School: Almagro Central School Grade Level: V

GRADES 1 to 12 Teacher: Sonia P. Baman Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: MAY 6 – 10, 2024 (WEEK 6) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards LC Listening Comprehension G Grammar F Oral Reading Fluency/RC WC Writing/ Composition/SS VC
RC Reading Comprehension OL Oral Language/ A Attitude Reading Comprehension/V Study Strategy/A Viewing
Vocabulary Development Attitude

B. Performance Standards

C. Learning a.Summarize information from a.Use complex sentences to a.Read grade level text with 128 .a. Compose a three-paragraph Determine images/ideas that
Competencies/Objectives various text types show cause and effect words correct per minute. descriptive essay on self- are explicitly used to
Write the LC code for each b. Respond appropriately to b. Use verbal and non-verbal b. Respond appropriately to selected topic influence viewers,
messages of different authentic text cues in a TV broadcast different authentic texts. b. List primary and secondary stereotypes, points of view,
EN5LC-IVf-3.13; EN5RC-IVf-5.5/Page c. Show tactfulness when c. Identify different meaning of sources of information and propaganda
77 of 164 communicating with others content specific words c. Observe politeness at all EN5VC-IVf-7; EN5VC-IVf-
EN5G-IVf-1.9.1; EN5OL-IVf-4; (denotation and connotation) times 7.1; EN5VC-IVf-7.2
EN5A-IVf-17/ Page 77 of 164 TLE. EN5SS-IVf-5; EN5WC-IIIf-2.2.8; EN5VC-IVf-7.3;
EN5F-IVf-1.13; EN5RC-IVf-5.5;
EN5Vf-20.1 EN5V-IVf-20.2
II. CONTENT Summarizing information from 1.Using complex sentences to Reading grade level text with Compose a three-paragraph Determining images/ideas
various text types show cause and effect 128 words correct per minute. descriptive essay on self- that are explicitly used to
Responding appropriately to 2.Using verbal and non-verbal Responding appropriately to selected topic. influence viewers,
messages of different authentic text cues in a TV broadcast different authentic texts. List primary and secondary stereotypes, points of view,
3.Showing tactfulness when Identifying different meaning of sources of information. and propaganda
communicating with others content specific words Observing politeness at all
(denotation and connotation) times
TLE.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide p. 82 Curriculum Guide p. 82 Curriculum Guide p. 82 Curriculum Guide p. 82 Curriculum Guide p. 82
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Boxes with reading materials, Perception charts, visual aids, Kitchen utensils and ingredients Library holdings, paper, ballpen Television, worksheet,
different text types TV, news clip as specified by the cook book, and LM advertisement video clips
cook book excerpt

IV. PROCEDURES
 A. Reviewing previous lesson or 1.Review the text types. 1.Review the use of verbal and Review 1.Visit the library. Review Primary & Secondary
presenting the new lesson 2.Ask the students to differentiate non-verbal cues. Complex Sentence 2.Let students find books with sources of information
the following text types. 2.Review complex sentences. Verbal and Non Verbal cues topics that would fit their
3.Review cause and effect interest and ask them to list it
relationship as primary or secondary
sources.
3.Observe politeness inside the
library.

B. Establishing a purpose for the 1.Present to the students a

lesson recipe. Ask the students to read
it.
2.Call another student to read
the recipe.
3.Call the students to read the
recipe in group in two’s three’s
Organize texts according to the etc.
categories and let them choose Look at the cues below. Write a
what to read. cause and effect complex
sentence describing each

C. Presenting examples/instances of Read your chosen selection . : I have here cues in daily At the end of the lesson you will 1.Say:today we are going to 1.Present an advertisement
the new lesson silently. Philippine news. Write a complex be able to restate the library. clip to students.
Take note of the message of the sentence stating the cause and sentences heard in your own Original File Submitted and 2.Remind students on the
selection you have chosen. effect on each topic words correctly with 128 words Formatted by DepEd Club guidelines on how to
per minute. Member - visit depedclub.com watch/view the TV as a
for more group.
D. Discussing new concepts and B.Explaining the students what to B.Explaining the students what to B.Explaining the students what 2.Say: List all the books were B.Explaining the students
practicing new skills #1 do do to do you can find the topics you are what to do
1.Say: Choose from the boxes the .Say: Then you will go to your 1.Say:Do you know how to interested in. 1.Say: Have you ever watched
text types you wish to read. After groups and simulate a cook? Have you ever read a 3.Write three paragraph advertisements? Have you
reading, summarize what you have broadcasting using the complex cook book? Read the recipe in descriptive essay on the self- ever been persuaded by
read in a space provided in the LM. sentences you made out of the the cook book aloud. selected topic. advertisements to buy their
2.Let the students choose a cause and effect topic you have 2. Let the students find out the 4.Say: Observe politeness at all products? Let us watch some
preferred text type and summarize written. denotation and connotation of times of the TV commercial/
afterwards. .Say: Use verbal and non-verbal the emphasized words using a advertisements we are
3.Let the students share to the class cues during the duration of your dictionary. familiar with.
the summary of one of their Broadcasting 3.Answer the questions that 2.Ask the students to
preferred text type and ask about follow orally. determine the images or
their reaction to the messages ideas that are explicitly used
underlying the text. to influence the viewers.
E. Discussing new concepts and C.Modeling fthe pupils C.Modeling for students
practicing new skills #2 1.Show the students what to do by 1.Show the students a video
setting an example. example of what is expected as
2.Emphasize the process and an output.
guidelines in summarizing texts. 2.Emphasize the rules and
3.Remind how to appropriately regulations in simulation and the
respond to messages of authentic grading for their group work.
text types
F. Developing mastery D.Guided Practice D.Guided Practice C.Guided Practice C.Guided Practice C.Guided Practice
(Leads to Formative Assessment 1.Select a preferred text type and 1.Ask the students to group 1.Let the students apply what 1.Present a chart of the polite 1.Give students worksheets
3) distribute to the class for guided themselves and practice what they have read with the help of expressions to be used in the (LM) as a pattern/guide on
practice. they are to present. the teacher. library. how to determine the
2.Read Aloud the text to the 2.Remind the students of the 2.Prepare the materials and 2.Practice the expressions in a advertisement kinds
students. verbal and non-verbal cues and ingredients as instructed in the conversation form (stereotypes, point of view,
3.Ask what text type the text is. complex sentences they are to cook-book recipe. propaganda).
4.Ask the students to summarize make while broadcasting cause 3.Let the students do what the 2.Explain to the students the
what they have heard. and effect. instructions tell. Let the teacher different kinds of
5.Ask the students to respond/react observe if the students advertisements as stated
to the message of the summary of understand and can apply what above.
the text. they have read. 3.Give examples of each
advertisement and the
images/ideas they have that
influence viewers.
G. Finding practical applications of E.Independent Practice E.Independent Practice D.Independent Practice D.Independent Practice D.Independent Practice
concepts and skills in daily living 1.Provide enough time for the Provide enough time for the Provide enough time for the 1.Let the students choose their Watch the advertisements
students to read and summarize students to perform per group. students to apply what they topics freely from the books in together and ask the students
different text types they prefer. have read. the library. to list down the images or
2.Provide r time for the students to 2.Let them list their primary ideas that were explicitly
react to their own work and to and secondary sources. used to influence the viewers.
other’s work. 3.Let them write three-
paragraph descriptive essay on
the self-selected topic
H. Making generalizations and F.Closure/Assessment: F.Closure/Assessment: E.Closure/Assessment: E.Closure/Assessment: E.Closure/Assessment:
abstractions about the lesson What have you learned from What have you learned What have you What have you What have you
today’s lesson? from today’s lesson? learned from today’s lesson? learned from today’s lesson? learned from today’s lesson?

I. Evaluating learning G.Evaluation: Conclusion Is the G.Evaluation: F.Evaluation: F.Evaluation: F.Evaluation:

response of each members of the Rate the group presentation Rate the group activity based Compose a three-paragraph Classify the Advertisements
class to the message of the based on standards as agreed on the results or output of the descriptive essay about a topic as whether stereotypes, point
 summarized texts appropriate upon. students. you are interested in. of view or propagandas.
Rate the group activity based
on the results or output of
the students.

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?