CANIDHA

GRADES 1 ELEMENTARY
to 12 School: SCHOOL Grade Level: V
DAILY TIFFANY JOY A. Learning
LESSON LOG Teacher: PUNSALAN Area: CATCH UP FRIDAY
Teaching AUGUST 02, 2024
Dates: Quarter: 1st QUARTER

I. General Overview

Catch-up Grade Level: 5

English
Subject:

Quarterly Reading Intervention Date: AUGUST 02, 2024

Theme:
(refer to Enclosure No. 3 of DM
001, s. 2024, Quarter 3)

Sub-theme: Duration: 90 mins (time allotment as per DO 21,

s. 2019)

II. General Overview

Session Title: “AR” Words(/AR/sounds) Subject and Time: English

Story with /AR/ PM Session (schedule as per existing

Class Program)

Session The learners demonstrate their expanding vocabulary knowledge as used in formal and informal
Objectives: situations: growing knowledge of grammatical structures; literal, literal, inferential, and critical
comprehension of literary and informational texts; and developing skills in composing and creating text
in order to produce culture-appropriate texts based on ones’ purpose, context and target audience.

Key Concepts The learners apply literal, inferential, and critical comprehension of literary and informational texts and
produce culture-appropriate texts: narrative and expository texts (explanation, news report) based on
their purpose, context (Chinese New Year), and target audience using simple, compound, and complex
sentences, and age-appropriate and gender-sensitive language.

References: 2 to 10 DepEd MATATAG Curriculum

Materials: Powerpoint, activity card, Flash Cards, Board Game

III. Teaching Strategies

Components Duration Activities

Pre-Reading 15 mins Teacher will set the mood for a game activity called “charades”.

Activity Here are the rules of charades:

1.Choose a player to start. The player thinks of a word that has “AR”
sounds that the others should be familiar with.

2.The player then acts the word or phrase they've chosen in front of
 the other players

3.The first person to guess the word or phrase gets a point.

Activity 2. Read aloud the following words that have “AR” sounds. (the
teacher may use flash cards). The teacher will read the word first then
the students will repeat it. (Group reading aloud, Pairing, Individual)

/AR/

Activity 3. Read the story. (the teacher may read it first and let the
students to read it themselves.

During
50 mins
Reading

Comprehension Questions:

1. Who marched down the barn?

2. What are the things inside the barn?

3. What project can you make or create if you have jar and yarn?

4. How will you make it?

5. What will you feel if you finish your project? Why?

 Activity 4: Snake and Ladder Game Activity

How to play:

1.Each player puts their counter on the space that says, 'start here'.

2.Take it in turns to roll the dice. Move your counter forward the
number of spaces shown on the dice while you read the succeeding
words.

3.If your counter lands at the bottom of a ladder, you can move up to
the top of the ladder.

4.If your counter lands on the head of a snake, you must slide down
to the bottom of the snake.

5.The first player to get to the space that says 'home' is the winner.

Post -reading
20 mins
Activity

Activity 5:

Reflective Complete the sentence.

5 mins
Journaling 1. I have learned _________.

2. I enjoyed the activity ________ because ___________.

 II. General Overview

Catch-up Subject: English Grade Level: 5

Quarterly Theme: Reading Enhancement Date: AUGUST 02, 2024

(refer to Enclosure No. 3 of DM 001,

s. 2024, Quarter 3)

Sub-theme: Duration: 90 mins (time allotment as per

DO 21, s. 2019)

II. General Overview

Session Title: Noting Important Elements (Story Subject and English

Grammar) Time:
PM Session (schedule as per
existing Class Program)

Session Objectives: The learners demonstrate their expanding vocabulary knowledge as used in formal and informal
situations: growing knowledge of grammatical structures; literal, literal, inferential, and critical
comprehension of literary and informational texts; ande developing skills in composing and
creating text in order to produce culture-appropriate texts based on ones’ purpose, context and
target audience.

Key Concepts The learners apply literal, inferential, and critical comprehension of literary and informational
texts and produce culture-appropriate texts:narrative and expository texts (explanation, news
report) based on their purpose, context (Chinese New Year), and target audience using simple,
compound, and complex sentences, and age-appropriate and gender-sensitive language.

References: 2 to 10 DepEd MATATAG Curriculum

Materials: Powerpoint, activity card,

III. Teaching Strategies

Components Duration Activities

Preparation and Activity 1: Hand Mime (Video)

Settling In 15 mins After the first activity, the teacher will group the students
by playing “the boat is sinking”.

Dedicated Reading 20 mins

Time
 Activity 3: Comprehension Questions

1.What are two personality traits firef ighters should have

to be

successful?

2.Why is i t impor tant for fi refighters to do physical tests?

3. What does “f r equ ent ” mean in the 2nd paragraph?

Progress
How do
Monitoring
15 mins
through reflection you know?
and sharing
4. In addi tion to fighting house fi res, what el se do fi
refighters do?

5. Would firefighting be a good f i t for you when you grow

up?

Why or why not?

Wrap Up 10 mins

Activity 5:

Reflective Complete the sentence.

10 mins
Journaling I have learned _________.

I enjoyed the activity ________ because ___________.

Prepared and submitted by: Checked and Noted by:

TIFFANY JOY A. PUNSALAN EDILYN L. DE GUZMAN

Teacher I OIC-School Head