Daily Lesson Log

Grade 5-Earth

Content Standards - Demonstrates understanding of text elements to comprehend various

texts.

Performance Standards - Uses linguistic cues to appropriately

I. Learning Objectives – Use appropriate facial expressions EN5OL-IVa-2.6.1

Restate sentences heard in one’s own words. EN5LC-Iva-
3.11
II. Content – Using appropriate facial expressions
III. Learning Resources – chart, meta card, pictures, power point presentation,
emoticons
IV. Procedure

A. Review

B. Establishing Purpose of the Lesson

 Name Game! Each group of 5 members will name each facial

expression in the flower face using a butterfly metacards. The first
group who will name the emoticons correctly wins.

Surprise Confuse Happy Mad

Lonely

C. Presenting Examples/Instances of the New Lesson

 Let each group form a picture puzzle.

 What picture did you form? How did the donkey or horse express its
feeling? How about other animals.
 Unlocking of Difficulties Using a picture clue. Let the pupil match the
word in column A in each picture in column B.

A B

1. Bray

2. Suspicious

3. Frightened

4. Roar

 Reading of the Text

The Donkey

A donkey found a 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.

Who among you can restate the story in his/her own words?
Is restating statements important? Why? Why not?
 Comprehension Check Up:

1. .Literal

Who are the characters in the story?

2. Inferential

Was the donkey able to frighten the dog?

3. Evaluation
What is the idea of the writer in the story?
4. Interpretation

If you were the dog, would you laughed also the donkey? Why?
Why not?
5. Creative
Can you illustrate the scenario when all animals trick each other?

D. Discussing New Concepts and Practicing New Skills #1

In the story, which sentence/s shows facial expressions?

1. The dog was suspicious.
2. The dog heard the donkey brays.
3. The dog laughed and laughed.

E. Discussing New Concept and Practicing New Skills #2 (Collaborative

Approach)

 Each group will identify the facial expression shows by their members
in a Pinoy Henyo Approach. The actor/actress will express the feelings
using his/her facial and body gestures.

Hungry Hot Bored Cold

F. Developing Mastery
The pupils will watch a video about different facial expressions. They will
imitate the facial gestures.
G. Finding Practical Application.

Explain the saying; “Actions Speak Louder then Words”.

H. Generalization

 How will you describe using facial expressions in communicating with

other people?
I. Evaluation (Using Worksheet)
Direction: Encircle the correct facial expression of the underlined word.

1. Even in hard times, when I don’t have a lot of money, I stay hopeful and
believe that next month will be better.

2. When I see that puzzled look on your face. I know that you did not
understand my question.

3. After Kylle had lost her new cellphone, she felt so down and blue. She is
very sad.

J. Assignment.
Draw your facial expression on one (1) activity or happenings in your life
that is very memorable to you.

Prepared by:

EVANGELINE D. AGGARI
Teacher III
Ratee

NOTED:

AUREA M. NALLEB,EdD LUDICIA F. BELLO

Principal II Master Teacher II
Rater Rater
Daily Lesson Log
Grade 5-Earth

Content Standards - Demonstrates understanding of text elements to comprehend various

texts.

Performance Standards - Uses knowledge of text types to correctly distinguish literary from
informational texts.

I. Learning Objectives – Distinguish text-types according to features (Structural and

Language) Time Order
II. Content – Distinguishing Text-Types According to Features (Structural Analysis and
Language) Time Order
III. Learning Resources – chart, meta cards, pictures, power point presentation, graphic
organizer
IV. Procedure

A. Review

How to restate sentences heard in one’s own words? Why is restating sentences
important?

B. Establishing Purpose of the Lesson

 Arrange the pictures according to time order.

C. Presenting Examples/Instances of the New Lesson

 Let each group arrange the picture in order when they happened.

 How did you find the activity? Why you were able to arrange the
pictures?
 Unlocking of Difficulties
Arrange the jumbled letter base on its meaning

1. andlnerow – owner of a big track of land

2. nneaxde – added to
3. owntpolepe – people living in a town

 Reading of the Text

History of Pasay

Pasay city is considered the gateway to the Philippines by air. The

Ninoy Aquino International Airport lies within its confines. Within its
limited area of only 19 square kilometers live 386.702 residents.
Squeezed into it are five colleges and universities, seven flying schools
and public and private hospitals.
Pasay has had a long and colorful history. In pre-Spanish time,
Rajah Soliman named it after his daughter, Princess Pasay. A greater
part of Pasay formed part of Nanayan, now Sta Ana, a trading upstream
along the Pasig River.
In 1727, Pasay was annexed to Malate to provide easier access to
the Malate Parish. It was also at this time, that Pasay was named Pineda,
a Spanish landowner of the place who provided protection for the towns
people
Who among you can restate the story in his/her own words?
Is restating statements important? Why? Why not?
 Comprehension Check Up:

5. .Literal

Who are the characters in the story?

6. Inferential

Was the donkey able to frighten the dog?

7. Evaluation
What is the idea of the writer in the story?
8. Interpretation

If you were the dog, would you laughed also the donkey? Why?
Why not?
5. Creative
Can you illustrate the scenario when all animals trick each other?

D. Discussing New Concepts and Practicing New Skills #1

In the story, which sentence/s shows facial expressions?

4. The dog was suspicious.
5. The dog heard the donkey brays.
6. The dog laughed and laughed.

E. Discussing New Concept and Practicing New Skills #2 (Collaborative Approach)

 Each group will identify the facial expression shows by their members
in a Pinoy Henyo Approach. The actor/actress will express the feelings
using his/her facial and body gestures.
F. Developing Mastery
Hungry Hot Bored Cold
The pupils will
watch a video
about different facial expressions. They will imitate the facial gestures.
G. Finding Practical Application.

Explain the saying; “Actions Speak Louder then Words”.

H. Generalization

 How will you describe using facial expressions in communicating with

other people?
I. Evaluation (Using Worksheet)
Direction: Encircle the correct facial expression of the underlined word.

4. Even in hard times, when I don’t have a lot of money, I stay hopeful and
believe that next month will be better.

5. When I see that puzzled look on your face. I know that you did not
understand my question.

6. After Kylle had lost her new cellphone, she felt so down and blue. She is
very sad.

J. Assignment.
Draw your facial expression on one (1) activity or happenings in your life
that is very memorable to you.

Prepared by:

EVANGELINE D. AGGARI
Teacher III
Ratee

NOTED:

AUREA M. NALLEB,EdD LUDICIA F. BELLO

Principal II Master Teacher II
Rater Rater