GRADES 1 to 12
DAILY LESSON LOG
School:
Grade Level:
V
Teacher:
Learning Area:
ENGLISH
Teaching Dates and Time:
WEEK 4
Quarter:
4TH QUARTER
GRADES 1 to 12 DAILY LESSON LOG | School: | Grade Level: | V | |
Teacher: | Learning Area: | ENGLISH | ||
Teaching Dates and Time: | WEEK 4 | Quarter: | 4TH QUARTER |
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
OBJECTIVES |
A. Content Standards | - Demonstrates understanding of various linguistics nodes to comprehend various texts -- Demonstrates understanding that English language is stress timed to support comprehension - Demonstrates understanding of verbal and non-verbal elements of communication to respond back | - Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context - Demonstrates understanding of various non-verbal elements in orally communicating information | - Demonstrates command of the conventions of standard English grammar and the usage when writing or speaking | - Demonstrates understanding of writing styles to comprehend the author’s message - Demonstrates understanding of different formats to write for a variety of audiences and purposes - Demonstrates understanding of verbal and non-verbal elements of communication to respond back | - Demonstrates understanding of the various forms and conventions of print, non-print, and digital materials - Demonstrates understanding of verbal and non-verbal elements of communication to respond back |
B. Performance Standards | - Analyzes text types to effectively understand information/ messages - Reads with sufficient accuracy and fluency to support comprehension - Uses a variety of strategies to provide appropriate feedback | - Uses strategies to decode correctly the meaning of words in isolation and in context - Orally communicates information, opinions, and effectively to different audiences using a variety of literary activities | - Uses the correct function of nouns, pronouns, verbs, adjectives and adverbs in general and their functions in various discourse ( oral and written) | - Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view - Draft texts using appropriate text types for a variety of audiences and purposes -- Uses paralanguage and non-verbal cues to respond appropriately | -Evaluates effectively the message constructed and conveyed in various viewing texts - Uses a variety of strategies to provide appropriate feedback |
C. Learning Competencies/ Objectives (with LC Code for each) | 1. Restate sentences heard in one’s own words – EN5LC-IVd-3.11 2. Read grade level text with 128 words correct per minute – EN5F-IVd-1.13 3. Show tactfulness when communicating with others – EN5A-IVd-17 | 1. Identify different meanings of content specific words (denotation and connotation) (Health) – EN5V-IVd-20.1, EN5V-IV D-20.2 2. Use appropriate body movements/gestures - EN5OL-IVd-2.6.2 | 1. Use compound sentences to show problem solution relationship of ideas – EN5G-IVd-1.8.2 - Write compound sentences | 1. Distinguish text – types according to features (structural and language) – Time-order (sequence, recounts, process) –EN5RC-IVc-3.2.9 2. Compose a three-paragraph descriptive essay on self-selected topic – EN5WC-IVd-2.2.8 3. Show tactfulness when communicating with others. - EN5A-IVa-17 | 1.Analyze how visual and multimedia elements contribute to the meaning of a text – EN5VC-IVd-1.7.1 2. Observe politeness at all times – EN5A-IVd-16 |
II. CONTENT | - Restating sentences heard in one’s own words - Reading grade level text with 128 words correct per minute - Showing tactfulness when communicating with others | - Identifying different meaning of content specific words (denotation and connotation) (Health) - Using appropriate body movements/ gestures | - Using compound sentences to show problem solution relationship of ideas | - Distinguishing text-types according to features (structural and language) – Time order - Composing a three-paragraph descriptive essay on self-selected topic - Showing tactfulness when communicating with others | -- Analyzing how visual and multimedia elements contribute to the meaning of a text - Observing politeness at all times |
III. LEARNING RESOURCES | |||||
A. References | |||||
1. Teacher’s Guide pages | Downloaded TG 4th Quarter Week 4 | Downloaded TG 4th Quarter Week 4 | Downloaded TG 4th Quarter Week 4 | Downloaded TG 4th Quarter Week 4 | Downloaded TG 4th Quarter Week 4 |
2. Learner’s Material pages | Downloaded LM 4th Quarter Week 4 | Downloaded LM 4th Quarter Week 4 | Downloaded LM 4th Quarter Week 4 | Downloaded LM 4th Quarter Week 4 | Downloaded LM 4th Quarter Week 4 |
3. Textbook pages | K to 12 Curriculum Guide English 5 Misosa pp.10-11 http://www.inspirationalstories.eu/stories/short-stories/short-moral-stories-for- kids/ | K to 12 Curriculum Guide English 5 Dictionary https://www.youtube.com/watch?v=nfoDJ769R7I http://grammar.about.com/od/words/a/Denotation-And-Connotation-Exercise_2.htm | K to 12 Curriculum Guide English 5 Misosa 5 #14 pp.5 Worksheet from internet English Expressway Language pp.29 http://grammar.yourdictionary.com/parts-of-speech/conjunctions/coordinating- conjunctions.html#shAmvXSg2zM9u60T.99 file:///E:/compound_sentences_upper_elementary_grade_worksheet.pdf | K to 12 Curriculum Guide English 5 English Expressway Reading 5 pp. 96-97 http://www.elementary.ph/arranging-set-events-logical-order-make-story | K to 12 Curriculum Guide English 5 https://www.youtube.com/watch?v=2iOlM9XdOYohttp://learningarea4a.blogspot.com/2010/07/multimedia-elements-lesson- 2 24.html |
4. Additional Materials from Learning Resources (LR)portal | |||||
B. Other Learning Resources | Pictures, charts | Pictures, charts | Charts, pictures, | Charts, pictures, | Charts, pictures |
IV. PROCEDURES | |||||
A. Reviewing previous lesson or presenting the new lesson | How will you restate what you heard? | What is denotation? What is connotation? | What is a compound sentence? | How do we arrange events that happened in a story? | |
B. Establishing a purpose for the lesson | A. Setting the Stage Think and Tell Conduct a message relay. Use the tongue twister below I scream, you scream, we all scream for ice cream | A. Setting the Stage Think and Tell Show pictures of a thin and fat girl Describe the girl in the first picture/second picture Ex. The girl is fat The girl is chubby. The girl is skinny. The girl is scrawny. Which of the words fat and chubby fives a positive connotation? Negative connotation? Which of the words skinny and scrawny gives positive connotation? Negative connotation? | A. Setting the Stage Think and Tell Give a sentence from the pictures. Combine your sentences into one sentence | A. Setting the Stage Think and Tell Look at the picture, what can you say about the development of the baby? Are they in a chronological order | A. Setting the Stage Look at the poster, what message the poster gives? Is this picture considered a multimedia? What element of multimedia is present in the picture? |
C. Presenting examples/ instances of the new lesson | B. Explaining the Pupils What to Do Find and Learn 1. Vocabulary development Find the meaning of the words in column A from column B 2. Present the short selection and read it to the class. The Crow and the Pitcher 3. Comprehension Check up 1. How did the crow feel that day? 2. What did the crow see? 3. Why did the crow drink the water from the pitcher 4. How did the crow make the water come to the brim? 5. What did the crow do when the water in the pitcher came up? (Pls. refer to TG/LM) | B. Explaining the Pupils What to Do Have the pupils watch a video clip about positive and negative connotation https://www.youtube.com/watch?v=nfoDJ769R7I What is a positive connotation? Negative connotation | B. Explaining the Pupils What to Do Present the following sentences and have the pupils notice the difference between the simple and compound sentence . (Pls. see TG/LM) | B. Explaining the Pupils What to Do 1. Vocabulary Development Use a dictionary to find the meaning of the italicized word. a. Her mother saw Rhona at a distance already unconscious. b. A cat knocked down a lighted kerosene lamp. 2. Present the short story that shows RhonaMahilum tale of courage and heroism. Call a pupil to read the story. 3.Comprehension check up a. How the fire started in Rhona’s house? b. How Rhona save her brothers and sisters? c. How Rhona caught fire and saved herself and half of their house from burning? (Pls. see TG/LM) | B. Explaining the Pupils What to do Present the short story using text. Have the pupils read it. Then Have them watch the video of the same story The Greatest Treasure Question: 1. Did you understand the story by just reading the text? Why? 2. How about in the video presentation of the story, did you understand it? Why? 3. Which of the two presentation of the story do you prefer? Why? 4. What are the different elements of multimedia are present in the video clip? |
D. Discussing new concepts and practicing new skills #1 | C. Modeling for Pupils Try and Learn Read again the short selection “The Crow and the Pitcher “and instruct the pupils to listen carefully and try to get the main point of every sentence. Call a pupil to read a sentence (written in meta cards) then call a classmate to restate the sentence in his/her own words. Use the following sentences 1. A crow, half-dead with thirst, came upon a pitcher that had once been full of water. When the crow put its beak into the mouth of the pitcher 2. He found that only very little water was left in it, and that he could not reach down enough to get at it. 3. He tried so hard to reach the water, but could not. But then, a thought came to him. 4. He picked up one stone and dropped it into the pitcher. He looked another and dropped it. 5. He did this again and again until the water came to the brim, afterwards, he drank and drank. | Modeling for students Try and Learn Study the following sentences and give the positive and negative connotation of the word. 1. I recognized the familiar smell of my roommate's cooking. 2. Scrapple is an inexpensive meal. (Pls. see TG/LM) | C. Modeling for Pupils Try and Learn - Use the following sentences for discussion. - Study how each coordinating conjunctions are used in the following examples (Pls. see TG/LM) | C. Modeling the Pupils Try and Learn Arrange the following ideas in order. Then write it in a form of a paragraph. _____After paying, wait for your name to be called _____Fill out the registration form. _____Present your receipt to claim your ID _____Go to window and get your registration form _____Pay the registration fee at the cashier. | C. Modeling the Pupils Try and Learn Study the following Source :http://learningarea4a.blogspot.com/2010/07/multimedia-elements-lesson-24.html (Pls. refer to TG/LM for presenting the lesson) |
E. Discussing new concepts and practicing new skills #2 | D. Guided Practice Do and Learn Group activity Give each group a short selection. Have the leader read the selection then the member will write at least 5 sentences they heard. (Pls. refer to TG/LM) | D. Guided Practice Do and Learn Group I and II - Think of a positive and negative connotation for the following word 1. overweigth 2. short 3. unattractive 4. plain 5. smart Group II and IV – Tell whether the following word is positive or negative connotation childish stingy economical (Pls. see TG) | Guided Practice Do and Learn Group I and II -Choose the most appropriate conjunction to go in the blank. 1. Please bring me a towel, _____ I can dry the dishes. A. but B. not C. so 2. Take you clothes and shoes to your room, _____ put them away. A. and B. so C. yet Learn Some More Group III and IV - Use the coordinating conjunctions and, nor, so or to complete each compound sentence. 1. Please bring me a towel, _____ I can dry the dishes. 2. Take you clothes and shoes to your room, _____ put them away. (Pls. refer to TG/LM) | D. Guided Practice A. 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 wash their clothes. e. Arnold dives in swimming pool and his head bump near the side of the pool | D. Guided Practice Do and Learn Group activity Evaluating the Attributes of Different Multimedia Elements of a Webpage Webpage URL: https://www.youtube.com/watch?v=2iOlM9XdOYo ( Use the same video. )“ The Greatest Treasure” |
F. Developing Mastery (Leads to Formative Assessment) | E. Independent Practice Read and Learn Read the short paragraph then answer the following questions in a complete sentence The Donkey and the Sponges 1.What was the donkey’s burden on his first journey? 2. Why was he delighted after falling into the stream the first time? 3. What happened the second time he crossed the stream? 4. Why was the donkey sorry in the end? 5. What is the lesson of the story? | E. Independent Practice Talk About It For each pair of words and a phrase, list the one that is positive in the “Positive Connotation” category, the one that is negative in the “Negative Connotation” 1. slim, skinny, less than average build 2. fragrance, odor, a smell sensed by the olfactory nerve 3. a young age, youthful, immature 4.assertive, firmly confident, pushy 5. hobby, avocation, obsession | Independent Practice Read and Learn Read each sentence in the paragraph. Identify the compound sentence The girl scouts of Julian Felipe elementary School camped for three days. One night, they told stories after supper. Then they went back to their tents and they fixed their beddings. The school leader visited each tent and the campers were very happy for that. The next day the girls got up early and all of them jogged around the campsite. Their breakfast afterwards was simple but it was nutritious. Next, the girls prepared for the hije and uphill and down the rainforest. | D. Guided Practice Group Activity. - Divide he class into four groups. - Have the group compose of a paragraph on self –selected topic, following time order. - The events in the stories below are not in the correct order. Arrange them in sequence to make a short story. - Write them in paragraph form. Group I and III – A Boy Scout Hero Group II and IV – Early People’s Covering (Pls. refer to TG/LM) | Independent Practice Tell what element of multimedia is associated with the pictures 1. |
G. Finding practical application of concepts and skills in daily living | Talk About It Read the short paragraph and answer the questions below Scientists found out that Mercury’s atmosphere is very hot. Venus is hot too. Mars and Pluto are too cold and their atmosphere is made up of too much carbon dioxide just like those of Jupiter, Saturn, Uranus and Neptune. The planet Earth on the other hand has atmosphere which is made up of oxygen. Earth also receives enough light and rays from the sun which makes the planet fit for life. Choose the letter of the correct answer 1. What is the selection about? A. The Atmosphere of the Planets B. The Gases in the Atmosphere C. The Atmosphere of the Earth (Pls. refer to TG/LM) | Read and Learn Read other example of positive and negative connotation Try to use it in a sentence. | Talk About It Tell something about the picture using compound sentence | E. Independent Practice Learn Some More Read the short selection then arrange the events according to time orderThe Best Treasure | Talk About It Read the information below \ |
H. Making generalizations and abstractions about the lesson | Closure How would you restate sentence or statement? To restate a sentence/ statement heard you must listen carefully and remember the main points. | Closure / Assessment What is denotation? What connotation? Denotation refers to the literal meaning of a word, the "dictionary definition." Connotation refers to the associations that are connected to a certain word or the emotional suggestions related to that word. | Closure / Assessment What is a compound sentence? • A compound sentence is made up of two or more independent clauses usually joined by the conjunctions and, or andbut. And expresses addition, or tells choice, and but shows contrast. Other conjunctions that may be used are yet, so and for. Yet means but at the same time, so means therefore, and for means because. A comma is usually used before the conjunction in a compound sentence | Closure / Assessment How do we arrange events that happened in a story? The order in which events happen in a story, or how ideas are arranged in a composition is called sequence of events or ideas. This helps you understand what you are reading. It is important to note time signals such as In 1985, five years after, first, next , or finally. | Closure / Assessment What are the different elements of multimedia and how they contribute to the meaning of the text? |
I. Evaluating learning | Evaluation Listen to your teacher while reading the following sentence then restate it in your own words 1. A rich man in a certain town once owned a dog and a cat, both of which were very useful to him 2. The dog had served his master for many years and had become so old that he had lost his teeth and was unable to fight anymore, 3. The dog was a good guide and companion to the cat who was strong and cunning. 4. The master had a daughter who was attending school at a convent some distance from home, and very often he sent the dog and the cat with presents to the girl. 5. One day he called the faithful animals and bade them carry a magic ring to his daughter. | Evaluation Write About It Choose the correct word to complete each sentence. Negative connotation 1. He made me feel ____( uneasy. , frightened ) 2. Some of the makeup were ______ (annoying, amusing) 3. Mike ____ or to go on the ride. (nagged, reminded) Positive connotation 1. Our trip to the amusement park was ____ (fine, wonderful) 2. We saw _____ animals in the zoo. (fascinating, weird ) 3. Some of the Monkeys were _____ (hilarious, funny) | Evaluation Write About It Form a compound sentence from the simple sentences given.Use or, and but to combine each pair of sentence 1. School can be fun. It is exciting. 2. The Science experiments need time and patience. They are interesting to perform. 3. In, Physical Education we can learn many kinds of dances. We are also taught different ball games. 4. Our Music teachers teach Filipino songs. Sometimes we learn foreign songs. 5. Mathematics seems challenging With more attention we can master problem solving. | Evaluation Write About It Read and understand the following sentences. Arrange them in a logical order to make a story. Rewrite them in paragraph form. Give a title to your paragraph. • They become nymphs and live underwater. • After a few days, the eggs hatched. • Finally, they become full-grown dragonflies. • First, the dragonfly lays egg on the water. • As the nymphs grow, they shed their skin many times
| Evaluation Analyze how the following elements of multimedia contribute to the meaning of the text. Match column A to column B A. B. 1. text A. It makes the static image like moving 2. graphic B. It gives a powerful l impact 2. animation C. it gives message that can be read 4. video D. It makes the presentation attractive 5. sound E. reinforce information presented |
J. Additional activities for application or remediation | Learn some more Teacher will tell something about the picture. Listen carefully and write down at least 2-3 sentences you remembered. | • Give examples of denotation and connotation | • Choose a selection you want. From the selection, List down compound sentences you can find | Read and learn Rearrange the following sentences to form a good story. Write them in paragraph form. - They applied the iodine test and discovered which part stores starch. (5) - The pupils opened up the corn grains and examined the different parts. (4) (Pls. refer to LM) | • From the internet gather some examples showing elements of multimedia. |
V. REMARKS | |||||
VI. REFLECTION | |||||
A. No. of learners who earned 80% on this formative assessment | |||||
B. No. of learners who require additional activities for remediation | |||||
C. Did the remedial lessons work? No. of learners who have caught up the lesson | |||||
D. No. of learners who continue to require remediation | |||||
F. What difficulties did I encounter which my principal or supervisor help me solve? | |||||
G. What innovation or localized materials did I used/ discover which I wish to share with other teachers? |
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