School PINTONG GUBAT ELEMENTARY SCHOOL Grade Level FIVE

DAILY LESSON LOG Teacher RACHELL L. SATSATIN Learning Area ENGLISH

Teaching Dates and Time JUNE 10-14, 2019 6:20-6:50/6:50-7:20/8:00-8:30/9:00-9:30/ Quarter FIRST
10:20-10:50 /11:20-11:50

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Demonstrates command of Demonstrates command of the Demonstrates command of the Demonstrate Demonstrate understanding
the conventions of standard conventions of standard English conventions of standard English understanding that words that words are composed of
English grammar and usage grammar and usage when writing grammar and usage when are composed of different different parts to know that
when writing or speaking or speaking writing or speaking parts to know that their their meaning changes
meaning changes depending in context
depending in context
B. Performance Standards
Compose clear and coherent Compose a clear and coherent Compose a clear and coherent use strategies to decode use strategies to decode
sentences using appropriate sentences using appropriate sentences using appropriate correctly the meaning of correctly the meaning of
grammatical structures grammatical structures: Aspect of grammatical structures: Aspect words in isolation and in words in isolation and in
(aspects of verbs) Verbs of Verbs context context

Plan a two-to three- paragraph

composition using the sandwich
organizer
C. Learning
Competencies/Objectives EN5G-Ia- 3.3 EN5G-Ib-3.3 EN5G-Ib-3.3 EN5V-Id-12 and 13 EN5V-Id-12 and 13
Write for the LC code for EN5WC-Ib-1.6.1 EN5WC-Ib-1.6.1 EN5F-Id-1.8.1.1 EN5F-Id-1.8.1.1
each
Present Perfect Aspect of verbs The Progressive aspect Inferring Meaning of Inferring Meaning of
Aspects of verbs Plan a two-to three- paragraph Using the present progressive Unfamiliar Words (Affixed) Unfamiliar Words (Affixed)
composition using the sandwich form of verbs Prefix re-, un- Suffix –able, Prefix re-, un- Suffix –able,
II. CONTENT organizer Simple past tense and past -ment -ment
progressive aspect Read with automaticity Read with automaticity
Planning a composition using
the sandwich organizer
III. LEARNING
RESOURCES
A. References
Teacher’s Manual in Eng5, Teacher’s Manual Eng5,pp.23-25 Teacher’s Manual Eng5,pp10 - Teacher’s Manual Teacher’s Manual Eng5,pp29-
pp 6-7 15 Eng5,pp29-31 31

1. Teacher’s Guide pages Refer to Practices and Refer to Independent Practice Refer to Independent Practice Refer to Independent Refer to Independent Practice
Exercises pages 10-12 and Guided Practice, pp.39-41 and Guided Practice, pp24-26 Practice and Guided and Guided Practice, pp.49-
Practice, pp.49-52 52
2. Learner’s Materials
pages laptop, Pictures showing phrase cards chart, pictures phrase cards chart, pictures, flash cards chart, pictures, flash cards
actions, meta cards
3. Textbook pages Joy in Learning Eng5,p.10- Joy in Learning Eng5,pp.39-41 Joy in Learning Eng5,pp.22-26 Joy in Learning Joy in Learning Eng5,pp.49-
12 Eng5,pp.49-52 52
 4. Additional Materials from http://promethee.philo.ulg.ac.
Learning Resource (LR) be/engdep1/download
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new Give 5 examples of Regular What is a simple aspect of verbs? What is the difference What are the 3 aspects of Write a sentence using
lesson Past form of verbs and 5 Give 1 sample on each tenses of between simple and perfect verbs? simple, perfect and
examples of irregular past the verbs. aspect of verbs? progressive aspect of verbs.
form of verbs
How do we know that the tenses Show the pupils the following How can you easily How can you easily remember
B. Establishing a purpose Discuss the different aspects are simple present, simple past or sentences: remember some difficult some difficult words? Have
for the lesson of verbs shown on pages 10- simple future? Why do we need 1. Winston Chua has created words? Have you notice you notice some similarity or
12. Have the pupils give to know the aspect of verbs? scale models since he was some similarity or patterns patterns on a group of words?
more examples for each. seven years old. on a group of words? Like for example happy, funny,
2. Winston Chua had created a Like for example happy, jolly, bubbly.. Why do you
lot of scale models before he funny, jolly, bubbly.. Why do think some words have
met Eddie Ong. you think some words have patterns?
3. Winston Chua will have patterns?
created a lot of scale models
before he become famous.
Tell the pupils that the sentence
show perfect aspect of verbs
C. Presenting Show the pupils the following Show the chart on page 22. Show the words on page Show the words on page 48:
examples/instances of the Have the pupils answer the sentences: Forms and uses of the 48: management, decision, management, decision, misty,
new lesson practices and exercises on 1. Winston Chua has created progressive aspect of verbs misty, awesome. Use flash awesome. Use flash cards.
pages 10 scale models since he was seven Ask: How is the progressive cards. Ask: Can you find Ask: Can you find another
Discus and give a group years old. aspect of verbs formed in the another word “hidden” in word “hidden” in these words?
activities on each aspect of 2. Mrs. Fe has taught for ten present tense? Past tense? these words? Discuss how first number is
Verbs. years. Future tense? Discuss how first number is being done .Ask : What is the
3. The boys have played baseball being done .Ask : What is root word? (manage- verb)
for an hour. the root word? (manage- What suffix is added? What
Tell the pupils that the sentences verb) kind of suffix is it? (noun-
show the present perfect aspect What suffix is added? What forming suffix) What part of
of verbs. kind of suffix is it? (noun- speech is the word formed?
forming suffix) What part of (noun)
speech is the word
formed? (noun)
D. Discussing new concepts Point out the suffixes found in Point out the suffixes found in
and practicing new skills #1 Let the pupils form groups. Have the pupils give more Discuss the progressive each word. Direct pupils to the each word. Direct pupils to the
Let each group form a small examples for each. Discuss page suffix chart on page suffix chart on page 48.Discuss
aspects of verbs shown on 48.Discuss the suffixes and the suffixes and their meanings
circle. Let each member of 39. page 22.have the pupils give their meanings and have and have pupils give examples
every group share with the more examples for each. pupils give examples for each. for each. Emphasize how a suffix
rest of the group members Direct the pupils to read and Emphasize how a suffix can can change the meaning of a
their talents. choose pupils who will read the change the meaning of a word.
Drawing dialogue on page22-23. word.
Group 1 Present Tense Tell the pupils the present
Group 2 Past Form of Verb progressive or present
 Group 3 Future Tense continuous form is used when
talking about an action or event
that is going on now or at the
moment.
E. Discussing new concepts Have pupils go back to the story “ Show following words to Show following words to the
and practicing new skills #2 Group Activities Tell the pupils that they will be Thundering Water” the pupils: act, cover, fair. pupils: act, cover, fair. Use
Group 4 - Acting making a personal narrative Ask: Which parts of the story made Use flash cards. Ask: What flash cards. Ask: What do
( present form of verbs) using a Sandwich Organizer and you feel something? Which parts do these words mean? these words mean? Show the
made you imagine something
Group 5- Poem/ letter explain its components vividly? Which parts made you feel
Show the words again but words again but add the
( past form of verbs) as if you were really there? add the prefixes re-,dis-,un, prefixes re-,dis-,un,
Group 6 – Reporting Tell the pupils that they will be respectively. Ask: Do these respectively. Ask: Do these
Meaning of Verbs making a personal narrative. words still mean the same? words still mean the same?
Table on Aspect of Verbs Why? Why not? What Why? Why not? What
changed their meanings? changed their meanings?
F. Developing mastery Have pupils answer the Let the pupils answer Let the pupils answer practice
Answer Guided practice on Have the pupils answer practices practices on page 24. practice on page 49, Letter on page 49, Letter A. and
page 10 on pages 39-40 Have the pupils copy the A. and Guided Practice Guided Practice page 51.
Sandwich Organizer on a piece page 51.
of paper. Pupils will be
evaluated based on the
Narrative Writing Rubric (see
Appendix)

G. Finding practical Write 2-3 sentences that you You may recall that the simple Point out the prefixes and Point out the prefixes and suffixes
applications of concepts and Answer Independent have done using present perfect past tense is used to talk about suffixes in each word. Direct in each word. Direct pupils to the
skills in daily living Practice on page 11 tense and share it to the class. something that happened in the pupils to the prefix chart on prefix chart on pages 50-51.
past, whether a short time ago pages 50-51. Discuss the Discuss the prefixes/ suffixes and
prefixes/ suffixes and their their meanings and emphasize
or a long time ago. Some meanings and emphasize how how a prefix/suffix can change
sentences have time markers. a prefix/suffix can change the the meaning of a word.
Others do not. meaning of a word.
Have pupils answer the
practices on page 24.
H. Making generalizations After discussing the present After discussing the simple and Have the pupils read the Have the pupils read the
and abstractions about the After discussing the simple perfect aspect, have pupils read progressive aspects, have Remember part on page 49 Remember part on page 49
lesson aspect, have the pupils read the Remember part on page 39. pupils read the Remember part and page 51. and page 51.
the Remember part on page on page 22 and 24.
11.
I. Evaluating learning Answer the following questions
Pupils will be evaluated based on in sentences that are in the Let the pupils answer the Let the pupils answer the
Have the pupils answer the Narrative Writing Rubric (see present progressive or in the practice found on page 49, practice found on page 49,
independent practice on Appendix) past progressive on page 29 letter B and Independent letter B and Independent
page 12 Answer Independent Practice letter C. Practice on page 51, Letter Practice on page 51, Letter B.
page 39-40 letter A. Comprehension questions with B.
choices will also be provided to
assess whether the
competency was achieved
J. Additional activities for Answer letter B and letter C on Complete the story with the Answer the practice on Answer the practice on pages
application or remediation Write 1 sentence each using pages 39-40. simple past or past progressive pages 49-50, letter C and 49-50, letter C and D.
Present, Past and Future form of the words in D.
 simple Tense. parentheses on Guided Practice
on page 26.
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
earned 80% in the above above above
evaluation.
B. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require additional activities additional activities for activities for remediation activities for remediation additional activities for additional activities for remediation
for remediation who scored remediation remediation
below 80%.
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who have ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
caught up with the lesson. the lesson lesson lesson the lesson lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require require remediation remediation require remediation require remediation require remediation
remediation.
E. Which of my teaching ___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
strategies worked well? Why next objective. objective. next objective. the next objective. next objective.
did these work? ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
F. What difficulties did I ___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 in
encounter which my answering their lesson. answering their lesson. answering their lesson. in answering their lesson. answering their lesson.
principal or supervisor can ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
help me solve? answering their lesson. 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 lesson
because of lack of knowledge, because of lack of knowledge, skills and because of lack of knowledge, skills lesson because of lack of because of lack of knowledge, skills
skills and interest about the interest about the lesson. and interest about the lesson. knowledge, skills and interest and interest about the lesson.
lesson. ___Pupils were interested on the ___Pupils were interested on the about the lesson. ___Pupils were interested on the
___Pupils were interested on the lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on lesson, despite of some difficulties
lesson, despite of some difficulties encountered in answering the questions encountered in answering the the lesson, despite of some encountered in answering the
encountered in answering the asked by the teacher. questions asked by the teacher. difficulties encountered in questions asked by the teacher.
questions asked by the teacher. ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite answering the questions asked ___Pupils mastered the lesson
___Pupils mastered the lesson limited resources used by the teacher. of limited resources used by the by the teacher. despite of limited resources used by
despite of limited resources used ___Majority of the pupils finished their teacher. ___Pupils mastered the lesson the teacher.
by the teacher. work on time. ___Majority of the pupils finished their despite of limited resources used ___Majority of the pupils finished
___Majority of the pupils finished ___Some pupils did not finish their work work on time. by the teacher. their work on time.
their work on time. on time due to unnecessary behavior. ___Some pupils did not finish their ___Majority of the pupils ___Some pupils did not finish their
___Some pupils did not finish their work on time due to unnecessary finished their work on time. work on time due to unnecessary
work on time due to unnecessary behavior. ___Some pupils did not finish behavior.
behavior. their work on time due to
unnecessary behavior.

G. What innovation or 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:
localized materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
use./discover which I wish to Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
share with other teachers? taking and studying techniques, and studying techniques, and vocabulary taking and studying techniques, and taking and studying techniques, taking and studying techniques, and
and vocabulary assignments. assignments. vocabulary assignments. and vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think-pair-
share, quick-writes, and quick-writes, and anticipatory charts. share, quick-writes, and anticipatory pair-share, quick-writes, and share, quick-writes, and anticipatory
anticipatory charts. ___Schema-Building: Examples: charts. anticipatory charts. charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw peer teaching, and projects. Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and ___Contextualization: peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. ___Contextualization: projects. projects.
Examples: Demonstrations, media
___Contextualization: ,manipulatives, repetition, and local Examples: Demonstrations, media ___Contextualization: ___Contextualization:
Examples: Demonstrations, opportunities. ,manipulatives, repetition, and local Examples: Demonstrations, Examples: Demonstrations,
media ,manipulatives, repetition, ___Text Representation: opportunities. media ,manipulatives, repetition, media ,manipulatives, repetition,
and local opportunities. ___Text Representation: and local opportunities. and local opportunities.
Examples: Student created drawings,
___Text Representation: videos, and games. Examples: Student created drawings, ___Text Representation: ___Text Representation:
Examples: Student created ___Modeling: Examples: Speaking slowly videos, and games. Examples: Student created Examples: Student created
drawings, videos, and games. and clearly, modeling the language you ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: Speaking want students to use, and providing slowly and clearly, modeling the ___Modeling: Examples: ___Modeling: Examples: Speaking
slowly and clearly, modeling the samples of student work. language you want students to use, Speaking slowly and clearly, slowly and clearly, modeling the
language you want students to and providing samples of student work. modeling the language you want language you want students to use,
use, and providing samples of Other Techniques and Strategies used: students to use, and providing and providing samples of student
student work. ___ Explicit Teaching Other Techniques and Strategies used: samples of student work. work.
___ Group collaboration ___ Explicit Teaching
Other Techniques and Strategies ___Gamification/Learning throuh play ___ Group collaboration Other Techniques and Strategies Other Techniques and Strategies
used: ___Answering preliminary ___Gamification/Learning throuh play used: used:
___ Explicit Teaching activities/exercises ___Answering preliminary ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Carousel activities/exercises ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___ Diads ___ Carousel ___Gamification/Learning throuh ___Gamification/Learning throuh
play ___Differentiated Instruction ___ Diads play play
___Answering preliminary ___ Role Playing/Drama ___Differentiated Instruction ___Answering preliminary ___Answering preliminary
activities/exercises ___ Discovery Method ___ Role Playing/Drama activities/exercises activities/exercises
___ Carousel ___ Lecture Method ___ Discovery Method ___ Carousel ___ Carousel
___ Diads Why? ___ Lecture Method ___ Diads ___ Diads
___Differentiated Instruction ___ Complete IMs Why? ___Differentiated Instruction ___Differentiated Instruction
___ Role Playing/Drama ___Availabilityof Materials ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Pupils’ eagerness to learn ___Availabilityof Materials ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Group member’s ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method
Why? collaboration/cooperation ___ Group member’s Why? Why?
___ Complete IMs in doing their tasks collaboration/cooperation ___ Complete IMs ___ Complete IMs
___Availabilityof Materials ___AudioVisual Presentation in doing their tasks ___Availabilityof Materials ___Availabilityof Materials
___ Pupils’ eagerness to learn of the lesson ___AudioVisual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s of the lesson ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___AudioVisual Presentation ___AudioVisual Presentation ___AudioVisual Presentation
of the lesson of the lesson of the lesson