School: BAYOG ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 10 Teacher: MARK GENESIS C. OCTAVIO Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 5 - 9, 2024 (WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards demonstrates understanding of the various forms and conventions of
print, non-print, and digital materials
B. Performance Standards evaluates effectively the message constructed and conveyed in various
viewing texts
C. Learning 1.Identify the elements of a 1.Infer the meaning of unfamiliar Read aloud grade level 1.Compose clear and coherent CATCH UP FRIDAY
Competencies/Objectives literary text. words (compound) based on appropriate text with an accuracy sentences using appropriate
Write the LC code for each 2.Infer the theme of the literary given context clues (synonyms, rate of 95 – 100%. grammatical structures – aspects
text. antonyms, word parts) and other 2.Use appropriate body of verbs.
3.Observe politeness at all strategies movements/gestures. 2. Plan a two or three paragraph
times. 2.Read aloud grade level EN5OL – Ib – 2.6.2/ Page 64 of composition using an outline or
oEN5LC – Ib – 2.17.1 appropriate text with an accuracy 164 other graphic organizers.
oEN5RC – Ib – 2.9.1/Page 64 of rate of 95 – 100%. EN5G-Ib-3.3, EN5WC-Ib-1.1.6.1/
164 3.Observe politeness at all times. Page 64 of 164
oEN5LC – Ib – 12 and 13
oEN5RC – Ib – 1.6/Page 64 of 164
II. CONTENT ELEMENTS AND THEME OF A COMPOUND WORDS VERBS (BODY MOVEMENTS AND Writing Compositions Using
LITERARY TEXT GESTURES) Aspects of Verbs

III. LEARNING
RESOURCES
A. References •Curriculum Guide: CG in •Curriculum Guide: CG in English Curriculum Guide in English 5 Curriculum Guide in English 5
English 5 Week 2 5 Week 2
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Picture of a thief, a stealing B.Materials pictures of body Chart of Aspects of verbs
machine, deaf little girl using chart containing compound movements/gestures Pictures showing actions
sign language, letter soup words. flashcards of action words (verbs) Pictures of an outline and
flashcards containing polite picture puzzle of compound different graphic organizers
words. words.
Story Chart of “A Letter Soup”, Story Chart of “A Letter Soup”
“The Fox in the Well”, and http://clipart.me/premium-
“Inside the Canteen” people/outlaw-565307
 IV. PROCEDURES
A. Reviewing previous Review Review Review Review
lesson or presenting the Aspects of Verbs Elements of literary Compound Words Different Body movements and
new lesson text/Checking of assignments Gestures
B. Establishing a purpose for the Motivation Motivation: Group the class into two groups. Sing “She’ll be coming round
lesson Sing: “Be Polite – Good Manner Divide the class into 8- Have them play a game of the mountain”
Song” 10 groups. Give them the charades using the words below.
picture puzzle of compound Call a representative from each
words. group to act out the word.
Ask them to solve the angry happy scared
puzzle and write the name of (using (using (using
the picture on a strip of paper. hands) whole face)
Have a representative
body)
from each group present the
picture and the word they have
tired excited bored
formed.
(using (using (using
whole whole hands
body) body) and
feet)

talking stop sad

(using (using (using
hands) hands) face
and
hands)

C. Presenting Today we are going to learn Today we are going to study Today we are going to study about Today we are going to write
examples/instances of the about the elements of a literary about compound words.” body movements and gestures.” about the aspects of verb”
new lesson text.” Have the pupils read “Find Out Have the pupils read “Read and “But first, what are verbs?”
Present the story in the LM on and Learn” from the LM page Learn” from the LM page ____. “What are the tenses of verbs?”
page ____. ____. Answer the questions below the Original File Submitted and
Call a pupil volunteer to read Answer the questions below the sentences Formatted by DepEd Club
the story orally. sentences. Member - visit depedclub.com
Comprehension Check: Ask the for more
questions in the LM. Talk about
the pupils answers.
D. Discussing new concepts and C.Modelling for Students C.Modelling for Students A. Modelling for C.Modelling for Students
practicing new skills #1 Unlocking of Difficult Words Read the story in the “Try and Students Have the students read “Read
(using picture clues, context Learn” in the LM page ____. Unlocking of Difficult and Learn” on the LM page ____.
clues, and examples. Identify the compound words in Words (using picture Discuss the process on how to
a.crook the story. clues, context clues, create an outline and use other
Say: “The crook is stole the Write it down on your notebook and examples) graphic organizers.
lady’s bag.” (show the picture of  chatting
a crook) Say:
“What do crooks steal? Why do “Everybody
they steal things?” was chatting
b.argue about what
Say:“Don’t argue over who little their father
things.” (show picture of the looked like
people arguing) now.” (show
picture of
people
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 concepts and “Why do people argue?”

practicing new skills #2 c.deaf
Say: “The two girls 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
(Leads to Formative Read the story again silently. Match the words in Column A to Have the pupils Group the class into five groups
Assessment 3) List down the elements of the the words in Column B in order read “Try and and have them answer “Try and
literary text you have read. to create a compound word. Learn” on the Learn” on the LM page ____.
Write your answer on your Note that the words in Column LM page ____. Have them write their answer on
notebook. B can only be used once. a manila paper and have a
Column A Column B representative present their
Refer to Find Out and Learn on answer in front of the class.
the LM. 1. rain a. case
Call a pupil-volunteer to read 2. flower b. drop
and retell the story using the 3. window c. fly Sad angr excit ign Hun
information he/she have 4. butter d. light y ed ore gry
gathered. 5. police e. man
6. book f. pane
7. sun g. pot
8. day h. room
9. sea i. shell
10. store j. shine
Bored silence stop
happy
G. Finding practical applications E.Independent Practice E.Independent Practice E.Independent Practice E.Independent Practice
of concepts and skills in daily Read the story “The Fox in the Do “Do and Learn” in the LM Answer “Do and Learn” on page Let the pupils answer “Do and
living Well” and answer the wh- page ____. ____ of the LM. Learn” on page _____.
questions.
THE FOX IN THE WELL
Aesop’s Fable

One day a fox fell into a well. He

jumped and jumped but he
could not get out. The well was
too deep. Soon he began to feel
cold and hungry.
Suddenly there was a noise
from above. A goat had come to
drink from the well. It looked in
and saw the fox. “Why, what
are you doing down there, Mr.
Fox?” asked the goat.
The fox was very cunning.
Quickly, he thought of a way to
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 generalizations and F.Closure/Assessment F.Closure/Assessment F.Closure/Assessment F.Closure/Assessment

abstractions about the lesson Teaching Points Compound words are two words Body movements refer to the The aspect of a verb is
put together to create a new actual movement of the body. It is determined by whether the
When listening to story being word. a kind of nonverbal action is on-going or completed.
read, we should listen carefully communication where thoughts The three aspects are:
and pay attention to the details They can be open, closed, or intentions or feelings are 1.The simple aspect is indefinite,
of the story. In this way we can hyphenated. expressed by physical behaviour not sure if the action is on-going
identify the elements of a Examples: such as facial expressions, body or completed. It may also
literary text. Open Compound Words posture, gestures, eye movement, indicate if the action is habitual
dog house, ice cream, six-pack, touch, and use of space. or repeated action.
We could also take down notes runner-up Body movements maybe 2.In the perfect aspect the task is
while listening and reading. implied as a verbs or an adjective. already completed.
Closed Compound Words 3.While in the progressive aspect,
The elements of a literary text ladybug, toothpaste, bedroom the action is still taking place or
are the character, setting, and on-going.
plot, conflict, and theme. Hyphenated Compound Words The same principle applies to the
editor-in-chief, officer-in-charge, past form of the verb.
The theme is the subject of the life-saver
story and what the author An outline is a formal system
wants to convey to the readers. used to think and organize your
ideas. You can use it to see if your
 The plot is made up of ideas are connected to each
events that happened in the other and what order works best.
story. It consists of the Outlines can be useful to help
beginning, the middle, and the you see the overall picture.
ending.
oBeginning – It gives the There are two kinds of outlines:
problem faced by the main the topic outline and the
character. sentence outline.
oMiddle – It presents the 1.The topic outline consists of
actions made by the character words or short phrases.
to solve the problem. 2.The sentence outline is done in
oEnding – It gives the solution full sentences. It is normally used
to the problem. when you want to focus on
complex details.

Steps in making an outline:

1. Identify the topic or the main
idea.
2. Identify the main categories.
3. Create the first category.
 4. Create subcategories.
Normally, use Roman numerals
to write the main idea. Then
under the main idea, we indent
and write the first subcategory
with a capital letter. See the
example below.
I. Evaluating learning G.Evaluation G.Evaluation G.Evaluation G.Evaluation
Read the story “Inside the Answer “Learn Some More” on Have the pupils read the following Write a three paragraph
Canteen” and identify the the LM page _____. sentences and have them identify composition about your daily
elements of the literary text. the body movement/gesture used routine before you go to school,
Inside the Canteen in the sentence. while in the school, and during at
by Jean Paul V. Banay 1.Terence Romeo shoots the ball night.
at the last second.
It was 9:30 in the 2.The athletes stretched their
morning at Labuin Elementary body before doing the routine.
School. It was already break 3.Mother rubs fathers back when
time for Grade V-Coral. Children he is tired.
line up in a queue to go the 4.Squeeze it to get the toothpaste.
canteen to have their recess. 5.My sister likes pinching me when
At the canteen, the she is mad.
children lined up in a queue
waiting for their turn to buy
their food. Luke, a Grade 3 pupil
rushed in front of the queue
and shouted at the canteen
manager for food.
Calmly, the canteen
manager said to Luke “Luke, it is
not nice to shout at people,
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 for Identify the element of the Write 5 examples of each type Assignment
application or remediation literary text from the story you of compounds words Create an outline of your family
just read. Choose your answer tree starting from your
 from the boxes below. grandparents.
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?