School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: JUNE 17 – 21, 2019 (WEEK 3) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Read aloud grade level Infer the meaning of unfamiliar Infer the theme of a literary Infer the theme of a literary Compose clear and coherent
appropriate text with an accuracy compound words on given context text. text. sentences using appropriate
of 95-100% clues(synonyms, antonyms, word grammatical structures:
parts) and other strategies. aspect of verbs
A. Content Standards

B. Performance Standards
C. Learning
Competencies/Objectives EN5F-Ib-1.6 EN5V-Ib-12 and 13 EN5RC-Ib-2.9.1 EN5RC-Ib-2.9.1 EN5G-Ib-3.3
Write for the LC code for each
II. CONTENT Lesson 2 Inferring the meaning of Inferring the theme of a Literary Inferring the theme of a Literary Progressive Aspect of Verb
Reading selection: “Thundering unfamiliar compound words on Text. Text.
Water” by Sally Lee given context clues and other Selection: Thundering Water Selection: Thundering Water
strategies.
Synonyms
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 13-14 Page 14 Page 15 Page 15 Pages 15-16
2. Learner’s Materials pages Pages 18-19
3. Textbook pages Pages 18-19 Pages 19-20 Pages 19-20 Pages 19-20 Pages 22-24
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources https://www.amazingclassroom.c http://www.ereadingworksheet http://www.ereadingworksheet http://www.englishforevery
om s.com/free-reading- s.com/free-reading- one.org/Topics/Verb-
worksheet, word meaning card, worksheets/theme-worksheets/ worksheets/theme-worksheets/ Tenses.htm
chart charts, worksheets charts, worksheets worksheet

IV. PROCEDURES

A. Review previous lesson or Gestures Elements of a Narrative Elements of a Narrative Verb

presenting the new lesson Give emphasis on “Theme” Give emphasis on “Theme”
B. Establishing a purpose for the Ask:What is a “dam”? Do you Have the pupils turn their books Show pupils pictures Show pupils pictures Have the pupils give
lesson know some water dams in our on page 19 and ask them to read representing representing examples of verb
country? the passage. Love, peace, friendship, Love, peace, friendship,
What happens when the water happiness, among other themes. happiness, among other
dams overflow? Ask:Which picture represents themes.
love?peace?friendship?happines Ask:Which picture represents
 s? love?peace?friendship?happine
Why? ss?
Why?
C. Presenting Have the pupils read the high Ask:What kind of compound word Direct the pupils to the Direct the pupils to the Show the pupils the
examples/instances of the new frequency words:cabin, valley, is wristwatch? definition found on page 20. definition found on page 20. following sentences:
lesson trail,water flood. Have them read the definition Have them read the definition 1. Winston Chua has created
Call on the pupils one by one to and explanation aloud. Have and explanation aloud. Have scale models since he was
read the words aloud. pupils supply other universal pupils supply other universal seven years old.
Have them practice reading the truths, topics, or quotes that truths, topics, or quotes that 2. Winston Chua had
word aloud until they get it right. they know which may be they know which may be created a lot of scale models
considered as ways of considered as ways of before he met Eddie Ong.
expressing themes. expressing themes. 3. Winston Chua will have
created a lot of scale models
before he becomes famous.
Tell the pupils that the
sentences show the perfect
aspect of verbs.
D. Discussing new concepts and Unlocking of Difficultie(Before Direct the pupils to the two Ask: What is the theme of the Ask: What is the theme of the Discuss the progressive
practicing new skills #1 Reading):Present the words using sentences on page 19. reading text “Thundering reading text “Thundering aspect of verbs shown on
word cards displayed on a pocket Ask: Which word in the first Water”? Water”? page 22.
chart.Have the pupils read the sentence and second sentence are How did you know that the How did you know that the How is progressive aspect of
words aloud. Draw the meaning of compound words? theme could be concern for theme could be concern for verbs formed in the present
the words using context clues What kind of compound others? How is this shown by the others? How is this shown by tense? past tense? future
and/or pictures. words are halfway and hillcrest? characters? How does the the characters? How does the tense?
Have the pupils practice reading setting help in the development setting help in the development Have the pupils give more
the phrases and sentences taken of the theme? What event or of the theme? What event or examples for each.
from the selection until a 95-100% events in the story enable the events in the story enable the Original File Submitted and
accuracy rate is achieved. characters to show concern for characters to show concern for Formatted by DepEd Club
Ask the pupils the words they are others? others? Member - visit
familiar with and have them use depedclub.com for more
these in sentences to check
understanding of meaning.
E. Discussing new concepts and Silent Reading(During Reading) Have the pupils read the Group Activity: 4 members Group Activity: 4 members Present Progressive Form of
practicing new skills #2 Direct the pupils to reading the sentences on page 20 of the each.(Reciprocal Teaching) each.(Reciprocal Teaching) Verbs:
selection “Thundering Water” on textbook. Have each member of the group Have each member of the Have the pupils read the
pages 18-19, textbook. Ask: Based from the sentences pick a task card to identify each group pick a task card to conversation on page 22-23
what do halfway and hillcrest pupil’s role:summarizer, identify each pupil’s of the textbook.
mean? questioner,clarifier and a role:summarizer, Have the pupils identify the
Which word in the first predictor.(visualizing, making questioner,clarifier and a progressive aspect of verbs.
sentence means the same as connections, questioning the predictor.(visualizing, making Tell the pupils that the verbs
halfway?Which word in the second author and inferencing). connections, questioning the are in the present
sentence is synonymous to Explain the task of each author and inferencing). progressive form, the
hillcrest? member:Summarizer will Explain the task of each be+verb-ing form goes with
Do halfway and midway, highlight member:Summarizer will specific noun and pronoun
 hillcrest and hilltop have the same key ideas , highlight subjects.
meaning? Questioner, will pose key ideas , Read and discuss the chart
Based from these words , what questions about the Questioner, will pose on page 23 of the textbook.
does synonyms mean? selection(unclear questions about the Ask: What noun subject goes
Tell:In some cases, you can infer parts, selection(unclear with each helping verb?
the meaning of unfamiliar puzzling information, parts, What noun or pronoun
wordwhen you find another word connections to other puzzling information, goes with each helping
which means the same as that concepts already connections to other verb?
word or its synonym. learned concepts already
Clarifier, will address learned
confusing parts and Clarifier, will address
attempt to answer the confusing parts and
the questions that attempt to answer the
were the questions that
just posed. were
Predictor, can offer just posed.
predictions. Predictor, can offer
Distribute the short story for predictions.
each group. Distribute the short story for
Have the pupils read the story each group.
assigned to them.Encourage Have the pupils read the story
them to use note-taking assigned to them.Encourage
strategies(selective underlining) them to use note-taking
Give the group enough time for strategies(selective underlining)
their task. Give the group enough time for
Have a discussion with each their task.
group.From then, infer the Have a discussion with each
theme of the story. group.From then, infer the
Appreciate the work of each theme of the story.
group. Appreciate the work of each
group.

F. Developing mastery Oral Reading: Have the pupild take See worksheet/chart See worksheet/chart See worksheet/chart Independent Practice:
turns reading the story paragraph Discuss the pupils’ answers. Discuss the pupils’ answers. Have the pupils answer the
by paragraph. (per column). Feedback Feedback exercises on page 24 of the
Comprehension Check:Answer and textbook.(A)
discuss the questions on “Think It
Over” on page 19,textbook.
Group Activity: Group the pupils
into five groups and have them
make a report on sone dams here
in the Philippines.
G. Finding practical applications Focus Skill/Competency Check: Guided Practice:
of concepts and skills in daily Ask:What do you usually do when Have the pupils answer the
living you come across with the words exercises on page 24
you cannot read at once?
Tell: You can improve the accuracy
level in oral reading by doing the
practice indicated on page 19 of
your textbook..

H. Making generalizations and Ask:Why is it important to practice Ask: What is synonyms? Ask: How to identify the theme Ask: How to identify the theme Ask: How is the progressive
abstractions about the lesson reading different words aloud? of a narrative? of a narrative? aspect of verbs?
How is the helping verb
“be” used?
I. Evaluating learning Identify from among the other See worksheet/chart See worksheet/chart See worksheet
words in the sentence the
synonym of each italicized
compound word. Write the
answer on your paper.(see chart)
J. Additional activities for What is meant by synonyms? Determine what the theme is Determine what the theme is See chart
application or remediation for each story.Write in complete for each story.Write in
sentences.(see chart) complete sentences.(see chart)

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  Differentiated By using Context Clues Reciprocal Teaching Reciprocal Teaching
strategies worked well? Why did Instruction(Oral/Silent Deductive Method Small Group Activity Small Group Activity
these work? Reading/BDA Strategy Because of these strategies  Through reciprocal  Through reciprocal
 Integration of Learning learners were able to identify the teaching, the pupils teaching, the pupils
 Through differentiated meaning of the words through learn to guide group learn to guide group
instructions learners learned in a clues in the sentences given. discussions.It discussions.It
style that suits them, thus they encourages students to encourages students
stay on the task/motivated. think about their own to think about their
Integration of Learning.In this thought process during own thought process
strategy learners were able to reading. during reading.
connect and create more real  It helps students learn  It helps students learn
world connections thus, they to be actively involved to be actively involved
actively engaged themselves in the and monitor their and monitor their
discussion. comprehension as they comprehension as
read. they read.
 It teaches students to  It teaches students to
ask questions during ask questions during
reading and helps make reading and helps
the text more make the text more
comprehensible comprehensible
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?