Detailed Lesson Plan in English

Grade: 5
Quarter: Fourth Week: 1 Day: 1_

I. OBJECTIVES The learner

A. Content Demonstrates understanding of text types in order to construct
Standards feedback
B. Performance Uses linguistic cues to effectively construct meaning from a
Standards variety of texts for a variety of purposes
C. Learning Restates sentences heard in one’s own words
Competencies (EN5LC-Iva-3.11)
Uses appropriate facial expressions (EN5OL –IVa-2.6.1)
II. Content Restating Sentences in One’s Own Words
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2.Learner’s Joy in English 5, p. 270 -271
Materials Pages
3. Textbook Pages
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing Activity: Pass the Message
previous lesson or
presenting the Mechanics:
new lesson 1. Teacher shows the message in the paper to the leader of each
group.
2. Leader whispers the message to the co-member
3. Member will pass the received message to the next
member up to the last one.
4. Last member will write on the board the message he/she
got.
The group that will write correctly the message wins.

B. Establishing a Listening is very much important in restating a sentence. The

purpose for the need to understand the message conveyed by the
lesson speaker matters. Using the appropriate facial and vocal
expressions in restating facilitate meaning behind the
message you want to convey. Today you will be restating
sentences heard and applying the needed expressions in
relaying this.
C. Presenting Prompt question:
examples/instan ces What do you get after staying under the sun for hours?
of the new lesson Teacher reads “Harold’s Report”
Radiation: Good or Bad
Skin sunburn is caused by the ultraviolet rays of the sun.
Ultraviolet rays are part of the light which come from the
sun. Sunlight is essential to life on Earth. But the ultraviolet
 rays of the sun can cause sunburn because of radiation.
Radiation can also damage a person’s genes and transmit
undesirable or harmful traits to the person and his or her
offspring.
Knowing the bad effects of radiations, it is up to us to
protect ourselves from it. For example, we should avoid
staying under the sun for long periods of time.
Even if radiation can do some harm to people, it has
contributed a lot in the field of medicine.
Radiation consists of infrared rays, light rays, ultraviolet
rays, x-rays and gamma rays. These kinds of radiation are
used by doctors to produce photographs of the bones and
organs of the human body. Dentists also know if the teeth
have cavities through the use of x-ray.
As long as we know how to avoid too much radiation, it
will do us more good than harm.

Questions: .
1. What is the report about?
2. What does it say about skin sunburn?
3. How does radiation harm the skin?
4. How can you protect yourself from it according to the
report?
5. Did you use the exact word/s in giving the answers to the
questions?
6. How did you restate the answers in your own
words?

Restating a sentence or ideas heard in your own words is not just

changing or substituting a word or words. The need to understand
the meaning of that sentence or passage matters. You can take
note of important words which will guide you in coming up with
a restated sentence or idea.. The rules in changing direct discourse
to indirect will also be helpful. Facial and vocal expressions
facilitate also in communicating to your audience when
restating is done
orally.
D. Discussing new Teacher plays some lines in the song “Yesterday’s Dream.”
concepts and Learners listen and give their understanding on the selected lyrics.
practicing new
skills #1. Excerpt … We have the yearning to do what is best
Be someone special from all the rest
Nation and brothers in unity
Building tomorrow for you and for me

E. Discussing new Advance Average

concepts and Group of children will listen to Group of children will restate in
practicing new a procedural text and will their own words
skills #2. restate this in their own words
1. quotations
orally.
 Suggested:
To be read by the teacher
How to Make a Layered Time is Gold
Water Filter Youth is the Hope of the
Motherland
1. Use an empty two-liter
plastic bottle
2. Cut off the bottom of the 2. lines from poems…
bottle. Cut two holes on sides
Treesby Joyce Kilmer
to hang the bottle on a rope.
3. Make a hole in a cap. Make I think I shall never see
this hole about ¼ inch or 1.2 A poem lovely as a tree
cm wide. A tree whose hungry mouth
4. Place a gauze or a coffee is prest
Against the sweet earth’s
filter on the inside of the bottle.
flowing breast.
This forms the first layer.
5. Follow with charcoal
layer. Place charcoal on top of
the coffee filter.
6. Add a layer of sand.
7. Add a layer of gravel.
8. Repeat the last two layers
for good measure. Be sure that
the topmost layer is
gravel.

F. Developing Listen as I read the text twice. Then, restate it in your

mastery (leads own words.
to formative
assessment ) How to Mold a Sculpture
First, clean the clay by getting rid of the bits of sand and dirt
from it. Then, add or remove water from the clay if
necessary. If the clay is too wet, it will not mold a shape.
And if it is too dry, it will not be flexible enough to mold.
Next, begin to shape the clay into something-with your bare
hands or with tools. Roll and push clay into shapes or pull
off and stick back on different places. After the clay has
been molded, put it into a kind of oven to be fired. Then,
build a fire. As the fire slowly gets hotter and hotter, water is
baked out of the clay. Sooner or later, the clay dries up and
becomes hard with a new shape. Remove it from the oven,
and let it cool. Afterwards, you may paint it or put some
designs of your choice on it.

G. Finding Practical Why is there a need to restate a sentence? (…

application of clarity and emphasis purposes)
concepts and
skills in daily Cite instances where restating is very much important. (…
living relaying a message, information dissemination…)
H. Making How do you restate sentence/ideas heard?
generalizations and
abstractions about
the lesson
I. Evaluate learning Teacher reads a press release. Restate the first paragraph in your
own words.

Public school teachers to receive World Teachers’ Day

Incentive Benefit

By DepEd Published on September 21, 2019

PASIG CITY, Sept. 21 -- As a show of gratitude for the hard

work and commitment to develop and nurture the country’s future
leaders and nation builders, the Department of Education (DepEd)
shall grant the World Teachers’ Day Incentive Benefit (WTDIB)
of P1,000 to all public school teachers who are in service at the
Department as of September 30, 2019.

The amount shall be given to each entitled public school teacher

not earlier than October 5 of this year. The incentive was made
possible through DepEd Special Provision No. 12 under Republic
Act No. 11260 (General Appropriations Act of Fiscal Year 2019,
or “An Act Appropriating Funds for the Operation of the
Government of the Republic of the Philippines from January One
to December Thirty-One, Two Thousand Nineteen and for Other
Purposes).

Not eligible for the WTDIB are public school teachers who fall
under any of the following circumstances: a. Those who are on
absence without leaver (AWOL) as of September 30, 2019; b.
Those who are no longer in service as of September 30, 2019; c.
Those who are found guilty of any offense in connection with
their work from September 30, 2018 to September 30, 2019; and
d. Those who will be hired after September 30, 2019.

-www.pia.gov.ph

Rubrics in Restating the Paragraph:

CRITERIA (5) (3) (2)
Important All important Some Only one
Details details are important important
present. details are detail is
present. present
Restatement Restated the Restated Did not
of the paragraph some words restate the
Paragraph correctly. only. paragraph./
Copied the
paragraph.
 J. Additional
activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A.No. of learners who
earned 80% on the
formative
assessment.
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
learner’s 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 material/s did
I use/discover
which I wish to share
with other?
 Detailed Lesson Plan in English
Grade: 5
Quarter: Fourth Week: 1 Day: 2_

I. OBJECTIVES The learner

A. Content Demonstrates understanding of text elements to comprehend
Standards various texts
B. Performance Uses knowledge of text types to correctly distinguish literary from
Standards informational texts
C. Learning Distinguishes text-types according to features (structural and
Competencies language) –EnumerationEN5RC-IVa3.2. 8
Reads aloud grade level appropriate text with an accuracy rate of
95 – 100% EN5F-IVa-1.6

II. Content Distinguishing Text-types according to features (structural

and language) –Enumeration
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s Joy in English 5, p. 273-274
Materials
Pages
3. Textbook
Pages
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing Activity: Word Finder/Formation (Group
previous lesson or of 3)
presenting the new Mechanics:
lesson 1. Players in every group write as many words as they can from
the presented word within 10 counts. They can form words by
arranging the letters or as they appear.
2. Next player will do the same but this time with a new
word
3. The last player will do the same.

The group with the most number of correct identified words wins.
Suggested words: acknowledgement, personification, transitional,
compliment…)

B. Establishing a Today, we will study another text type – enumeration. We will

purpose for the find out how it differs from the other text types that you’ve
lesson learned already. But before we discuss about it, youfirst read
aloud this paragraph.
C. Presenting
examples/instanc es (Learner reads aloud grade level appropriate text with and
of the new lesson accuracy rate of 95 – 100% EN5F-IVa-1.6)

Teacher presents rubric in reading aloud.

Criteria/ 95-100% 94-90% 85-89%
Score
Volume There was variation. Loud enough for Can be heard but It
decreases and everyone to hear not loud enough
increases for
emphasis
Fluency Flowed faster or Smoothly done Stopped now
slower depending on and then to work
what I needed on a word
Clarity Pronounced the 1-2 words were 3-4 words were
words correctly mispronounced mispronounced
making it affecting the clarity making it hard to
understandable in the delivery understand
Groups are given time to pre-read the material.

The Hertzsprung –Russel Diagram shows the three very

different types of stars. The first type is called the Main
Sequence which includes the sun. These stars are fuelled
by nuclear fusion, converting hydrogen into helium. The
hotter they are, the brighter they become. They last for
about five billion years. The second type includes the
supergiants. As they reach old age, they deplete their
hydrogen supply. Their core contracts as their outer layers
expand. Eventually, they will explode becoming nebula or
supernova, then white dwarfs, neutron stars or black holes.
Third, smaller stars consequently become white dwarfs,
shrinking and depleting their nuclear fuels, finally becoming
cold, dark black dwarfs.

Questions:
1. What is the paragraph about?
2. What are the different types of stars?
3. How were these introduced?
4. In what kind of paragraph are the words usually used?

An enumeration paragraph or text lists the kinds, characters,

classes, types, parts, ways and groups of a thing or subject.
Transition/signal words used to show enumeration are the
following, in many ways, such as, first, or one, second, or
next, and so on. These are called
enumeration.
D. Discussing The teacher presents paragraphs and asks learners to identify the
new concepts enumeration paragraph. Thelearner explains why.
and practicing
new skills #1. 1. The Earth’s surface is constantly changing through slow
processes that we don’t usually see. One is erosion. This
has worn away rocks and mountains over millions of years,
caused by air, water, and wind. Another change is caused
 by earthquakes that originate deep inside the planet. More
sudden and violent than erosion, an earthquake results
when strains between Earth’s plates produce shock waves.
And the third process results when molten rock –forming
material called lava, escapes onto the surface through gaps
in the crust. What we experience is volcanic eruption.

2. Water shortage is becoming a serious problem in the city

because of the growing population. That is why the city
government has to take concrete steps to address it. One
solution is to make more water available through recycling.
The building of more desalination plants may be done but it
is very expensive. Another solution that the city officials are
doing now is educating the people so they do not waste
water. Meanwhile, there is also a move of the government
to protect existing water supplies from being polluted. There
are some more ideas to help solve the problem, but maybe,
the ultimate solution is that everyone must become actively
involved.

3. As a grade five pupil, Emmanuel was already self-

motivated and directed in many ways. He would assist his
mother in some household chores and some errands. On
days when there would be no classes, he would go with his
father in the farm, and would pasture the carabao to the
fields. On weekdays, he would burn the midnight oil working
on his assignments and studying his lessons.

Teacher facilitates learners in explaining why. ( by

enumerating the characteristics/guidelines in writing one)
(…deals with a topic, sufficient information, enumerate types,
classes of a topic, discussion of each category/type)

B. Using the identified enumeration paragraph/s above, organize

it/them in the graphic organizer below. You may add boxes if
needed.

General Subject

Way Way Way

Transition/Signal Words

E.Discussing new Advance Average

concepts and Write a paragraph enumerating Organize the sentences to form
practicing new your actions in preparing for a an enumeration paragraph or
skills #2. typhoon. text.
 A. Now you can see them
often reading books during
their free time in school.

B. First many of them

planned to work harder in their
studies that you would see
them often in the library

C. Inspired by the poem

“Dreams,” the grade five class
started to carve their dreams
that they promised to achieve
even if it could take them lot of
struggle.

D. Next, a few of them

begged their parents to provide
them Internet at home so they
could research.

E. Lastly, most of them if not

all, swore to be more bookwise
rather than gadgetwise.

F. Some resolved not to miss

a single assignment that very
day, there was a hundred
percent with assignment.

(Answer: C, B, F, D, E, A)

F. Developing
mastery (leads to
formative
assessment )
G. Finding Aside from the activity on word formation/finder, when else
Practical can we use enumeration?
application of
concepts and
skills in daily
living
H. Making How do you distinguish an enumeration paragraph
generalizations from the other text types?
and abstractions
about the lesson
I. Evaluate Tell whether the text is an enumeration paragraph or
learning not.

(1) Birds come in all shapes and sizes, but they all have
 wings and feathers. The ostrich is the largest bird. It can weigh
more than 150 kg. The smallest bird, the bee hummingbird,
weighs about 1.8 grams.
(2) All birds lay eggs. Most are busy parents who work hard to
rear their young. Some lay their eggs in other birds’ nests for
foster parents, to rear. Other birds bury their eggs and leave them.
Most birds are wild but some, such as chickens, ducks and
pigeons have been domesticated.
(3) Balinsasayaw or swiftlet birds attach their nest in the walls
of caves. Hunters collect their nests for edible soup purposes.
With this the number of the birds dwindles.
(4) Not all birds can fly. Ostrich is known as flightless bird.
There are over 60 existing species including the well-known
ratites and penguins. The smallest flightless bird is the
inaccessible island rail.
(5) The bird’s beak or bill tells what the bird eats. Pointed beaks
usually feed on seeds. Birds with elongated beaks feed on insects.
Storks or spoonbills have long beaks with different shapes,
adapted to search invertebrates at the bottom of ponds and
marshes.

G. Additional Write a paragraph based from the graphic organizer below.

activities for
application or Meteorites
remediation

Stony Iron Stony-iron

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
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 learner’s
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 material/s
did I use/discover
which I wish to share
with other?
 Daily Lesson Plan in English 5

Grade: 5
Quarter: 4 Week : 1 Day : 3

I. OBJECTIVES
A. Content Demonstrates a command of the conventions of standard English
Standards grammar and usage when writing or speaking
B. Performance Speaks and writes using good command of the
Standards conventions of standard English
C. Learning Use compound sentences to show cause and effect
Competencies EN5G-IVa1.8.1
II. Content Using Compound Sentences to Show Cause and Effect
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages

2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English 5, pp.276-277
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning Resources

IV.PROCEDURE:
A. Reviewing Say: Study the sentences below. Find out what they show or
previous express.
lesson or 1. Maria eats junkfoods everyday so she got sick.
presenting 2. Some cities were flooded for it rained very hard
the new yesterday.
lesson
Ask: What relationship do the sentences show? What is the
cause in the first sentence? What is the result? How are the
ideas connected?

What is the cause in the second sentence? What is the

result? What connects the cause and effect ideas?

What kind of sentences are they according to structure or

form?
B. Establishing Say: Today, you are going to learn about using compound
purpose for sentences to show Cause and Effect relationship.
the Lesson
C. Presenting Let the pupil read the paragraph below.
examples/in
stances of the Earth Needs Help
new lesson
The earth has provided us with everything that we need- food,
water, shelter, fresh air, and many other things to help us live a
wonderful life on this planet.
However, in exchange of all these nature’s gifts was
destruction and extinction.
Many people have burned forests so they can have place to
build their houses and businesses. Seas have become polluted
with plastics, therefore, aquatic animals are becoming
endangered. Wildlife animals are loosing their homes too, for
some people have cut trees that caused deforestation.
Now, the planet which helped us live a wonderful life is in
danger. The planet that provides us with everything that
we need needs your help. Earth needs help!

D. Discussing Ask:
new 1. What was the paragraph all about?
concepts and 2. What did you learn from the text that you have
practicing read?
new skills 3. Can you identify compound sentences from the text
#1. which show cause-and-effect relationship?

Answers:
- Many people have burned forests so they can have place to
build their houses and businesses

- Seas have become polluted with plastics,

therefore,aquatic animals are becoming endangered.

- Wildlife animals are loosing their homes too, for some people
have cut trees that caused deforestation.

* The teacher may also let the pupils identify the sentence that
show the cause and effect, and conjunction used in each
sentence to connect the ideas.

E. Discussing Ask:
new What is a compound sentence?
concepts and What coordinating conjunctions are usually used to show
practicing cause-and-effect relationship?
new skills
#2 (A Compound Sentence has at least two independent
clauses that have not related ideas. The independent clauses
can be joined by a coordinating conjunction FANBOYS –
for, and, nor, but, yet, so. To show cause- and-effect
relationship in a compound sentence the conjunctions so,
for, and therefore may be used.
F. Developing THINK-PAIR-SHARE: Use a compound sentence to show the
mastery cause-and-effect relationship in each pair of pictures.
(leads to
formative
assessment
3)

Sentence:

Sentence:

G. Finding Teacher: Today, you have learned how to use compound

practical sentences that show cause-and-effect relationship. Aside from
applications this, what other things can we learn from this lesson that we
of concepts can apply in our daily life?
and skills in
daily living If we do bad things, what are the possible results or effects?
If we do good things, what then usually happens?

H. Making What are compound sentences?

generalizati What conjunctions can we use to show a cause-and-effect
ons and relationship?
abstractions
about the
lesson
I. Evaluate SHORT QUIZ: SHORT QUIZ:
learning Write compound sentences to show Complete each compound
cause-and-effect relationship on the sentence to show cause-
following ideas. Use any of the and-effect relationship.
following conjunctions
(FANBOYS) or semicolon. 1. Ana exercises
regularly so
1. travel – learn
2. forest fire – homeless wildlife .
3. kindness – gaining friends 2. Pedro saves money
4. air pollution – sickness everyday so .
5. review well – pass the test 3. Too much plastic is
used nowadays, therefore, .
4. Carlo got sick,
 therefore .
5. I want to win the
contest for .

V. REMARKS

VI. REFLECTION
A.No. of learners
who earned 80%
on the formative
assessment.
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
learner’s 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
material/s did I
use/discover
which I wish to
share with other?
Appendix A. (THINK-PAIR-SHARE ACTIVITY)
 Daily Lesson Plan in English 5

Grade: 5
Quarter: 4 Week : 1 Day : 4

I.OBJECTIVES
A. Content Demonstrates an understanding that words are composed
Standards of different parts and their meaning changes depending on context

B. Performance Uses strategies to decode the meaning of words

Standards
C. Learning Identify different meanings of content specific words
Competencies (denotation and connotation) (Science)
EN5V-IVa20.1
EN5V-IVa20.2
II. Content Identifying Different Meanings of Conten Specific Words
(Denotation and Connotation) (Science)
III. Learning
Resources
A. References
1.Teacher’s
Guide Pages
2.Learner’s
Materials
Pages
3.Textbook Joy in Learning English 5
Pages
4.Additional
Materials from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
IV.PROCEDURE:
A. Reviewing The teacher shows pictures of the following and have the
previous lesson or pupils guess the word.
presenting the new
lesson 1. hurricane
2. ocean
3. warm
4. rain
5. flood

* Afterwards, let the pupils or any representative look for the

definition of the given words from a dictionary.
(possible answers:)
* hurricane - a destructive storm with very strong winds
* ocean - the salt water that covers much of the Earth’s surface.
* warm - somewhat hot; not cool or cold
* rain - water falling in drops condensed from vapor in the
atmosphere.
* flood - a large amount of water covering an area of land
B. Establishing TEACHER: Today, you are going to learn how to identify
purpose for the connotation and denotation meanings of some content- specific
Lesson words in Science
C.Presenting Let the pupils read the following sentences.
examples/instance s 1. Going through the interview was like walking inside a
of the new lesson hurricane.
2. Grandma’s garden was like an ocean of beautiful
flowers.
3. The pupils gave their new teacher awarm welcome.
4. We pray for abundant blessing to rain on us this
year.
5. The market was flooded with so many people who
are preparing for their Christmas celebrations.
D.Discussing new QUESTIONS:
concepts and 1. What do the underlined words in each sentence
practicing new mean?
skills #1. 2. What can you say about their defnitions?
3. Is it different from the meanings we have previously
discussed?
4. How do we call those meanings that you got from the
dictionary?

TEACHER:
The literal or dictionary meaning which we first did with the given
words is called Denotation, while the ones used in the sentences
above are Connotations. This refers to the emotional suggestion
or other related meaning attached to
the word.
E.Discussing new
concepts and
practicing new
skills #2
F.Developing mastery GROUP ACTIVITY: “Put your hands together!”
(leads to formative
assessment 3) Let the pupils identify if the underlined word in each sentence
shows denotation or connotation. Every group will have to show
their answer by joining and arranging their hands to form a letter
D (for denotation) or C (for connotation).

1. Plants cannot manufacture their own food without

sunshine - D
2. We plant a fruit tree in our community every year. - D
3. Good friends are sunshine that makes me happy when I’m
sad. - C
4. Maria looks like a flower with her beautiful face and
graceful movement. - C
5. Our eyesare very important. They help us see the beauty of
our surroundings. - D
6. Our teacher tries her best to plant in us the love for truth and
perseverance. - C
7. Toni is the eye of the Task Force. He spies suspicious
happenings and investigate further. - C
8. Anthony is the brain of our team. He plans and thinks of
 strategies to make our project successful. - C

9. Sampaguita is one of the flowers native in the

Philippines. - D
10. Our brain is considered as the center of the nervous
system. It controls all the other parts of the body. - D
H. Finding Ask: Why is it important to identify if a word is a denotation or a
practical connotation? What may happen if you misunderstood a meaning
applications of a given word?
of concepts
and skills in
daily living
I. Making Ask:
generalization s How do denotation and connotation differ from each other?
and
abstractions
about the
lesson
J. Evaluate learning Short Quiz: Identify the different meanings of the underlined
content specific words in Science. Write the letter of the correct
answer from the box.Then, tell whether the given meaning is a
denotation or connotation.
1. Butterflies undergo metamorphosis.They turn from
caterpillars into beautiful and colorful butterflies.
2. Suzy’s look and behavior has changed so much. Her
metamorphosis into becoming a more responsible lady has
been completed.
3. The human heart is the center of the circulatory system.

4. Mr. Dela Cruz put all his heart in his painting.

5. Sarah was the star of the night during our Christmas party.
She looked very beautiful and elegant with her dress.
6. An astronomer studies about the position of the stars and
planets in the outer space.

A. an organ that pumps blood throughout the body

B. an object in space that are made of burning gas that look
like points of light in the sky.
C. a major change or improvement in the appearance or character
of someone.
D. a change in the form or structure of an animal or insect that
happens as it becomes adult
E. dedication and hardwork towards something
F. someone who gets most of the attention from other people.

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment.
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 learner’s
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
material/s did I
use/discover
which I wish to
share with
other?
 Daily Lesson Plan in English 5

Grade: 5
Quarter: 3 Week : 1 Day : 5

I. OBJECTIVES
A. Content Demonstrates an understanding of library skills to research on a
Standards variety of topics
B. Performance Uses library skills to gather appropriate and relevant information
Standards

C. Learning Take down relevant notes. EN5SS-IVa1.8

Competencies
II. Content Taking down relevant notes
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5, p. 119, 275
4. Additional
Materials from
Learning
Resources (LR)
Portal
5.Other Learning
Resources
IV.PROCEDURE:
A. Reviewing Teacher: You learned that note-taking, whether you are
previous lesson listening to an information given or reading it, is an important
or presenting skill. It makes you retain, remember, recite, and
the new lesson recall relevant information.
B. Establishing Teacher: Today, you are going to learn about taking down
purpose for the relevant notes.
Lesson
C. Presenting Let the pupils read the article and take down important notes.
examples/instan ces Afterwards, the teacher will ask questions about the text.
of the new lesson
Global Warming

We breathe in oxygen and breathe out carbon dioxide to live.

Oxygen is necessary for people and animals to live. The carbon
dioxide that people and animals breathe out are taken in by
plants. Truly, oxygen and carbon dioxide are very important
gases that make life possible on earth.
The building up of gases in the Earth’s atmosphere causes the
greenhouse effect. With so many gases in the atmosphere, Earth
becomes like greenhouse because heat
from the surface cannot easily escape into the outer space.
 Because of the gases that block the heat from escaping the outer
space, there is global warming, thus the temperature of the earth
rises.
D. Discussing new COMPREHENSION QUESTIONS:
concepts and 1. What are the two important gases that make life
practicing new possible on earth?
skills #1. 2. What gas do humans and animals breathe out and
plants take in?
3. When we inhale, what gas do we breathe in?
4. What causes the greenhouse effect?
5. What is the result of too many gases in the atmosphere
that block the heat from escaping the outer space?

E. Discussing new What are the Do’s and Don’ts that we may consider when taking
concepts and down notes? (* solicit the pupils’ ideas first. The teacher may
practicing new just add those that were not mentioned by the pupils)
skills #2
1. Don’t write every single word you hear or read.
2. Write only the keywords
3. Note down words or expressions that the speaker or
writer repeats more than twice. These prove to be important.
4. Stick to short phrases and bullet points
5. Have your own personal abbreviations for words such as def
(definition), ex (example), &(and), and so on to save time and
effort.

* The teacher may provide a sample of taking

down relevant notes using the short selection used
in the presentation.

e.g.
 2 Important gasses on Earth: Oxygen & Carbon dioxide
 Oxygen – taken in by humans and animals
 Carbon Dioxide - taken in by plants
 Greenhouse Effect - caused by the building up of
gasses in the Earth’s atmosphere.
 Global Warming - result of the greenhouse effect;
- temperature rises

F. Developing THINK-PAIR-SHARE:
mastery (leads Let the pupils read the article on p. 275 of their Joy in
to formative Learning English 5 textbook and take down important
assessment 3) details on their notebooks.

G. Finding practical In taking down notes, we only write the important details. What
applications of is the advantage/ benefit of learning how to take down relevant
concepts and skills notes?
in daily living  Possible answers: It makes learning and remembering
information easier and faster; It saves time and effort.
H. Making Ask:
generalizations and
abstractions about What are the tips that we should remember when taking down
the lesson notes?
I. Evaluate THINK-PAIR-SHARE:
learning Let the pupils read the article on p. 275 of their Joy in
Learning English 5 textbook and take down important
details on their notebooks.

RUBRIC for the THINK-PAIR-SHARE Activity on p. 275

CONTENT
Complete and relevant - 5 points
Incomplete and relevant - 3 points
Incomplete and irrelevant - 1 point
ORGANIZATION& STRUCTURE
Brief and organized - 5 points Brief
and unorganized - 3 points Long
and unorganized - 1 point

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.

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 learner’s
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
material/s did I
use/discover
which I wish to
share with
other?