GRADES 1 to 12 School Surigao City Pilot School Grade Level FIVE

DAILY LESSON Donnard T. Lastimosa Learning ENGLISH 5

Teacher
LOG Areas
Teaching Dates and Quarter 4th
Time

I. OBJECTIVES

A. Content Standards The learner listens critically to different conjunctions used; expresses ideas
logically in oral and written forms.

B. Performance Standards The learner demonstrates interest in reading to meet various needs.

C. Learning Competencies/Objectives Use compound sentence to show problem situation relationship ideas.
Write the LC code for each b. Sharing of Talents
EN5G-IV-c-1.8.2

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages English V TG Q4 W3

2. Learner’s Material pages English V LM Q4 W3
3. Textbook pages

4. Additional Materials from Learning Resource

(LR) portal

B. Other Learning Resources chart, strips of cartolina, laptop ,tv

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new What is a simple sentence? What are the different kinds of simple
lesson
sentence?
B. Establishing a purpose for the lesson What can you say about the pictures?

C. Presenting examples/instances of the new lesson B. Explaining the pupils what to do

Present the following sentences. Have the pupils read these.

1. Science explains many of our questions, and it creates wonderful things too.
2. Some scientist study languages, but they don’t speak all the languages.
3. I have to study, or I will fail.

Ask the following questions

How many ideas made up each sentence?
What words are used to connect the ideas?
When connected parts give similar ideas, what connector is used?
When connected parts give opposite ideas, what connector is used?
What connector is used when there is a choice to be made?

D. Discussing new concepts and practicing new skills #1 C. Modeling the pupils

Explain what a compound sentence is. Give the meaning of the different
conjunctions used. Give the acronym FANBOYS and how it is used in compound
sentence. Used the following sentences for discussion.

1. He is sad, for his parents are fighting.

2. I was in the library and Jimmy is in the classroom.
3. He doesn’t know how to write nor does he know how to read.
4. He can sing well but he doesn’t know how to dance.
5. I’ll go to Lily’s house or I’ll go shopping.
6. Dulce was the oldest of the girls, yet her accent was the most prominent.
7. Laura didn’t go with her parents so she just cleaned the entire house.

E. Discussing new concepts and practicing new skills #2 D. Guided Practice

 Group activity. Each group will be given activity sheet

Group I – Create a compound sentence by combining the two simple sentences

below with the connector and, or, but

1. Terry likes hamburgers. Jenny likes egg.

2. Make sure to sleep well. You will not wake up on time.
3. Gardening is a wonderful hobby. It is not expensive.
4. Jason made the garden. Susan planted the seeds.
5. Ramon and Joseph were friends. They love to go outing so much.

Group II- Circle the correct conjunction that completes each compound sentence
below
1. I have fifty dollars, (yet/ and / so) I still can’t afford the new video game.
2. I didn’t study hard enough, (yet/ and / so) I didn’t pass my latest exam.
3. You are a new student, (yet/ and / so) you have to learn the class routine.
4. Do all your homework, (and/ or/ but) else you will fall behind.
5. Always respect your elders, (yet/ and / so ) you may earn their trust.

Group III-Complete the sentence to make a compound sentence

1. Their new house is small but _______________

2. Her mother cooks dinner and _______________.
3. They were all hungry so ______________
4. She did not cheat in the test for ______________.
5. Should we start our class now or _____________.
Group IV - Read the short paragraph and find all and the compound sentences.

WHY THE SKY IS HIGH

In the early days when the sky was still low, two brothers name Ingat and
Daskol lived with their parents on earth.
As their names indicate, Ingat was careful in everything he did and was
therefore his father’s right hand man.He was always helping with the work in the
field and his parents were very pleased with him.
On the other hand, Daskol did his work sloppily. In the absence of a
daughter in the family, the house work came to be Daskol’s responsibility. He
fetched water, cleaned the house and mother did the cooking. He also did the
pounding of the palay that his father harvested. Daskol lived up to his name being
natural lazy and impatient, he did not like the work of pounding.
One day, Daskol had to pound a greater quantity of palay than usual.
He was irritated because every time he raise the pestle, it would hit the sky. His
anger added to his strength so he raised the pestle higher. Every time it hit the sky,
the sky would be raised. In his hurry, Daskol did nit notice that the sky was rising.
When he finished pounding rise, he looed up and discovered that the sky had risen,
and it is where it is today.

F. Developing mastery Independent Practice.

(Leads to Formative Assessment 3) Connect the correct independent clause using the correct coordinating
conjunctions
(and, so, for, nor, but, yet )
A. B
1. I did something wrong. A. They did something for us.
2. My parents are busy. B. I apologized.
3. Henry stayed home. C. I’m also a singer.
4. I am an athlete. D. They didn’t study for the
exam
5. They didn’t do their project. E. He is sick

G. Finding practical applications of concepts and skills

in daily living

H. Making generalizations and abstractions about the What is a compound sentence? What conjunction is used in compound sentence?
lesson What does the word FANBOYS stand for?

I. Evaluating learning G. Evaluation

Complete the sentence by using the appropriate conjunctions to form a

compound sentence
1.The computer crashed ___I lost all my works
2. My husband was working, ___I went shopping.
3. I like chocolate ice cream ___ don't have it very often.
4. I am on a diet ____still want a cookie.
5. He did not take the money, ___ it was not the right thing to do.

J. Additional activities for application or remediation

 1 REMARKS

2 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?