School: KATAASAN ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12
Teacher: MRS. KAYE M. CAOLE Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: JANUARY 20-24, 2020 (WEEK 2) Quarter: 4TH Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Distinguish text-types according to features (structural and language) – Enumeration
A. Content Standards The learner…
listens critically to different text types; expresses ideas logically in oral and written forms;
B. Performance Standards The learner…
demonstrates interest in reading to meet various needs.
C. Learning 1.Restate sentences heard in one’s own 1.Identify different meanings of content Distinguish text-types . Use compound sentences to Infertarget audience
Competencies/Objectives words. specific words (denotation and according to features show cause and effect. EN5VC-IVb-
Write the LC code for each 2. Use appropriate facial expressions. connotation) (Science) (structural and language) – 2. Show tactfulness when 3.7/Page 76 of 164
3. Observe politeness at all times. EN5V-IVa-20.1 Enumeration communicating with others
EN5LC –Iva-3.11 EN5V-Iva – 20.2 2. Read aloud grade level .EN5G-IVa-1.8.1
EN5OL-Iva-2.6.1 Page 76 of 164 appropriate text with an EN5VC-IVa –3.7
EN5A-Iva-16 accuracy rate of 95 – 100%. EN5A-Iva-17
Page 76 of 164 3. Take down relevant notes. Page 76 of 164
EN5RC-IVa-3.2.8
EN5F-IVa –1.6
EN5SS-Iva-1.8
Page 76 of 164
II. CONTENT 1.Restating Sentences Heard in One’s Own Identifying Different Meanings of Content 1.Distinguishing Text-Type 1.Using Compound Sentences : Inferring Target Audience
Words. Specific Words (Denotation and According to Features to Show Cause and Effect
2.Using Appropriate Facial Expressions. Connotation) (Science) (Structural and Language)
–Enumeration
2.Reading Aloud Grade Level
Appropriate Text with an
Accuracy Rate of 95-100%.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2
pages
2. Learner’s Material LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2
pages
3. Textbook pages

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Flashcard,Charts,Pictures,dictionary Flashcard,Charts,Pictures Flashcard,Charts,Pictures Flashcard
Pictures, Charts, flashcards, emoticons Video Clips (Youtube) Projector/laptop Website/Internet (Youtube) Charts
Dictionary Pictures
(different facial expressions) Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
IV. PROCEDURES
A. Reviewing previous Let the pupils observe the picture below. Review different facial expression Connotation and Denotation Distinguishing text-type Cause and Effect
 lesson or presenting Ask them to study the emotions expressed
the new lesson on it. Ask:.Can you imitate the
expressions?

B. Establishing a purpose for Let them analyzed the picture B. Ask: Look at the picture below Show the chart of text type on Ask the pupils the following questions:
the lesson What is the vet doctor told to the child? the board.  What is inferring?
Can you restate the words? What is Ask: Do you know what is a  What is target?
paraphrasing? text type?  When we say “audience”, to whom do
Let the pupils give their we refer it?
What is in the first picture? Second picture? opinions about text type. Say: Look at the picture and
What is the difference between the two Say :The phrase ‘text type’ is a answer the following
pictures way of classifying and defining questions:
different types of language 1. What happened to the boy?
interaction, both spoken and 2. Why do you think the boy
written.It refers to the fell on the ground?
purpose of a text and the 3.What do you think the
way it is written. reasons why the boy fell on
the ground?
C. Presenting At the end of this lesson, you will be able Today, we’re going to learn the different At the end of the lesson, you Tell the pupils that at the end At the end of the lesson, pupils are able to infer the
examples/instances of the to restate sentences heard in your own meanings of content specific words will be able to distinguish text- of the lesson, they will learn to target audience.
new lesson words and use appropriate facial (denotation and connotation). type according to use compound sentences to
expressions. features show cause and effect and be
Show the faces again to the pupils (structural and language); read tactful in communicating
aloud grade level appropriate others
text with an
accuracy
rate of 95 – 100%
and take down relevant notes.

D. Discussing new concepts B.Explaining the students what to do: B.Explaining the students what to do B.Explaining the students what K.Explaining the students what 2. Explaining the students what to do
and practicing new skills 1.Ask the pupils to point out what the two to do. to do Let the pupils study the picture. Discuss with them
#1 1.Tell the pupils that they are going to words’ definitions have in common .. 1..Show the power point 1.Present the chart on the how to infer target audience.
listen to a short story afterwards, the will Continue the comparison and contrast of presentation about the topic. board. Ask the following questions:
answer the comprehension check –up the two words until they come up with ..\TEXT TYPS.ppt 2.Ask pupils to study what is - What is inferring?
below the story at “Find and Learn” which word has the positive and negative 2..Discuss and explain to the written in the chart. - What is target?
2.Teacher reads the short story. Pupils will meanings, then introduce the denotation pupils the text type according Compound sentences are - Who should be the audience?
listen. and connotation. to features(structural and made up of two simple - What are the key aspects would have
3.Call volunteer/s to restate sentences sentences connected by a been chosen to appeal on the target market?
heard on his own words. coordinating conjunction.
language).Refer
4.Ask: What values you should observed These conjunctions are also
pupils at “Think and Tell”
during listening to a story and class known as FANBOYS:
discussions? F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S– So
 Cause is the reason why
something happens.
Effect is the result when
something happens..
Compound sentences show
cause and effect.
a.What is a compound
sentence?
b.What is cause? Effect?
c.FANBOYS is an acronym for
the coordinating conjunction,
what does it means?
E. Discussing new concepts C.Modeling for Students 2.Modeling for students: C.Modeling for Students 3.Modeling for Students 3.Modeling for Pupils
and practicing new skills Teacher will read sentences. Tell the pupils that they will watch a video Let the pupils answer the a.Ask pupils to analyze the 1.Show the video clips to the pupils. ..\Inferring
#2 1.Pupils will restate sentences heard on clips about denotation and connotation. exercises on “Find and Learn” . sentence in flashcards. Audience (1).mp4
his/her own words and has (using the Remind them to observe the standard rules What is compound sentence? 2.Have them answer the exercises given in “Try
facial expression). in watching or viewing video clips, What is cause and effect? and Learn”
2.Ask :Restate the sentences heard on 3.Viewing video clips about denotation and How are you going to write a
one’s own words and give the facial connotation compound sentence with
expression/s based on the feeling/s cause and effect relationship?
expressed b. Explain :
a.His father became worried when she The product was rated poorly
didn't hear from him for two days. because it was below the
_______ standard.
b.Juan is quite shy so he doesn't like What happened? The product
talking to people he doesn't know. was rated poorly. That is the
_______ effect.
c.A year after being fired from his job, Why did it happen? It was
Marvin is still very bitter. He has a lot of below the standard. That is
resentment towards his former boss. the cause.
__________ What kind of sentence
d.Even though I am accustomed to according to structure is the
traveling for business, I still get homesick if sentence above? That is a
I am away from my home for more than a compound sentence.
week. __________ Here is another sentence.
e.Junie is absolutely furious!! I cannot The guests stopped talking
believe that my dog chewed my favorite when the president entered
shoes. Now they're ruined! ____________ the hall.
What happened? The guests
stopped talking. That is the
effect.
Why did it happen? The
president entered the room.
That is the cause.
Connectors such as because,
for this reason, that is why, so,
therefore, for, and since can
be used to show cause-and-
effect relationships.
A cause-and-effect
relationship describes
something that happens and
explains why it happens.
Compound sentences are
made up of two simple
 sentences connected by a
coordinating conjunction.
These conjunctions are also
known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S – So
Compound sentences show
cause and effect relationship
Another example:
My daughter got
sick so we had to cancel our
trip.
My daughter got sick
We had to cancel our trip.
Two sentences connected with
conjunction so to form a
compound sentence.
My daughter got sick so we
had to cancel our trip.
Cause conjunction
Effect
Give your own examples of
compound sentences that
show cause and effect
relationship.
c.Teacher will give more
examplesof compound
sentence and let the pupils
identify the cause and effect.

d.Encourage the pupils to give

their own examples of
compound sentences.

F. Developing mastery D.Guided Practice: 4.Comprehension Check-up: D.Guided Practice 4.Guided Practice 4. Guided Practice
(Leads to Formative a.The teacher will show the a.What is denotation? Give Below are eight Encircle the two ideas Group Activity
Assessment 3) flashcard with sentence/s. The examples of denotation. different text types expressed in a The teacher will group the pupils into
teacher will call someone to b.What is connotation? Give and the purpose of compound sentence four. Each group will be given an
read the sentence/s. Then the examples of connotation. those texts, but they then underline once envelope containing pictures of
pupil who read the sentence/s c.Using Venn’s diagram, give the are mix up. Decide the cause and twice different commercials or TV ads. They
will call another pupil to restate comparison or contrast of the what the purpose of the effect. will infer who the target audience in
the sentences on his/her own word denotation and each text type is and a.The dog barked at each pictures.
words and use/ show the connotation drag it to the correct me because she was Let them give the following date:
 appropriate facial expressions text type to the left. hungry.
stated on the sentence/s. (See Match the items on b.It was my mom’s Target audience:
Do and Learn) the right to the items birthday today so I _______________________
on the left. make her a card. Age:
c.She didn’t sleep well _______________________
last night so she feels Gender:
weak today. _______________________
d.All her clothes were Interest:
dirty because her _______________________
mother did not
washed their clothes.
e.Arnold dives in
swimming pool and his
head bump near the
side of the pool.

G. Finding practical E.Group Activity: The teacher will guide the pupils E.Group Activity 5.Group Activity 5. Independent Practice
applications of a.Group the pupils into four (4). in answering the exercises on Exercise 1.Say: Look at Directions: Group the Directions: Infer the target audience.
concepts and skills b.Explain the directions of the LM. the sentences below, pupils into four. Let Match the words in column A to the
in daily living activity. Look at the examples of identify their text type them do the assigned words
Follow the directions carefully denotative and connotative and write these in the activity for their group in column B.
Game 1- Guessing Game: Each meanings of words. column on the right. Group the pupils into A B
member in the group will take Choose inside the box the word Complete this column four. 1. Seminar/Training Workshop of
part in showing the facial being referred by the denotative before saying your Group I will answer Teachers in Math a. Carpenters
expression without saying the and connotative meaning. Write group’s yell.Each activity A. 2. How to Make a House
name of feeling or emotion your answer on the first column. group will read Group 2 will answer b. Bakers
being expressed. The other D.Group Activity:: aloud their activity B. 3. Making Pastries, Cakes and Breads
members of the group will 1.Organize the class into small answer. Group 3 will answer c. Teachers
guess the name of groups or teams with no more activity C. 4. Snow White and the Beast
emotion/feeling shown true than five members in each Group 4 will answer d. Men
facial expressions. At the signal group. Then hand each group a activity D. 5. Wrestling e.
of the teacher, the guessing blank “Connotation and Refer to LM. Little boys and girls
game will start. Denotation Chart”
Game 2 – Restate the sentence 2.Explain to the groups that they
heard. The group will fall in line. will complete the Connotation
Each group will choose their and Denotation Chart.
leader. The leader will pick a They may use their dictionary to
folded paper and read silently find out the meaning/s of the
what is written on it. After words.
reading what is written , he/she
will whisper it to the first
member in the line. Then the
 second will whisper it
othermember behind him/her
until all the members in a group
having heard the sentence
being whispered. The last
member will go in front of the
class to restate the sentence
heard and shows on the facial
expressions expressed in the
sentence. The group with
correct statement and facial
expression will be given a point.
H. Making What have you learned from Ask the pupils about what they What have learned Ask: What have you Ask the pupils about what they have
generalizations and today’s lesson? Let the pupils have learned from today’s from today’s lesson? learn on todays’ learned from the topic. Have them
abstractions about do “Talk about it” and “Write lesson. (Game ) Pupils will lesson? Ask the pupils answer the “ Talk about it”
the lesson about it”. Let them do the exercises at “ pass a ball while to answer the activity
Ask : Read the pointers to Talked about it” and “Write singing a song. When at “Talk about it “ and
remember. about it” the song stops, the “Read and Write”
one who holds the ball
will give what he/she
learned from the day’s
topic.
Different text types
Text types as to
structures
Text types as to
language
I. Evaluating learning H.Evaluation: F.Evaluation: Directions: Give the 8.Evaluation 7.Evaluation
Restate the sentences heard on Identify the meaning of words if meaning of the Directions: Do the Pupils will be asked to do the
one’s own words. Draw it is a connotation, write C, and if following text type. following activities: following activity:
appropriate facial expressions it is a denotation, write D. Write Write your answer on Activity 1: Read the 1. Think of a commercial or TV
after the sentences. your answer on the blank. the box opposite of compound sentence Ads you like. Answer the date below:
1.Grandpa was very proud of 1. Green the words silently.
me when I got a promotion at _____ a. Mommy, please buy TEXT TYPE Activity 2: Write five Name of commercial/TV Ads :
work. He took me out to dinner me a green apple.. MEANING (5) compound _________________________
to celebrate. ______b. Lino is not a good boy, Refer to Lm sentences. Underline Target Audience:
2.I'm a little doubtful about many of his classmate .don’t once the cause and __________________________
whether to get married or not.. want him in their twice the effect . Age:
3.We are delighted that you will group. Encircle the __________________________
be coming to visit us. It will be He is green minded.. conjunction used in Gender:
so nice to have you here. 2.Snake the sentence ___________________________
4.After waiting in line for an _____ a. Lito saw a big snake in Interest:
 hour at the bank, the woman their backyard. ___________________________
grew impatient and left. _____ b. Mario is a snake. He
5.They were shocked to learn pretends to be a good boy. He 2. Watch a television commercial at
that their beloved neighbor, guide his friends ‘ things home or find an ad in a newspaper or
Miss Ann, had stolen their ca but when they were not magazine
around, he get something in Then , write one paragraph describing
their bags. the ad, making an inference about
3.Cool who the target audience and
______a. The weather is explaining why they think such.
verycool.
______b. I like your haircut. It is
very cool.
4.Cheap
______a. Linda goes with
different man that’s why she is
being called cheap.
______b. The dress in the store
is cheap.
5.Rats
______a. Rats lived in a dark
places.
______b. Rats! I left my pocket
book in the car
.
J. Additional activities Ask the pupils to do the Ask the pupils to answer the Ask pupils to answer Let the pupils do the
for application or directions on “Read and Learn activities under “Learn some the work sheet on activity at “ Learn
remediation “and “Find and Learn”. more “and “Read and Learn” learners’ manual. some more” Encircle
Tell :To help you better the two ideas
understand the expressed in
concept of text types compound sentences
try to match the then underline once
examples of particular the cause and twice
texts on the right with the effect.
the text types on the
left by connecting
them to the correct
text type.
V. REMARKS
VI. REFLECTIO
N
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?