School: San Leon Elementary School Grade Level: V

GRADES 1 to 12 Teacher: Rico S. Epistola Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 12 – 16, 2024 (WEEK 3) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of Demonstrates understanding that Demonstrates understanding that Demonstrates understanding of Demonstrates command of the
various linguistic nodes to various words are composed of reading a wide range of texts the research process/library skills conventions of standard English
texts different parts to know that their provides pleasure and avenue for self to research a variety of topics grammar and usage when
meaning changes depending in context – expression and personal /texts writing or speaking
development
B.Performance Standards Analyzes text types to effectively Uses strategies to decode correctly the Uses literal information from texts to Uses a variety of research Uses the particular kind of
understand information/messages meaning of words in isolation and in make generalizations strategies to effectively write a sentence for a specific purpose
context variety of and
texts for various audiences and audience
purposes
C.Learning Competencies/Objectives Provide evidence to support Infer the meaning of unfamiliar words Distinguish text-types according to Organize information from the Use a particular kind of sentence
understanding based on the given context clues features(structural and secondary sources in preparation for a specific purpose and
Comment on the evidences provided (synonyms and antonyms word parts ) language) - Problem and solution for writing , reporting, and similar audience- asking permission
to support understanding and other strategies EN5RC-IIIC-3.2.5 academic tasks in collaboration /making request
Show tactfulness when EN5V-IIIc 20.3, 20.4, 20.5 Read grade level text with with others EN5G-IIIa-1.8.1, 1.8.3
communicating with others accuracy,appropriate rate and proper EN5SS-IIIc-4 Show tactfulness when
EN5LC-IIIc- 2.15 , EN5OL-IIIC-2.8 , expression EN5F-IIIC1.3, EN5F-IIIC1.6, communicating to others
EN5A-IIIC-17 EN5F-IIIC1.7 EN5A-III-c17
II.CONTENT Providing evidence to support Synonyms and Antonyms Distinguishing text-types according to Organize information from the Using a particular kind of
understanding features secondary sources Sentence for a specific purpose
and audience( Asking
Permission/Making Requests)
III.LEARNING RESOURCES
A.References CATCH-UP FRIDAY
1.Teacher’s Guide pages CG p. CG p. CG p. CG p. CG p.
Lesson Guide in English V .Revised Lesson Guide in English 5 Revised Lesson Guide in English 5 Revised
Edition pp.230-232 Edition pp. 497-502 Edition pp.21-25
2.Learners’s Materials pages
3.Textbook pages English Matters Language Workbook
pp.197-199
4.Additional materials from learning source: https://www.google.com.ph https:// dpufhttp://www.learnenglish-
resource (LR) portal www.superteacherworksheets.com/ online.com Materials
https://www.google.com.ph/
B.Other Learning Resource Chart or tarpapel, pictures, DLP, chart, DLP Laptop, activity sheets Charts, pictures, Laptop, tarpapel, chart, DLP Laptop, activity sheets chart, DLP Laptop, activity
activity cards, pocket charts, show- Activity Sheets sheets
me-board Computer / Laptop with internet
connection
IV.PROCEDURES
A.Reviewing previous lesson or Drill: Song 1. Oral Language Activity LOOK-IN TO THE PAST Look-in to the past! 1. Oral Language Activity
presenting the new lesson Guessing Game: What’s the word! Recalling the different articles that Ask the pupils about the different Drill: Telephone Conversation
That’s The Word! pupils have seen or have read elements of a good story. Identify Call two pupils and ask them to
Teacher will present sets of jumbled from any newspaper/books or each of the element pretend that they are talking to
letters in the pocket chart. The teacher magazine one another using a telephone.
will use the powerpoint presentation to Make a conversation
flash the clue, then pupils will arrange asking permission that you will
the letters to form the correct word as go to your house‟ friend
fast as they can. to play.
DAY 2
Vocabulary Development
1. T I A L E S S E N - it means significant
or important
2. C E L L E X E N T – similar meaning of
the word outstanding
3. F U L G H T T H O U - opposite of the
word unkind or selfish
4. C U L T I V A T E - is the contrasting
meaning of the word
discourage
5. C I A T E A P P RE – is one way of
valuing something
B.Establishing a purpose for the lesson The teacher shows different pictures Show picture of a family. Show picture of a boy selling 1. Unlocking of Difficulties Who among you have
of newscasters How would you describe your family? different products. Ask Match the words in column A experienced regret to attend
Strategy: Picture Analysis Do you have strict parents? something about the picture, Then with its meaning in column B. some birthday parties or any
Who are in the pictures? What can Playful siblings? Compare your family lead the pupils to share A B kind of related school
you say about them? with that of your seatmate’s . something about the words written 1. vast attracted activities because you were not
How significant are they in our Sometimes, we don’t realize how inside the clouds. 2. possession very great or big allowed by your parents?
country? 2. Unlocking of Difficulties important our family is, until we What image do you see? What words 3. lovers structure carrying a What did you feel? What did you
Read the following sentences. Choose experience difficulties. The poem that are written on the pathway or a roadway do then? This time
the meaning of the underlined words you are about to read storm clouds? 4. bridge ownership children, you are going to listen
in each sentence using the context discusses the meaning and importance 5. smitten persons in love to a short dialogue of
clue. of the family and how must 2. Motivation Aimee, Ana and Mother. They
a. Amidst different tragedies value the people we care the most. Picture Talk-Dyad are talking about the
that the Filipinos had (Group the class by two’s or by Fieldtrip and Ana was so sad at
experienced, we remain pairs. Then on the board draw a that moment.
hopeful that we can picture of a bridge with a boy on Original File Submitted and
surmount this catastrophe. one end of the bridge and a girl Formatted by DepEd Club
b.The posthumous medal for on the other end. One member of Member - visit
valor was the award the Pair will tell something about
depedclub.com for more
received after the death of the drawing.
the young scout. c. The
country was devastated by
typhoon Yolanda that
caused extreme emotional
pain on every Filipino.
(through picture clue) d.
Giving meaning through
picture
 Class, by looking at this picture, what
do you think is meaning of fluvial?
C.Presenting Examples/ instances of the The pupils listen to the story as the Pupils will read the poem. Today children, you are going to read Revisiting the story about ” The Teacher will call two pupils to
new lesson teacher reads it. The Essence of a Family a selection about a Bridge of Love”. read /act out the dialog.
TWO HEROES The family is best known as the young boy whom at his young age 1. Teacher will divide the pupils Mother: Hey, my dear child. Do
On the eve of July 2,1993, the whole essential element of a able to work and earn for into small groups. you have something to say?
country was shocked when the news society his survival and you will identify text 2. Then, distribute the copy of Ana: Ah..yes Mother. But…
spread that the Pagoda, a floating The cluster that compasses the world! type based on the given story to each group. Mother can I talk to you? Our
shrine of Bocaue sank. This “Pagoda” For its members cultivate the blessings problem and solution. 3.Together, members of the school will be having a fieldtrip
was used in the fluvial procession to of this earth Reading the story by the pupils group will analyze and revisit next month. All of my class
celebrate the feast of their patron And develop relations among How I wish to live a life like other further, the given piece of story. mates will be joining. Mother,
saint “Krus ng Wawa.” humankind children of my age 4.Ask pupils to identify the can I make a request? I‟d like
In this tragedy, two young scouts In your own families, where people are do, but I’m not as blessed as them central idea or concept and other also
outshone all scenarios of the most reared that everything they ask supporting details that were to join with them. Would you
devastating disasters that ever Interact with thoughtfulness and for is within their reach; but then introduced in the short story allow me to join with them? Can
happened in the history of Bocaue. increase your morals again, it does not necessarily “A Bridge of Love”. I
They are Scouts Sahjid S.Bulig and Because the desire to be known for the mean I don’t have a normal life and I 5. Teacher will guide the pupils to go with my classmates mother?
Richard Celestino, both active Scouts character spend my free time in use concept web map in Mother: My dear child,, I‟m so
of Troop 564 sponsored by Bambang And excellent individually hopes to selling sweet delicacies in the street. collecting data and organizing sorry. I and your father can‟t
Elementary School, Bocaue, Bulacan. enhance this place I admit, I was not born with information. allow you to join with them. You
As narrated by Richard, Sahjid’s best So when you encounter difficulty in life everything that I need is 6. Teacher explains that the Web know that we don‟t have extra
friend who survived the tragedy, and fall astray just around me. My family lives Map is used to describe a central budget for that. We‟re only
Sahjid was at home when his mother You can feel the loving hands of your within the poverty line and idea: a thing, process, or concept. have enough to suffice our
arrived crying and broke the news that own family need to work hard just to provide our The map may everyday
the Pagoda was sinking. He was told to Willing to embrace you and lighten your needs but we have to be used to organize or living. Hope you understand my
go to the scene and find out if his burden face the reality that it is not enough brainstorm ideas for a writing dear.
three sisters were among those who To stand by your side , to give their to suffice a hungry purpose. Ana: I understand Mother. But,
were on board to Pagoda. Upon support stomach. hopefully next time I can join.
reaching the place, it was very dark. Never be afraid to show how much you Just like other less- privileged With a smile she kissed and
Luckily, a search light was provided. value your own children I have to help hugged her mother.
So, he swam across the lighted portion family my parents earn a little. I have to sell At the school…
of the water and boarded at the left Demonstrate all the appreciations that mazapan and yema Aimee: Hello Ana!
side of the sinking Pagoda. There he you feel after class in the afternoon and from Ana: Hi! (feeling sad)
found himself beside his friend who Exert real effort in proving how much morning till night during Aimee: Oh, What‟s wrong? Do
was standing at the center of the you love them weekends. Sometimes I missed going you have a problem? Can we
platform.Suddenly, he saw Sahjid dove Through affirmations and striving to be to school because of talk
into the water and swam towards the the best person that situation, However, I’ve never about it?
opposite riverbank with a small girl you can be! taken my study for Ana: My parents did not allow
with him. Richard also jumped into his granted because I know this will be me to go on a fieldtrip. We
friend’s direction saving a small girl the armor in my battle don‟t
and a boy. Sahjid continued diving against the poverty that surrounds have extra budget as what they
until he saved five more lives, all small me. had said.
 children. When Richard sensed In the street, I encountered different Aimee: We understand you. You
danger, he stopped diving and warned people and should not be mad for that
Sahjid not to dive anymore but his Problem Solution friend.
friend continued diving. It was in his experienced different situations that There will be next time, and for
seventh attempt that he did not widened my outlook in life. sure by that time, you
appear anymore. Others look up at me with admiration could join with us. Cheer up
The next morning Sahjid’s dead body but others treated me as litter in Friend!
was retrieved the society. I’m very much thankful
from the deep muddy river. He was with my customers although
probably pinned down by the sometimes they find me quite
drowning victims. annoying for forcing them to buy my
On October 31, 1993, the National stuff because the satisfaction of our
Court of Honor of stomach depends on them.
the Boy Scouts of the Philippines For me selling is better than begging
presented the Gold for alm from the
Medal of Honor (Posthumos) and passersby. This is a decent job and
Silver Medal of Honor to neither my parents nor I violate
Scouts Sahjid S.Buligand Richard the child labor law by doing such
H.Celestino respectively, thing. We just want to survive from
In recognition of their courage and hunger.
heroism in saving This is not easy, it’s just like turning
the lives of small children. stone to bread but what
I am doing gives meaning to my
existence. At my young age, my
experiences taught me to keep on
fighting against hardship. They
strengthened my confidence that
someday I will be able to come out
inside the box where I’m confined
now. The box of poverty where
every corner means sacrificing.
I keep on dreaming until I reach all of
my dreams. If this
happen I will be the one to buy all
the mazapan and yema of other
children in the street just to fill their
empty stomach. I know it will
take a long long way but time ticks so
fast and nothing is impossible
for a determined individual for I
believe that life always offers a
chance called tomorrow.
D.Discussing new concepts and a. What was the most devastating Answering the following questions: 1. What is the story all about? Answering the following Answering the following
practicing new skills #1 event that shocked 1. What is the poem all about? 2. What are the problems being questions: questions:
the whole country? 2. How is the family described in the encountered by the boy in the 1. How did the story happen? 1. What is the dialog all about?
b. Where did the story happen? poem? story? 2. What kind of characters does 2. Who are talking in the dialog?
c. When did it happen? 3. In what ways could we show our care 3. What can you say about the boy in the story have? 3. How did Ana talk her mother
d. Why did they have a fluvial and love for our family the story? 3. Which phrase names the about the fieldtrip?
parade/procession? members? 4. How does the boy able to face all setting of the story? 4. How did mother respond to
 e. In this tragedy, who outshone all 4. How would you describe the usual the problems and challenges 4. Why did the king become her request?
scenarios? family set-up in the in his life? angry with the newly weds? 5. Did Ana get angry or mad with
f. How did these two young scouts Philippines? 5. What important things or value 5. How did the king punish the her mother
help the victims of the sinking 5. How do you show your appreciation does this story brings us? newly weds? 6. How did her friend console
Pagoda? to your family members? Values Integration: Ana? What kind of friend is she?
g. Who luckily survived in this tragedy? If you were the newly weds , 5. What character trait is being
h. As young boys and girls, how can would you obey and respect your portrayed by the main
you show courage in times of danger? parents? What must you character?
i. If you were the two boys ,would you remember when you make Are you also like the character in
also sacrifice promise? the story? How can you
yourself to save lives of other people? show that you care for your
Why? or Why not? friend?
j. What value/lesson did you learn
from this story?
E.Discussing new concepts and a. Going back to the story of the two Let’s go back to the pair of words that 1. Going back to the selection above, Complete the table/grid with Let‟s study the following
practicing new skills #2 heroes, What kind of boys were Sahjid you have read a while ago what do you think are the main details from the selection .Use sentences taken from the dialog
and Richard? What can you say about A B problems being phrase that
them? Why do you say so? essential- important cultivate- encountered by the boy? or sentences to describe these you have read a while ago.
Can you cite some evidences that will discourage 2. What solution does the boy do just details.Be guided with the 1. Would you allow me to join in
support your appreciation- value to surpass the questions the fieldtrip?
answer? thoughtful- selfish problems? below. 2. Can I join with them?
b. Why do you think they deserve the Outstanding- excellent 3. What have you notice with the A. The prince and the princes 3. Can I talk to you?
gold medal award? Give evidences 1. What have you noticed with the pair kind of text that you have B. The Promise Let‟s read and study the
that will support you answer. of words in column A? read? What does it contain? C.The Test / Struggles they have following.
2. What meaning does each pair Children, the selection above is encountered a. What do these sentences
suggest? feature story/article. The 1. What would best describe or express?
3. How about in column B, what have structural and language feature of tell about the characters in the b. How are the words would and
you noticed with the pair of this, focus on the story? can used in the sentences?
words? problem-solution 2. What promises did the lovers c. What do you call the words
4. What can you say about these make ? Did they fulfill these? can and would?
words? 3. What problems/ consequences d. Take note of the word “would
5.What meanings do these words did they encounter? you” in the first sentence.
suggest? 4. Were they able to surpass all Would you and could you are
6.What do you call the pair of words the challenges in their lives? used to tell or ask someone
that have the same meaning? 5. What kind of characters does to do something or request in a
7. How about the pair of words that the story have? polite way.
have opposite meaning? 6. How are the events in the table Note: Can, would, may, and
Children, we can identify meanings of above presented or written? could are modals that we can
unfamiliar words through 7. Were you able to organize the use in asking permission or
their antonyms or synonyms information from the story? making a request
Note: What you have done is one
way of extracting and organizing
information. There are many
ways to extract and organize
information from a paragraph, a
story, or an essay. We can use
outlining as we did on the table
above.Sequencing of events
based on its happening in the
 story was also done.
F.Developing Mastery Listen to the story. Answer the Direction: Choose the correct meaning 1. Read the passages. Answer the Practice Exercise A. Guided Practice
question and of the underlined words questions that follow. Let’s recall the story of Sajhid and Pair Work/Dyad Activity
provide evidence for your answer from the box Jose Rizal owned a horse when he his friends in the story “Two Directions:
The Big, Pink Bundle of Joy 1. Love should be the essence of was studying in Heroes”. Let the pupils organize Read the conversations below
Mother has been there for five days, every relationship. Madrid. When his allowance did not the ideas/information and lead and fill in the gaps with
she could hardly value beginning need come one day, he them in writing the organized the words and phrases from the
wait to bring the big, pink bundle of 2. The Pope was delighted to see many did not have enough money for food. information into a paragraph lists.
joy to the children. Mother held the clusters of families a. What problem did Jose Rizal form. Do you mind if I is it OK if I could
pink bundle lovingly to her bosom attending the mass encounter ? 1. How did the story begin? you turn
while father called a taxi. kinds races groups b. Is there a possible solution for his ___________________________ What’s the problem here you
a. What place can you picture out 2. Parents try their best to problem? 2. What were the events that are telling me
where the father and the mother are? cultivate their children’s What solution can you suggest? signal the highest point of thanks can I borrow go ahead
b. What could possibly the reason why values 2. Totoy needs a new school interest of everyone? www.bogglesworldesl.com
they are there? use neglect develop bag.However, he does not ___________________________ Conversation 1
c. Why do you think they are there? Direction: Choose the antonym of the have enough money to buy that bag. 3. How did the story end? A: Yeah?
Give evidences that will support your given words. Then he heard that B:
answer 1. soft ( gentle hard strong) his neighbor was looking for baby Hello, ..........................................
2. harmful (safe dangerous free) sitter for her little . turn the music down,
B. Independent Practice child. She was willing to pay a few please? It‟s one o‟clock and I‟m
Dyad Strategy/Think-Pair – Share peso to the baby trying to sleep.
Pupils will get a partner. Together, they sitter. A: Oh, sorry. Is that better?
will think of a a. What was the problem of Totoy? B: Yes, ..................................... .
descriptive word.Then, each partner b. What do you think will he do that Perhaps I can get some
will take turn in giving the could possibly sleep now. Good night.
synonym/ antonym of the word. solve his problem? Conversation 2
Teacher will give them enough time to A: I‟m sorry, ................................
do the task. leave early today? I‟m
going to take my cat to see the
vet.
B: You‟re going to take your cat
to the vet? What‟s the
matter with her then?
A: Him. I don‟t know. That‟s
why I‟m going to take him to
the vet‟s.
B: Oh, I see.
Sure, ......................................
Conversation 3
A: David, do you have your
mobile phone with you?
B: Um... yes. Why?
A: ............................ it, please? I
need to make a quick call
to my mother.
B: OK, ..............................
Conversation 4
A: ......................................
change seats?
 B: Yes, all
right. ......................................?
A: I can‟t see because of the
sun.
B: OK, then. Why don’t you sit
there, next to Andrea.
B. Independent Practice
Direction: Match the sentences
(a-h) with the correct reactions
in
(1-8).
G.Finding Practical application of Activity-Based Strategy: Direct Instruction Strategy: TGA Activity Direct Instruction:TGA Activity Direction: The following details Activity Based – The 3 A’s
concepts and skills in daily living (Constructivism Tell: The teacher will direct the pupils Tell the pupils that they will be tell a story about the life of Activity(Act, Analyze., Apply)
Approach) to pay attention on the divided into a group of farmer.Organize the information Group Activity- Asking for
The A’s Activity(Act, Analyze and directions for the next activity. The four. by sequencing the events Permission: “A Skit
Apply) students will be given a Each group will pick out one story Provided and write it in Divide the class into groups of 2
Divide the class into four teams sheet of paper with a word and letter provided by the paragraph form. or 3. Pupils work
Posted on each corner are the on it. The letter will be teacher. ____The farmer goes home tired together to develop a skit that is
different activities “a” (for antonym) or “s” (for synonym). Guide the pupils in performing the but hopeful that someday he will grammaticallycorrect
Pupils will go to their station to Guide: Guide the pupils to find the task finally reap with joy. about guests asking for
perform their chosen antonym or synonym that Apply the concept learned by ____The farmer has to diligently permission to do something .
activity. matches the word they are holding. through answering the bring water to his rice field. The request should be denied
Team I (if an “a” appears in the sheet they following questions. ____Everyday, he has to wake up and the reasons given.
“The News Anchors “ must find the 1. What does the character like in the early to visit his fields. The guest should continue to try
Make a news report about the event antonym and vice-versa). Pupils must story? ____He enjoys his harvest happily to convince the staff
that happened match up with the 2. What is the problem in the story? when it is plenty. that their request should be
in the story. Report it in front of the correct person in the class and then 3. Was it solved? How ____He picks up patiently snails granted. Once the skit is
class. stand by that person. 4. What does the story remind you that pester his rice plants developed, pupils present it to
The activity is concluded when all pupils about? the teacher and the rest
Team 2 have found their 5. Where did the story take place? of class. The teacher judges the
“The Painters” match and are standing next to the 6. What was your favorite part of the skit based on grammar
In the story that you have listened, classmate holding story? Why? and language use, originality,
draw the part of the scene that that match. 7. Would you recommend this story and acting ability
interests you most. Tell something Apply:Pairs that match up before the to your friend? Why?
about your drawing. other pairs match up must
Team 3 think together and say aloud as many
“The Singers“ synonyms and
Create a song about the ways on how antonyms as they can for their word.
you can be a hero.
Team 4
“The Artists”
Act out the event in the story which
you think the most important
H.Making generalization and What important things have you Remember: We can distinguish the text-types Remember: Remember:
abstraction about the lesson learned from Synonyms are pair of words with similar according to features Some of the ways that we can We use the modal auxilliary
today’s lesson? or almost similar (structural and language)-problem use to organize information verbs can, could and would to
meanings and solution from a paragraph. A story or an offer to do things for people or
Antonyms are pair of words with essay are the following. to invite them to do something.
opposite meanings a. Outlining- classifies main topics We also use them to make
 from sub-topics using requests or ask permission to do
the numerical and letter symbols something.
as indicators. When you ask for permission to
b. Sequencing events- gives a use something that belongs to
clear presentation of the someone else you have to do
chronological arrangement of your best to be polite. It is
events desirable to use the word
"please."
Would, could, please + verb are
used to request
permission
Can and other expressions are
used informally in speech
to request permission.
Here are some better phrases to
make polite requests in English:
“Do you mind…?.”
I.Evaluating learning a. Assessing the pupils’ performance Direction: Read the following Write the problem and solution Direction: Complete the outline Direction: Read the following
using rubric. sentences. Answer the questions that based on the short story. below by classifying and statements. Transform these
b. Listen as the teacher reads the follow. 1. The young man is kind-hearted. organizing the given events. I. expressions into a request and
selection and 1. What are synonyms? One day, he heard a little boy How did the story begin? vice versa.
answer the questions that follow a. words that sound the same but have crying outside his window. The young a. ___________________ 1. Can I go out, please?
Insects are found anywhere. They are different meanings man found out that the b. _______________________ 2. May you open the window,
either harmful or beneficial. The b. words that are spelled the same way child was being teased by the bigger c. _______________________ please?
butterfly and the bee are beneficial. c. words that are opposites boys. The young man II. What were the problems of 3. Please, can I have a look at
They help pollinate the flowers. The d. words that mean almost the same went out. the main character? your photo album?
dragonfly is also a helpful insect. It thing Problem______________________ a. ___________________ 4. May you taste that hot spicy
eats other insects that destroy plants. 2. Which pair of words are synonyms? Solution_______________________ b. _________ couscous dish?
Ants, flies, cockroaches, aphids, a. giant, huge 2. Jose Rizal owned a horse when he c. ________________ 5. Would you mind if I asked you
termites and mosquitoes are insect b. tiny, huge was studying in Madrid. something?
pests. They destroy our crops and c. cow, now When his allowance did not come III. How did the story
homes, cause illnesses, and kill our d. chat, cheese one day, he don’t not have end?
plants. 3. You can use synonyms to enough money for food. a. ___________
They are harmful to men, animals, and ______________ Problem______________________ b. _______________
plants a. compare things Solution______________________ c. ________________
1. What word suggests where the b. make your writing more interesting 3. Jun and Jerry started arguing over 1. Fire couldn’t tell his
insects are ? c. use fewer words when you write the new toy. Jun wanted to wife that he is good. 2.
2. Write three beneficial insects. d. show differences keep it but Jerry disagreed since he Fire went down to
3. Provide evidence that dragonfly is 4. What are antonyms? wanted to keep the toy earth to provide heat to
also a a. words that rhyme for himself. Mother came to the living creatures. 3.
helpful insect. b. words that sound alike but have scene and advised the boys Fire’s wife invited Fire
4. Name two things that insects different meanings to share the toy train. But the boys to swim in the spring. 4.
destroy. c. words that have almost the same went with the quarrel. The Sun God had a wife
5. What can insects cause to man? meaning Before they knew it, mother was and two sons. 5. Fire
d. words that have opposite meanings back holding one of the dove into the water in
5. Which pair of words are antonyms? slippers. an attempt to rescue
a. horse, dog Problem______________________ his wife. 6. Sun God
b. love, like Solution______________________ entrusted the Earth to
c. weak, strong 4. The dogs were playing wildly in the his wife and sons. 7.
 d. small, tiny yard. Father drove Everytime Fire’s mother
them away. However,the dogs ran sent rain to earth, Fire
towards the patch of had to leave his wife. 8.
vegetables where they continued Fire’s wife pretended to
lunging at each be drowning and asked
other. for help
Problem____________________
Solution
J.additional activities for application or Write three pairs of words that suggest Direction: For each passage below, Write in paragraph form the Direction: Read the following
remediation similar meanings and write the problem and organized ideas above observing sentences. Identify whether the
another three pairs that express solution under the proper column the proper indention and correct given statement expresses
opposite meanings. Use them in 1.Jonh didn’t know capitalization permission or request.
meaningful sentences what to take to school 1. Could you turn off the
for “Show and electricity if not in use?
Tell”. He asked his 2. May you handle this thing for
mother for an idea. me because it is too heavy?
She suggested to 3. Can I join in the in the stage
take the ribbon his play, mother?
dog won at the pet 4. Could you allow me to attend
parade. our batch reunion?
2.Emily knew she had 5.Can you give me an extra
to get to school on money for the groceries
time, but her mother
said she couldn’t
drive her. Emily
decided to leave
early and walk
to school.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
the evaluation next objective. objective. next objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by answering the questions asked
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. by the teacher.
 teacher. teacher. the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used despite of limited resources
their work on time. work on time. their work on time. by the teacher. used by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. finished their work on time.
behavior. behavior. behavior. ___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson lesson lesson the lesson the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
which my principal or supervisor can require remediation require remediation require remediation require remediation to require remediation
helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and ___Bridging:Examples:Think-
charts. charts. charts. anticipatory charts. pair-share,quick-
writes,andanticipatorycharts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: __Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects.
___Contextualization:
___Contextualization: ___Contextualization: ___Contextualization:
___Contextualization: Examples: Demonstrations,
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
media, manipulatives,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations,
repetition, and local
opportunities. opportunities. opportunities. media, manipulatives, repetition, opportunities.
and local opportunities.
___Text Representation:
___Text Representation: ___Text Representation: ___Text Representation: Examples: Student created
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation:
drawings, videos, and games.
videos, and games. videos, and games. videos, and games. Examples: Student created ___Modeling: Examples:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. Speaking slowly and clearly,
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: modeling the language you want
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly, students to use, and providing
 and providing samples of student providing samples of student work. and providing samples of student modeling the language you want samples of student work.
work. work. students to use, and providing Other Techniques and
Other Techniques and Strategies used: samples of student work. Strategies used:
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies ___ Explicit Teaching
used: ___ Group collaboration used: Other Techniques and Strategies ___ Group collaboration
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: ___Gamification/Learning
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching throuh play
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration ___Answering preliminary
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh activities/exercises
activities/exercises ___ Diads ___ Answering preliminary play ___ Carousel
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___ Diads
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises ___ Differentiated Instruction
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel ___ Role Playing/Drama
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Discovery Method
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction ___ Lecture Method
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama Why?
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Complete IMs
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___Availability of Materials
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___ Group member’s
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials collaboration/cooperation
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn in doing their tasks
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s ___Audio Visual Presentatio of
___ Audio Visual Presentation in doing their tasks collaboration/cooperation the lesson
of the lesson ___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation
of the lesson

Prepared by:

RICO S. EPISTOLA
Adviser

Checked:

EDUARDO B. FERNANDEZ, PhD