DLL - Engl 5 - Q2

GRADE 1 to 12 School MANGGA ELEMENTARY SCHOOL Grade Level FIVE
DAILY LESSON LOG

Teache
JHOANNE V. CUNANAN Learning Area ENGLISH 5
r
Date/
October 9, 2024(8:05-8:50;10:40-11:25) Quarter 2nd Quarter
Time
I. OBJECTIVES
The learner listens critically to different text types; expresses ideas logically in oral and written forms; and
A. Content Standards demonstrates interest in reading to meet various needs. The learner listens critically to news reports and other
radio broadcasts and expresses ideas accurately in oral and in written forms;
The learner demonstrates confidence in the use of the language to meet every day needs; and reads
B. Performance Standards
independently and gets relevant information from various text types.
C. Learning Competencies/ Compose clear and coherent sentences using appropriate grammatical structures:
aspects of verbs, modals and conjunction
Objectives
-Present Simple Aspect of Verbs
Write the LC code for each. EN5G-Ia-3.3
II. CONTENT Present Simple Aspect of Verbs
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG page 135
2. Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or Review the general concept of verbs with the class, focusing on action words. Briefly explain the difference
presenting the new lesson between past, present, and future verbs.
Explain that today’s focus will be on the present simple aspect of verbs, which is used to describe actions that are
B. Establishing a purpose for the lesson
habitual, routine, or general truths.
Write sentences on the board that demonstrate the use of the present simple aspect of verbs:
"The earth revolves around the sun." (General truth)
C. Presenting examples/ instances of
"He reads books every day." (Habitual action)
the new lesson
"She teaches science to her students." (Routine) Explain that the present simple tense uses the base form of the
verb, but when the subject is third person singular (he, she, it), an “-s” or “-es” is added to the verb.
Explain the rules for forming the present simple aspect of verbs:
I, we, you, they use the base form of the verb:

D. Discussing new concepts and
Example: "I play soccer." "They work every day."
practicing new skills #1
He, she, it adds "-s" or "-es" to the base form:
Example: "She plays soccer." "It rains a lot."
Emphasize common mistakes, like forgetting to add “-s” for third person singular.
Provide a list of verbs and ask the students to conjugate them into the present simple form.
E. Discussing new concepts and
Example Verbs: run, cook, study, read, teach Have students use the verbs in sentences to show understanding of
when to add “-s” or “-es.”
Ask students to work in pairs and create a dialogue using present simple verbs. One student will ask about the
F. Developing mastery (leads to other’s daily routine, and the other will respond. Example Dialogue:
Formative Assessment 3) Student A: "What do you do every morning?"
Student B: "I eat breakfast and go to school."
Discuss how using the present simple aspect helps communicate everyday actions, routines, and facts. Ask
G. Finding practical application of
students when they might use present simple verbs in conversations or writing, such as when describing their daily
concepts and skills in daily living
habits or telling others about their hobbies.
H. Making generalizations and Ask the class, "Why is it important to use the present simple aspect correctly in sentences?" Summarize the key
abstraction about the lesson points of when and how to use the present simple form.
Choose the correct form of the verb to complete each sentence.
1. The sun __ (to rise) __ in the east every morning. 2. He __ (to play) __ basketball every afternoon.
a. rise b. rises c. risen a. play b. plays c. playing
I. Evaluating learning 3. They __ (to go) __ to school by bus. 4. She __ (to read) __ books in her free time.
a. goes b. go c. going a. reads b. read c. reading
5. We __ (to study) __ English every day.
a. study b. studies c. studied
Assign students to write a short paragraph about their daily routine using the present simple aspect of verbs. For
J. Additional activities for
students needing more support, provide additional exercises on identifying the correct verb form based on the
application or remediation
subject of the sentence.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No of learners who require additional activities for

remediation who scored below 80%
Did the remedial lessons work? No. of learners who
have caught up with the lesson
No of learners who continue to require remediation
Which of my teaching strategies worked well? Why did

this work?
What difficulties did I encounter which my principal or

supervisor can help me solve?
What innovation or localized materials did I
used/discover which I wish to share with other teachers?
DAILY LESSON LOG
Teache
r
Date/
Time
I. OBJECTIVES
D. Content Standards demonstrates interest in reading to meet various needs. The learner listens critically to news reports and other
E. Performance Standards
F. Learning Competencies/ Compose clear and coherent sentences using appropriate grammatical structures:
Objectives
-Present Simple Aspect of Verbs
A. References
7.Textbook pages
IV. PROCEDURE
K. Reviewing previous lesson or Review the general concept of verbs with the class, focusing on action words. Briefly explain the difference
presenting the new lesson between past, present, and future verbs.
Explain that today’s focus will be on the present simple aspect of verbs, which is used to describe actions that are
L. Establishing a purpose for the lesson
habitual, routine, or general truths.
Write sentences on the board that demonstrate the use of the present simple aspect of verbs:
"The earth revolves around the sun." (General truth)
M. Presenting examples/ instances of
"He reads books every day." (Habitual action)
the new lesson
"She teaches science to her students." (Routine) Explain that the present simple tense uses the base form of the
verb, but when the subject is third person singular (he, she, it), an “-s” or “-es” is added to the verb.
Explain the rules for forming the present simple aspect of verbs:
I, we, you, they use the base form of the verb:

N. Discussing new concepts and
Example: "I play soccer." "They work every day."
He, she, it adds "-s" or "-es" to the base form:
Example: "She plays soccer." "It rains a lot."
Emphasize common mistakes, like forgetting to add “-s” for third person singular.
Provide a list of verbs and ask the students to conjugate them into the present simple form.
O. Discussing new concepts and
Example Verbs: run, cook, study, read, teach Have students use the verbs in sentences to show understanding of
when to add “-s” or “-es.”
Ask students to work in pairs and create a dialogue using present simple verbs. One student will ask about the
P. Developing mastery (leads to other’s daily routine, and the other will respond. Example Dialogue:
Formative Assessment 3) Student A: "What do you do every morning?"
Student B: "I eat breakfast and go to school."
Discuss how using the present simple aspect helps communicate everyday actions, routines, and facts. Ask
Q. Finding practical application of
students when they might use present simple verbs in conversations or writing, such as when describing their daily
habits or telling others about their hobbies.
R. Making generalizations and Ask the class, "Why is it important to use the present simple aspect correctly in sentences?" Summarize the key
abstraction about the lesson points of when and how to use the present simple form.
Choose the correct form of the verb to complete each sentence.
1. The sun __ (to rise) __ in the east every morning. 2. He __ (to play) __ basketball every afternoon.
a. rise b. rises c. risen a. play b. plays c. playing
S. Evaluating learning 3. They __ (to go) __ to school by bus. 4. She __ (to read) __ books in her free time.
a. goes b. go c. going a. reads b. read c. reading
5. We __ (to study) __ English every day.
a. study b. studies c. studied
Assign students to write a short paragraph about their daily routine using the present simple aspect of verbs. For
T. Additional activities for
students needing more support, provide additional exercises on identifying the correct verb form based on the
subject of the sentence.
V. REMARKS
VI. REFLECTION


this work?

DAILY LESSON LOG
Teache
r
Date/
Time
I. OBJECTIVES
G. Content Standards demonstrates interest in reading to meet various needs. The learner listens critically to news reports and other
H. Performance Standards
I. Learning Competencies/ Compose clear and coherent sentences using appropriate grammatical structures:
Objectives
-Present Perfect Aspect of Verbs
A. References
11. Textbook pages
12. Additional Materials from Learning
IV. PROCEDURE
U. Reviewing previous lesson or Review the difference between the present simple and present progressive aspects with the class. Explain that
presenting the new lesson today’s lesson will introduce a new tense: the present perfect aspect.
Explain that the present perfect tense is used to describe actions that happened at an unspecified time before now
V. Establishing a purpose for the lesson
or actions that started in the past and continue in the present.
Write example sentences on the board and explain the structure of the present perfect tense: have/has + past
participle of the verb.
W. Presenting examples/ instances of "I have visited Baguio." (Action happened at an unspecified time)
the new lesson "She has lived in this house for five years." (Action started in the past and continues)
"They have finished their homework." (Action completed but no specific time is mentioned)
Point out that “have” is used with I, you, we, they, and “has” is used with he, she, it.
Explain how to form the present perfect aspect by adding have/has to the past participle of regular and irregular
verbs. Review common past participles of irregular verbs, such as:
X. Discussing new concepts and
go → gone do → done eat → eaten
Discuss when to use the present perfect: for experiences, actions without a specific time, and actions continuing
from the past into the present.
Provide a set of sentences in the simple past and have students transform them into the present perfect. Example
Sentences:
Y. Discussing new concepts and
"I visited my grandmother." → "I have visited my grandmother."
"They completed the project." → "They have completed the project."
"She ate lunch." → "She has eaten lunch."
Organize a short pair activity. Each student will ask their partner about experiences using the present perfect form.
Examples:
Z. Developing mastery (leads to
"Have you ever traveled to another country?"
Formative Assessment 3)
"Has she finished her homework?"
Instruct students to use the present perfect when responding.
Discuss how the present perfect tense is useful when talking about experiences or recent events without
AA. Finding practical application of
mentioning when they happened. Provide real-life examples, like sharing stories or discussing activities without
giving a specific time.
BB. Making generalizations and Ask the class to explain why the present perfect tense is useful. Guide them in understanding the value of using
abstraction about the lesson this tense to talk about past actions with present relevance.
Choose the correct present perfect form of the verb to complete the sentence.
She __ (to finish) __ her homework already.
a. has finished b. have finished c. finished
We __ (to visit) __ the museum many times.
a. has visited b. have visited c. visited
He __ (to write) __ a letter to his friend.
CC. Evaluating learning
a. has written b. have wrote c. wrote
They __ (to see) __ that movie before.
a. have saw b. have seen c. has seen
I __ (to eat) __ sushi once before.
a. have ate b. have eaten c. has eaten
DD. Additional activities for Assign students to write a short paragraph about their experiences using the present perfect tense. Encourage
application or remediation them to use a variety of verbs and include at least three sentences.
V. REMARKS
VI. REFLECTION

this work?

Teache
r
DAILY LESSON LOG
Date/
Time
I. OBJECTIVES
Objectives
-Simple Past Aspect of Verbs
II. CONTENT Simple Past Aspect of Verbs
A. References
3.Textbook pages
IV. PROCEDURE
EE. Reviewing previous lesson or Review the concept of verbs by asking students to recall the definition of verbs and give examples of verbs in the
presenting the new lesson present tense.
Explain that today’s lesson will focus on using the simple past tense of verbs to talk about actions that happened in
A. Establishing a purpose for the lesson
the past.
Write examples of sentences in the simple past tense on the board and underline the past-tense verbs.
B. Presenting examples/ instances of Example: "She visited her grandparents last weekend."
the new lesson Example: "They played soccer yesterday."
Explain that regular verbs typically add "-ed" to form the past tense, while irregular verbs change form entirely
(e.g., "go" becomes "went").
Provide a short list of regular verbs and ask the students to change them into the simple past form.
C. Discussing new concepts and Example: walk → walked, jump → jumped, call → called.
practicing new skills #1 Provide a list of irregular verbs and explain their past-tense forms.
Example: eat → ate, run → ran, write → wrote.

Give a short passage in the present tense and ask the students to rewrite it in the past tense.
practicing new skills #2 Example: "Today, I go to the park and play with my friends. We have fun and eat ice cream."
Past tense version: "Yesterday, I went to the park and played with my friends. We had fun and ate ice cream."
Conduct a short quiz with fill-in-the-blank sentences to reinforce the use of simple past verbs.
E. Developing mastery (leads to
Example: "I ______ (visit) my aunt last Sunday."
Formative Assessment 3)
Example: "He ______ (see) a movie yesterday."
Example: "They ______ (dance) all night."
Explain how we use the simple past tense to talk about real-life events that have already happened, such as telling
F. Finding practical application of someone about your weekend or a trip you took.
Ask students to describe something they did last weekend or a recent event using the simple past tense.
G. Making generalizations and Guide the students to generalize that the simple past tense is used to describe actions completed in the past and
abstraction about the lesson can be formed by adding "-ed" to regular verbs or using the correct form of irregular verbs.
Change the verbs in the parentheses into the simple past tense.
Yesterday, I ______ (watch) a movie with my family.
She ______ (cook) dinner last night.
H. Evaluating learning
The children ______ (play) outside all afternoon.
He ______ (write) a letter to his friend last week.
We ______ (visit) the museum last Sunday.
For application, ask students to write a short paragraph about what they did last weekend, using at least five past-
I. Additional activities for
tense verbs. For students needing more practice, assign additional exercises or ask them to review the list of
regular and irregular verbs.
V. REMARKS
VI. REFLECTION

this work?

DAILY LESSON LOG
Teache JHOANNE V. CUNANAN Learning Area ENGLISH 5
r
Date/
Time
I. OBJECTIVES
Objectives
- Past Progressive Aspect of Verbs
II. CONTENT Past Progressive Aspect of Verbs
A. References
3.Textbook pages
IV. PROCEDURE
A. Reviewing previous lesson or Begin by reviewing the simple past tense of verbs. Ask students to provide examples of actions completed in the
presenting the new lesson past.
Explain that today’s lesson will focus on the past progressive tense, which is used to describe actions that were
B. Establishing a purpose for the lesson
happening at a specific time in the past.
Write examples of sentences using the past progressive tense on the board and underline the verbs:
C. Presenting examples/ instances of Example: "I was reading a book when the phone rang."
the new lesson Example: "They were playing basketball yesterday at 4 PM."
Explain that the past progressive is formed by using was/were + the verb with -ing to show that an action was
ongoing in the past.
Present a set of regular and irregular verbs. Ask students to form past progressive sentences with them.
Example: read → was reading, write → was writing, play → were playing.
Guide students to understand that the form of the auxiliary verb was or were depends on the subject
(singular/plural).
Provide a series of scenarios and ask students to describe what was happening in the past using past progressive
sentences. For example:
E. Discussing new concepts and
practicing new skills #2 "What were you doing yesterday at 7 PM?"
"Describe what was happening when you were walking to school this morning."
Encourage students to provide details to illustrate the ongoing nature of the action.
Distribute a worksheet with a mix of simple past and past progressive verbs. Ask students to complete the
sentences by choosing the correct tense.
F. Developing mastery (leads to
Formative Assessment 3) Example: "He ______ (eat) dinner when the power went out."
Example: "I ______ (watch) TV all evening."
Example: "They ______ (talk) when I arrived."
Explain how the past progressive tense is useful in storytelling, where people often describe actions that were
G. Finding practical application of
happening when something else occurred. Ask students to think about how this tense can be used in
conversations about their daily lives or recounting past events.
H. Making generalizations and Guide the students to make a generalization about the past progressive tense: It describes actions that were
abstraction about the lesson ongoing at a specific time in the past or when another action interrupted it.
Give the correct form of the verb (past progressive) to complete the sentence.
I ______ (study) for my exam when my friend called.
They ______ (play) outside when it started to rain.
I. Evaluating learning
She ______ (read) a book when the lights went out.
While we ______ (walk) to school, we saw a dog.
He ______ (talk) to his teacher when the bell rang.
For application, ask students to write a short paragraph about an event where something was happening (using
J. Additional activities for
past progressive), and then something else happened (using simple past). For remediation, review the basic
structure of the past progressive tense and provide additional examples for practice.
V. REMARKS
VI. REFLECTION

this work?

DAILY LESSON LOG
Teache JHOANNE V. CUNANAN Learning Area ENGLISH 5
r
Date/
Time
I. OBJECTIVES
D. Content Standards demonstrates interest in reading to meet various needs. The learner listens critically to news reports and other
E. Performance Standards
F. Learning Competencies/ Compose clear and coherent sentences using appropriate grammatical structures:
Objectives
- Past Perfect Aspect of Verbs
II. CONTENT Past Perfect Aspect of Verbs
A. References
7.Textbook pages
IV. PROCEDURE
K. Reviewing previous lesson or Begin by reviewing the past simple and past progressive tenses. Ask students to provide examples of actions
presenting the new lesson completed in the past.
Explain that today's lesson will focus on the past perfect tense, which is used to describe an action that was
L. Establishing a purpose for the lesson
completed before another action in the past.
Write examples of sentences using the past perfect tense on the board and underline the verbs:
M. Presenting examples/ instances of Example: "By the time we arrived, they had already left."
the new lesson Example: "She had finished her homework before dinner."
Explain that the past perfect is formed by using had + the past participle of the verb, and it shows that one action
was completed before another in the past.
Provide a list of regular and irregular verbs and ask students to form past perfect sentences using them.
N. Discussing new concepts and
practicing new skills #1 Example: arrive → had arrived, go → had gone, see → had seen.
Explain that this tense is commonly used when narrating events that happened before a certain point in the past.
Provide students with two related actions and ask them to express the earlier action using the past perfect and the
later action using the past simple tense.
O. Discussing new concepts and
Example: "By the time the show started, we had already found our seats."
Example: "He had eaten breakfast before he left for school."
Distribute a worksheet with sentences in the simple past and past perfect tenses. Ask students to complete the
P. Developing mastery (leads to sentences by choosing the correct tense.
Formative Assessment 3) Example: "When I got to the bus stop, the bus ______ (leave) already."
Example: "They ______ (finish) their project before the teacher arrived."
Q. Finding practical application of Discuss how the past perfect tense is helpful in storytelling and recounting past experiences. Ask students to think
concepts and skills in daily living of situations where one action was completed before another and describe those situations using the past perfect.
R. Making generalizations and Guide students to generalize that the past perfect tense is used to describe an action that was completed before
abstraction about the lesson another action in the past. Reinforce that it is formed with had + the past participle.
Give the correct form of the verb (past perfect) to complete the sentence.
When we arrived at the station, the train ______ (leave) already.
She ______ (finish) her homework before her mom came home.
S. Evaluating learning
By the time the meeting started, the CEO ______ (arrive).
He ______ (leave) before the movie ended.
I ______ (eat) dinner before they called me.
For application, ask students to write a short paragraph describing a sequence of events where one action
T. Additional activities for
happened before another, using the past perfect tense. For remediation, work with students individually or in
small groups to review the formation of the past perfect and provide more examples for practice.
V. REMARKS
VI. REFLECTION

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GRADE 1 to 12 School MANGGA ELEMENTARY SCHOOL Grade Level FIVE

DAILY LESSON LOG

I, we, you, they use the base form of the verb:

No. of learners who earned 80% in the evaluation

No of learners who require additional activities for

Which of my teaching strategies worked well? Why did

What difficulties did I encounter which my principal or

I, we, you, they use the base form of the verb:

No. of learners who earned 80% in the evaluation

No of learners who require additional activities for

Which of my teaching strategies worked well? Why did

What difficulties did I encounter which my principal or

Which of my teaching strategies worked well? Why did

GRADE 1 to 12 School MANGGA ELEMENTARY SCHOOL Grade Level FIVE

Example: eat → ate, run → ran, write → wrote.

Which of my teaching strategies worked well? Why did

What difficulties did I encounter which my principal or

Which of my teaching strategies worked well? Why did

What difficulties did I encounter which my principal or

Which of my teaching strategies worked well? Why did

What difficulties did I encounter which my principal or

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