DAILY LESSON LOG School Grade Level 5

K to 12 Basic Teacher JOHNBY H. BALASABAS Learning Area ENGLISH

Educ. Program Teaching Quarter FIRST
Grade 5 Dates & Time (WEEK 3)
I. OBJECTIVES
A. CONTENT STANDARDS  Demonstrates an understanding of English grammar and usage in speaking or
writing
B. PERFOMANCE  Speaks and writes using good command of the conventions of standard English
STANDARDS
C. LEARNING K: Identify problem-solution relationship in the sentence construction
COMPETENCIES/ S: Compose compound sentences to show problem-solution relationship of ideas
OBJECTIVES (Write the LC EN5G-Iva-1.8.1
Code for each) A: Appreciate understanding of compound sentence by using appropriate coordinating
conjunctions; and Demonstrate good study habits
II. CONTENT Using Compound Sentence to Show Problem-Solution Relationship of Ideas.
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Curriculum MELCS Guide, page 135
2. Learner’s Materials Pages English 5 Quarter 1 – Module 4.0
3. Textbook Pages English 5 Quarter 1 – Module 4.0
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources LCD projector/screen, powerpoint presentation, meta cards, task cards, masking tape
III. PROCEDURES
A. Reviewing the previous Let’s Review! (5 minutes)
lesson or presenting the new Say:
lesson Based on our discussion last time, let us recall the lesson on Compound Sentence.
Let us determine how much you already know about compound sentence.
Can anyone formulate a sentence based on the picture flashed on the screen?

Let the learners identify which sentences are compound.

Sample Sentences:
1. The new rug in the living room is beautiful but it does not match the furniture.
2. The flowers in the garden behind our house are in full bloom at this time.
3. I went to the store without a list so I forgot the other items.
4. My pet dog Bosco chased his tail but he never did catch it.
5. My mother mopped and waxed the hardwood floors in our house.

Can you tell which sentences are compound?

B. Establishing a purpose for Let’s Think! (5 minutes)
the lesson Say :
This time I want you to rewrite the following sentences below and create a
compound sentence by combining the two simple sentences with the
coordinating conjunctions and, or, and but.
Sample Sentences:
1. Kelly traveled to the wood. Kelly went hunting.
____________________________________________
2. Jacob will have to listen to the teacher. Jacob will not learn much in class.
____________________________________________
3. He read the entire story. The audience still did not understand it.
______________________________________________
4. Ben likes to play basketball. Ben has a lot of school works to do.
_____________________________________________
5. Maria loves to dance. Maria does not like to ask a partner.
______________________________________________
Ask: By combining the two simple sentences with the coordinating conjunctions, what
have you observed on the sentences that were formed?
(The simple sentences became compound sentences)

C. Presenting Let’s Analyze! (5 minutes)

examples/instances of the new Say:
lesson Now let us see how good you are in identifying problem and solution in each idea. I
want you to identify whether the underlined clause is a problem or a solution.
 1. I always forget the things I need to buy so I write them down in a notebook.
2. Many children are getting overweight and concerned parents are serving healthy
foods.
3. The Grade 5 pupils could not rehearse for the play but they asked the janitor to open
the auditorium.
4. Alcohol supplies are limited so people used hand sanitizer instead.
5. Spread of disease is rapid so frequent hand washing is a must.

Note: If you get 100% of your learners got a perfect score, skip the lesson but if not and
only get 50% to 99%, then proceed with the lesson.
D. Discussing new concepts Let’s Discuss It! (15 minutes)
and practicing new skills #1 You learned in the previous discussion that Compound Sentences can express Cause
and Effect Relationship. In this lesson, you will continue learning more about Compound
Sentences.
Study the following sentences:
1. To address the problem of tardiness in our class, our teacher talked to our parents
and our parents talked to us, too.
2. Sunlight that crept into our classroom through the windows was glaring, but we put up
dark curtains.
What kind of relationship do these compound sentences show? What two related ideas
are compared in each sentence? What is the problem stated in the first sentence? in the
second sentence? What solution is presented in each sentence?

Compound Sentences can show Problem-Solution relationship. This particular text type
is necessary when you want to show that a particular problem has a corresponding
solution. In this particular construction, the two independent clauses either contain the
Problem or the Solution.

Problem --- is the statement that expresses the difficulty, issue, or

trouble
Solution --- is the statement that expresses the answer or how to

Now, look on the following examples.

E. Discussing new concepts Let’s Practice It (5 minutes)
and practicing new skills #2 Direction: Combine the problem and solution to form a compound sentence that shows
problem-solution relationship. Be sure to use the correct conjunction.

1. Problem: The school library becomes so warm if it is full of users. Solution: The
school installs more electric fans. Compound Sentence:
____________________________________________
2. Problem: The school campus becomes dirty during lunch, recess, and
dismissal. Solution: The pupil government launches an anti-litter campaign. Compound
Sentence: ____________________________________________
3. Problem: Liza needs to buy materials for her project. Solution: She saves part of her
allowance to have enough money to buy the materials. Compound Sentence:
____________________________________________
4. Problem: Kyle fails to wake up early for the field trip.
Solution: His mother calls up the school to inform Kyle’s teacher. Compound Sentence:
______________________________________________
5. Problem: The pupils need a venue for the badminton tournament. Solution: The
principal requests for the rise of the barangay plaza. Compound Sentence:
_______________________________________________
F. Developing mastery Let’s Do It! (5 minutes)
(Leads to Formative 1. What is a compound sentence?
Assessment 3) ____________________________________________________________
2. What connects the two independent clauses in a compound sentence? Can you name
them all?
_____________________________________________________________
3. Compound sentence shows problem-and-solution relationship of ideas, what is a
problem? a solution?
_____________________________________________________________
G. Finding practical application Let’s Show It! (5 minutes)
of concepts and skills in daily Directions: Each group will be given pictures to study. You are to write a compound
living sentence that shows problem-solution relationship of ideas. Then encircle the
problem, underline the solution, and box the coordinating conjunction used. Each group
will choose representative(s) to present their answers for each picture. Members can
shout out their yells while seated.
Criteria:
Sentence construction = 8; Grammar/Spelling = 4; Explanation = 8; Total = 20
Note: Teachers can use pictures which are appropriate to the learners’ level of
 understanding and interpretation.

H. Making generalizations of Let’ remember these (3 minutes):

concepts and skills in daily • Compound sentences are made up of two simple sentences or independent clauses.
living • A coordinate conjunction joins these two independent clauses. These conjunctions are
for, and, nor, but, or, yet, and so. The best way to remember these coordinating
conjunctions is to remember the acronym FANBOYS.
• Compound sentence can show Problem-Solution Relationship. This particular text type
is necessary when you want to show that a particular problem has a corresponding
solution.
• A problem refers to statement that expresses the difficulty, issue, or trouble while
• A solution is the statement that expresses the answer or how to fix/solve the problem
I. Evaluating learning Let’s Answer It! (8 minutes):
Direction: Underline the problem once and the solution twice in each
compound sentence.
1. The child cannot reach the fruit so he got a ladder.
2. The old woman accidentally dropped her bag but a kind boy picked it for her.
3. The lady bought an umbrella from a nearby store so she won’t be stranded in the rain.
4. Laws against deforestation are clearly explained yet some people are still cutting
down trees in the forest.
5. Our school implemented the remote enrollment system for physical enrollment is still
not safe.
J. Additional activities for Let’s Agree! (4 minutes)
application or remediation Direction: Choose the most appropriate conjunction to go in the blank.
1. Please bring me a towel ______ I can dry the dishes.
A. but B. not C. so
2. Take your clothes and shoes to your room _______ take them away.
A. and B. or C. yet
3. Our teacher does not allow cellphones in class ______ does she use hers during
class. A. or B. nor C. yet
4. Mom bought a new shelf for my room _______ I have now a place to put my trophies.
A. yet B. so C. but
5. You can turn your paper in during class _______ you can email it to Ms. Elnas by
tomorrow morning.
A. so B. or C. and
IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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?

Prepared by: Checked by:

JOHNBY H. BALASABAS
Teacher I School Principal I