GRADES 1 to 12
DAILY LESSON LOG
School:
Grade Level:
V
Teacher:
Learning Area:
ENGLISH
Teaching Dates and Time:
WEEK 1
Quarter:
4TH Quarter
GRADES 1 to 12 DAILY LESSON LOG | School: | Grade Level: | V | |
Teacher: | Learning Area: | ENGLISH | ||
Teaching Dates and Time: | WEEK 1 | Quarter: | 4TH Quarter |
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
| Restate sentences heard in one’s own words | |||||||||||||||||||||||||
| The learner… listens critically to different text types; expresses ideas logically in oral and written forms; | |||||||||||||||||||||||||
| The learner… demonstrates interest in reading to meet various needs. | |||||||||||||||||||||||||
Write the LC code for each | 1. Restate sentences heard in one’s own words. 2. Use appropriate facial expressions. 3. Observe politeness at all times. EN5LC-IVa-3.11/EN5OL-IVa-2.6.1 EN5A-IVa-16/Page 76 of 164 | 1.Identify different meanings of content specific words (denotation and connotation) EN5V-IVa-20.1 EN5V-Iva – 20.2 | 1. Distinguish text-types according to features (structural and language) – Enumeration 2. Read aloud grade level appropriate text with an accuracy rate of 95 – 100%. 3. Take down relevant notes EN5RC-IVa-3.2.8 EN5F-IVa –1.6 EN5SS-Iva-1.8 | . Use compound sentences to show cause and effect. 2. Show tactfulness when communicating with others. EN5G-IVa-1.8.1 EN5VC-IVa –3.7 EN5A-Iva-17 | Infer target audience. EN5RC-IVa-3.2.8 EN5F-IVa –1.6 EN5SS-Iva-1.8 | |||||||||||||||||||||
| 1.Restating Sentences Heard in One’s Own Words. 2.Using Appropriate Facial Expressions. | Identifying Different Meanings of Content Specific Words (Denotation and Connotation) | 1.Distinguishing Text-Type According to Features (Structural and Language) –Enumeration 2.Reading Aloud Grade Level Appropriate Text with an Accuracy Rate of 95-100%. | 1.Using Compound Sentences to Show Cause and Effect | A.Topic: Inferring Target Audience | |||||||||||||||||||||
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| Teacher’s Guide/week 1 | |||||||||||||||||||||||||
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| EN5LC –Iva-3.11 EN5OL-Iva-2.6.1 EN5A-Iva-16 Curriculum Guide p, 76 Internet (for emoticon) | EN5V-IVa-20.1 EN5V-Iva – 20.2 | Website/Internet- Types of Text Structures in Informational Texts(Balance Literacy,2nd Grade) | |||||||||||||||||||||||
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| Pictures, Charts, flashcards, emoticons (different facial expressions | Flashcard Charts Pictures dictionary Video Clips (Youtube) | Flashcard Charts Pictures | Flashcard Charts Pictures Website/Internet (Youtube) Dictionary Vocabulary Worksheet Cause and Effect Chart Two Travelers and the Bear | Flashcard Charts Pictures | |||||||||||||||||||||
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| . | Identify appropriate facialexpression | Denotation and Connotation | Different text type and its example | Checking of assignment Cause and Effect | |||||||||||||||||||||
| .A.Setting the stage: 1.Show the following faces: a.Do you know who’s in the picture? b.What can you say about picture? c.What emotions each pictures expressed? 2.Show again the emoticons to the pupils. a.Ask the pupils to name each emoticon (based on their facial expressions). b.Let them name other facial expressions and draw them on the board. | Display the chart on the board.Ask pupils: What comes into your mind when you see the word “light”? What comes into your mind when you see the word “dark”? Examine the definition of the words “light and dark” in the meaning lists at the learning materials. Ask: What other words can you give for lights and dark? | A.Setting the stage: 1.Show the word “text type” on the board. Ask: Do you know what is a text type? Let the pupils give their opinions about text type. Say :The phrase ‘text type’ is a way of classifying and defining different types of language interaction, both spoken and written. It refers to the purpose of a text and the way it is written | a.Show the picture to the pupils. b.Ask: What do you think the boy is doing? Why the boy looks dizzy? | 1.Setting the stage: Ask the pupils the following questions: What is inferring? What is target? When we say “audience”, to whom do we refer it? | |||||||||||||||||||||
| Present a short story on the board. (The Donkey) Ask: Who are the characters in the story? How each animal expressed their feeling? | Today, we’re going to learn the different meanings of content specific words (denotation and connotation | At the end of the lesson, you will be able to distinguish text-type according to features (structural and language); read aloud grade level appropriate text with an accuracy rate of 95 – 100% and take down relevant notes. | Tell the pupils that at the end of the lesson, they will learn to use compound sentences to show cause and effect and be tactful in communicating others. | At the end of the lesson, pupils are able to infer the target audience | |||||||||||||||||||||
| Teacher reads the short story. Pupils will listen. The Donkey A donkey found the skin of a dead lion. He put it on and frightened all the animals but did not make a sound. One dog was suspicious; the donkey tried to roar to frighten the dog but brayed instead. When the dog heard the donkey braying, he laughed and laughed. | 1.Ask the pupils to point out what the two words’ definitions have in common. Students will likely point out that they are both adjectives. Continue the comparison and contrast of the two words until they come up with which word has the positive and negative meanings, then introduce the denotation and connotation | 1..Show the powerpoint presentation about the topic. ..\TEXT TYPS.ppt 2..Discuss and explain to the pupils the text type according to features(structural and language).Refer pupils to the learners’ manual | 1.Present the chart on the board. 2.Ask pupils to study what is written in the chart. Compound sentences are made up of two simple sentences connected by a coordinating conjunction. These conjunctions are also known as FANBOYS: F - For A - And N - Nor B - But O - Or Y - Yet S– So Cause is the reason why something happens. Effect is the result when something happens.. Compound sentences show cause and effect. a.What is a compound sentence? b.What is cause? Effect? c.FANBOYS is an acronym for the coordinating conjunction, what does it means? | 2.Explaining the students what to do Let the pupils study the picture. Discuss with them how to infer target audience. Ask the following questions: -What is audience? -Who should be the audience? -What are the key aspects would have been chosen to appeal on the target market? | |||||||||||||||||||||
| Why do you think the dog laughed and laughed at the donkey? Was the donkey able to frighten the animals? Why? Show the facial expression of the following characters The dog was suspicious The dog heard the donkey brays The dog laughed and laughed Call volunteer/s to restate sentences heard on his own words. Ask: What values you should observed during listening to a story and class discussions? | 2.Modeling for students: Tell the pupils that they will watch a video clips about denotation and connotation. Remind them to observe the standard rules in watching or viewing video clips 3.Viewing video clips about denotation and connotation https://youtu.be/0juB4IFlFrc (Reference: Youtube…Connotation and Denotation | C.Modeling for Students Let the pupils answer the exercises on Learners’ Material | 3.Modeling for Students a.Ask pupils to analyze the sentence in flashcards It was raining so hard outside so I put on my raincoat. The horse jumped at the lake because she feel dirty. The football player slipped and he fell on the grass. How is the sentence formed? What are the two ideas formed in the sentence? | 3.Modeling for Students 1.Show the video clips to the pupils...\Inferring Audience (1).mp4 2.Have them answer the exercises given in “Try and Learn” | |||||||||||||||||||||
(Leads to Formative Assessment 3) | Restate the sentences heard on one’s own words and give the facial expression/s based on the feeling/s expressed. His mother became worried when she didn't hear from him for two days. _______ David is quite shy so he doesn't like talking to people he doesn't know. _______ A year after being fired from his job, Alan is still very bitter. He has a lot of resentment towards his former boss. __________ Even though I am accustomed to traveling for business, I still get homesick if I am away from my home for more than a week. __________ I am absolutely furious!! I cannot believe that my dog chewed my favorite shoes. Now they're ruined! ____________ | 4.Comprehension Check-up: a.What is denotation? Give examples of denotation. b.What is connotation? Give examples of connotation. c.Using Venn’s diagram, give the comparison or contrast of the word denotation and connotation. | D.Guided Practice Below are eight different text types and the purpose of those texts, but they are mix up. Decide what the purpose of each text type is and drag it to the correct text type to the left. Match the items on the right to the items on the left A Explanation Narrative Discussion Argumentative (Exposition) Report Procedure (Instruction) Recount Description B To relate past experience or events, either real or imagined. To persuade the reader to agree with the writer’s position/opinion. To instruct the reader how to make or do something. To explore more than one side of an issue/To inform and persuade. To show how things work and why things happen. To present a record of information after careful observation and analysis. To entertain through telling a story. To help the reader create a picture of scenes, events, people, etc.... | 4.Guided Practice Encircle the two ideas expressed in a compound sentence then underline once the cause and twice the effect. a.The dog barked at me because she was hungry. b.It was my mom’s birthday today so I make her a card. c.She didn’t sleep well last night so she feels weak today. d.All her clothes were dirty because her mother did not washed their clothes. e.Arnold dives in swimming pool and his head bump near the side of the pool. | 4.Guided Practice Students are given a copy of Advertising Inferences worksheet . Teacher plays 2 more commercials, soliciting student input . Students and teacher complete 2 sections of the worksheet together .Teacher plays 2 more commercials and students work with their group to complete 2 sections of the worksheet. 5.Group Activity The teacher will group the pupils into four. Each group will be given an envelope containing pictures of different commercials or TV ads. They will infer who the target audience in each pictures. Let them give the following date: Target audience: _______________________ Age: _______________________ Gender: _______________________ Interest: _______________________ | |||||||||||||||||||||
| The teacher will show the flashcard with sentence/s. The teacher will call someone to read the sentence/s. Then the pupil who read the sentence/s will call another pupil to restate the sentences on his/her own words and use/ show the appropriate facial expressions stated on the sentence/s. Cats are so curious that they often get into trouble. Once, my cat fell into the bath tub because she wanted to know what was inside! When Dave found out that the plumber charged him double the normal amount to fix his toilet, he felt cheated. After his grandmother passed away, Ken was so grief-stricken he couldn't get out of bed. When Emily has a lot of work to do and feels stressed, she becomes very tense and cannot relax. Our friend Lily makes us feel left out when she has a party but doesn't invite us. | Guided Practice: The teacher will guide the pupils in answering the exercises on LM. Below are examples of denotative and connotative meanings of words. Choose inside the box the word being referred by the denotative and connotative meaning. Write your answer on the first column.
Shark hot crazychick dead cool D.Group Activity:: 1.Organize the class into small groups or teams with no more than five members in each group. Then hand each group a blank “Connotation and Denotation Chart” 2.Explain to the groups that you are about to distribute a list of 10 adjective words listed in a random order. When you scream “Go” it will be each group’s job to sort the words into a list of 5 pairs pupils need to accurately complete the “Connotation and Denotation Chart” by correct identifying the word in each pair. The first team that sings their team’s yell will be given 1 point and with all correct answers will be given 4 points. | F.Independent Practice Ask pupils to answer the work sheet on learners’ manual. Tell :To help you better understand the concept of text types try to match the examples of particular texts on the right with the text types on the left by connecting them to the correct text type.
| 6.Independent Practice Let the pupils do the activity at “ Learn some more” Encircle the two ideas expressed in compound sentences then underline once the cause and twice the effect. 1.The dog barked at me because she was hungry. 2.It was my mom’s birthday today so I make her a card. 3.She didn’t sleep well last night so she feels weak today. 4.All her clothes were dirty because her mother did not wash their clothes. 5.Arnold dives in swimming pool and his head bump near the side of the pool. 6.Tara didn’t understand the homework assignment, so she asked a friend for help. 7.The students tried to prepare for the test but they didn't realize how difficult the test was. 8.We needed some groceries for the week so we went to the supermarket. 9.It was raining so hard outside so I put on my raincoat. 10.The horse jumped at the lake because she feel dirty. | 6.Independent Practice Directions: Infer the target audience. Match the words in column A to the words in column B. A 1.Seminar/Training Workshop of Teachers in Math 2.How to Make a House 3. Making Pastries, Cakes and Breads 4. Snow White and the Beast 5. Wrestling B
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| What have you learned from today’s lesson? | Ask the pupils about what they have learned from today’s lesson. | What have learned from today’s lesson? (Game )Pupils will pass a ball while singing a song. When the song stops, the one who holds the ball will give what he/she learned from the day’s topic. Different text types Text types as to structures Text types as to language | Connectors such as because, for this reason, that is why, so, therefore, for, and since can be used to show cause-and-effect relationships. A cause-and-effect relationship describes something that happens and explains why it happens. Compound sentences are made up of two simple sentences connected by a coordinating conjunction. These conjunctions are also known as FANBOYS: | Ask the pupils about what they have learned from the topic. | |||||||||||||||||||||
| Restate the sentences heard on one’s own words. Draw appropriate facial expressions after the sentences. Grandpa was very proud of me when I got a promotion at work. He took me out to dinner to celebrate. I'm a little doubtful about whether to get married or not.. We are delighted that you will be coming to visit us. It will be so nice to have you here. After waiting in line for an hour at the bank, the woman grew impatient and left. They were shocked to learn that their beloved neighbor, Miss Ann, had stolen their car. | G.Evaluation: Identify the meaning of words if it is a connotation, write C, and if it is a denotation, write D. Write your answer on the blank. Blue ____ a. Mommy, please buy me a blue bike. ______b. Linda got low score in her tst. She is blue. 2.Snake _____ a. Lito saw a big snake in their backyard. _____ b. Mario is a snake. He spank the little boy. 3.Cool ______a. The weather is verycool. ______b. I like your jacket. It is very cool. 4.Cheap ______a. Linda goes with different man that’s why she is being called cheap. ______b. The dress in the store is cheap. 5.Rats ______a. Rats lived in a dark places. ______b. Rats! I left my pocket book in the car. | H. Evaluation Directions: Give the meaning of the following text type. Write your answer on the box opposite of the words TEXT TYPE MEANING | Directions: Complete the following sentences. You may use a word or a group of words as signals for cause-and-effect relationships. 1. The clouds were turning dark, _______________ we started packing our picnic baskets. 2. Road blocks were set up by the military, ______________ they could catch the terrorists. 3. Tourists flock to Boracay ____________they are amazed of its white sand 4. The diligent son worked in the morning and studied at night ___________ his father died three years ago. 5. The economy of the country is improving _______________ dedicated government officials worked hard. 6. The wind blew and the papers were scattered on the floor. 7. He opened the box and a letter fell into his hands. 8. The rain stop and the rainbow appeared in the sky. 9. Maria steps on a banana feeling and she fell on the ground. 10. Juan accidentally broke the flower base, his mother got angry. | 8.Evaluation Pupils will be asked to do the following activity: 1.Think of a commercial or TV Ads you like. Answer the date below: Name of commercial/TV Ads : _________________________ Target Audience: __________________________ Age: __________________________ Gender: ___________________________ Interest: ___________________________ | |||||||||||||||||||||
| Pupils will restate the sentences heard on one’ own words. Then, show to the class the appropriate facial expressions expressed in the sentence. Even in hard times when I don't have a lot of money, I stay hopeful and believe that next month will be better. When I see that puzzled look on your face, I know that you didn't understand my question. Wow! I'm really impressed that Ashley can speak 7 languages, whereas I only speak one! Ugh! I don't have anything to do. I'm so bored!! After Kylie had her heart broken by her ex-boyfriend, she felt so down and blue. She is very sad. | Ask the pupils to answer the activities under “Do and Learn . | Write I example of each text type | Directions: Do the following activities: Activity 1: Read the compound sentence silently. Activity 2: Write five (5) compound sentences. Underline once the cause and twice the effect . Encircle the conjunction used in the sentence. | Watch a television commercial at home or find an ad in a newspaper or magazine Then , write one paragraph describing the ad, making an inference about who the target audience is, and explaining why they think this. | |||||||||||||||||||||
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