School AMPARO ELEM.

Grade Level FIVE

DAILY SCHOOL
LESSON Teache GLORIA T. BINUYA Learning Area ENGLISH
r
LOG
DATE: Quarter FIRST
V – Aquino (12:00 – 12:50) V – Luna (12:50 – 1:40) V – Malvar (1:40 – 2:30)
V – Bonifacio (2:40 - 3:30) V- Rizal (4:00 – 4:50) V – Jacinto (5:20 – 6:10)
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies are enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learners listens critically to different text types, expresses ideas logically in
oral and written forms.
B. Performance Standards Demonstrates interest in reading to meet various needs.
C. Learning 1. Infer the meaning of compound words. (EN5F - 1a - 13)
Competencies/Objectives
(Write the LC code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to
II. CONTENT teach. In the CG, the content can be tackled in a week or two.
Let the materials to be used in different days. Varied sources of materials sustain children's interest
III. LEARNING RESOURCES in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide pages Curriculum Guide in English 5

2. Learner’s Materials Joy in Learning English TM pp. 7, 13

Pages
3. Textbook Pages Joy in Learning English TM p. 5
4. Additional Materials from lesson slides/charts of topic lesson, laptop computer, speaker, pictures
Learning Resource (LR) portal
B. Other Learning Resources www.google.com/images

These steps should be done across the week. Spread out the activities appropriately so that
students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning
IV. PROCEDURES processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson Why is self-correction while reading a text aloud necessary?
or presenting the new lesson.
B. Establishing a purpose for Show the word iceberg using a flashcard. How many words are there in this
the lesson. word? Tell the pupils that it is a compound word.
C. Presenting Go back with the example above. Ask: "How many words you can form from
examples/instances of the these word? What are these words?
new lesson. Show the pupils how iceberg is divided into two words by separating the parts of
the flashcard into ice and berg. Determine the meaning of each word. Give more
examples as possible.

D. Discussing new concepts Direct the pupils to the types of compound words. Tell the pupils that there are
and practicing new skill #1 three types of compound word; closed, open, or hyphenated.
Have the pupils’ think of a compound words and write them on the board on the
proper column. Form the example given by the pupils, have them identify the
definition of each compound words.
 Ask: "How are the three types of compound words different from one another?
Who can you explain the meaning of each compound word?
E. Discussing new concepts Identify the words that make up the following compound word. Provide the
and practicing new skill #2 meaning for each individual word and for each compound word. Then use the
compound word in a sentence.
F. Developing Mastery Let the pupils answer the Independent Practice on page 7 of their book in
( Leads to Formative English.
Assessment 3)
G. Finding practical Make each of the following words on the right column compound by referring to
application of concepts and the clues given on the left column:
skills in daily living. 1. cold, soft, and delicious ice ___________
2. farewell good__________
3. meaning of RTW ready-to- ______
4. not often times some_________
5. highest officer of the armed forces commander in _______
H. Making generalizations and What is a compound word? What are the three types of compound words? Give
abstractions about the lesson. examples.
I. Evaluating Learning Combine two or more words from the list below to form compound nouns
whose meaning are given below. Write your answers on your notebook.
cross up sea cell center plane hee country
heavy
good day ginger haw get duty germ light will

1. An airplane that can take off from land and on water.

2. The natural light of day.
3. An ornament for the center of a table.
4. The bray of a donkey.
5. Made so as to bear up under long wear, strain or use.

J. Additional activities for Give 3 examples for each type of compound words.
application or remediation
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this
VI. REFLECTION week. What works/ What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.

A. No. of learners who earned V - Aquino V - Luna V – Malvar V- Bonifacio V - Rizal V - Jacinto
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?