children lined up in b)conversation
a queue waiting for between the actors
their turn to buy their c)illuminating the set
food. Luke, a Grade 3 whether natural or
pupil rushed in front of artificial
the queue and shouted d)personality of the
at the canteen character
manager for food. e)time and location
Calmly, the where filming takes
canteen manager said place
to Luke “Luke, it is not f)work of an actor or
nice to shout at people, actress
especially when you’re
at the canteen. And we
should observe the
rules inside the
canteen. Look at these
children, they line up in
a queue and wait for
their turn. You should
do the same.” said the
 canteen manager.
After that day,
Luke lined up in the
queue and asked
politely for food.

J. Additional activities Identify the element of Write 5 examples of each Assignment

for application or the literary text from type of compounds words Create an outline of your
remediation the story you just read. family tree starting from
Choose your answer your grandparents.
from the boxes below.
character setting
conflict
plot theme
1.It was 9:30 in the
morning at Labuin
Elementary School.
2.Luke, a Grade 3 pupil
3.Luke rushed in front
of the queue
4.The canteen
manager told Luke
about the rules inside
the canteen
5.Following rules inside
the canteen is the right
thing to do.
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?