School: PUNGLO ELEMENTARY SCHOOL Grade Level: V
GRADES 1 to 12 Teacher: HOWARD S. CLAMONTE Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 5 – 9, 2022 (WEEK 3) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Read aloud grade level Infer the meaning of Infer the theme of a Infer the theme of a Compose clear and
appropriate text with an unfamiliar compound words literary text. literary text. coherent sentences
accuracy of 95-100% on given context using appropriate
clues(synonyms, antonyms, grammatical structures:
word parts) and other aspect of verbs
strategies.
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives EN5F-Ib-1.6 EN5V-Ib-12 and 13 EN5RC-Ib-2.9.1 EN5RC-Ib-2.9.1 EN5G-Ib-3.3
Write for the LC code for
each
II. CONTENT Lesson 2 Inferring the meaning of Inferring the theme of a Inferring the theme of a Progressive Aspect of
Reading selection: unfamiliar compound words Literary Text. Literary Text. Verb
“Thundering Water” by Sally on given context clues and Selection: Thundering Selection: Thundering
Lee other strategies. Water Water
Synonyms
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 13-14 Page 14 Page 15 Page 15 Pages 15-16
2. Learner’s Materials Pages 18-19
pages
3. Textbook pages Pages 18-19 Pages 19-20 Pages 19-20 Pages 19-20 Pages 22-24
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning https:// http:// http:// http://
Resources www.amazingclassroom.co www.ereadingworksheets. www.ereadingworksheets. www.englishforeveryon
m com/free-reading- com/free-reading- e.org/Topics/Verb-
worksheet, word meaning worksheets/theme- worksheets/theme- Tenses.htm
card, chart worksheets/ worksheets/ worksheet
charts, worksheets charts, worksheets
IV. PROCEDURES
A. Review previous lesson Gestures Elements of a Narrative Elements of a Narrative Verb
or presenting the new Give emphasis on “Theme” Give emphasis on
lesson “Theme”
B. Establishing a purpose Ask:What is a “dam”? Do Have the pupils turn their Show pupils pictures Show pupils pictures Have the pupils give
for the lesson you know some water dams books on page 19 and ask representing representing examples of verb
in our country? them to read the passage. Love, peace, friendship, Love, peace, friendship,
What happens when the happiness, among other happiness, among other
water dams overflow? themes. themes.
Ask:Which picture Ask:Which picture
represents love?peace? represents love?peace?
friendship?happiness? friendship?happiness?
Why? Why?
C. Presenting Have the pupils read the Ask:What kind of compound Direct the pupils to the Direct the pupils to the Show the pupils the
examples/instances of the high frequency words:cabin, word is wristwatch? definition found on page definition found on page following sentences:
new lesson valley, trail,water flood. 20. Have them read the 20. Have them read the 1. Winston Chua has
Call on the pupils one by one definition and explanation definition and explanation created scale models
to read the words aloud. aloud. Have pupils supply aloud. Have pupils supply since he was seven
Have them practice reading other universal truths, other universal truths, years old.
the word aloud until they get topics, or quotes that they topics, or quotes that they2. Winston Chua had
it right. know which may be know which may be created a lot of scale
considered as ways of considered as ways of models before he met
expressing themes. expressing themes. Eddie Ong.
3. Winston Chua will
have created a lot of
scale models before he
becomes famous.
Tell the pupils that the
sentences show the
perfect aspect of verbs.
D. Discussing new concepts Unlocking of Direct the pupils to the two Ask: What is the theme of Ask: What is the theme of Discuss the progressive
and practicing new skills #1 Difficultie(Before sentences on page 19. the reading text the reading text aspect of verbs shown
Reading):Present the words Ask: Which word in the first “Thundering Water”? “Thundering Water”? on page 22.
using word cards displayed sentence and second How did you know that the How did you know that the How is progressive
on a pocket chart.Have the sentence are compound theme could be concern for theme could be concern aspect of verbs formed
pupils read the words aloud. words? others? How is this shown for others? How is this in the present tense?
Draw the meaning of the What kind of compound by the characters? How shown by the characters? past tense? future
words using context clues words are halfway and does the setting help in the How does the setting help tense?
and/or pictures. hillcrest? development of the in the development of the Have the pupils give
Have the pupils practice theme? What event or theme? What event or more examples for
reading the phrases and events in the story enable events in the story enable each.
sentences taken from the the characters to show the characters to show Original File Submitted
selection until a 95-100% concern for others? concern for others? and Formatted by
accuracy rate is achieved. DepEd Club Member -
Ask the pupils the words visit depedclub.com for
they are familiar with and more
have them use these in
sentences to check
understanding of meaning.
E. Discussing new concepts Silent Reading(During Have the pupils read the Group Activity: 4 members Group Activity: 4 members Present Progressive
and practicing new skills #2 Reading) sentences on page 20 of the each.(Reciprocal Teaching) each.(Reciprocal Teaching) Form of Verbs:
Direct the pupils to reading textbook. Have each member of the Have each member of the Have the pupils read
the selection “Thundering Ask: Based from the group pick a task card to group pick a task card to the conversation on
Water” on pages 18-19, sentences what do halfway identify each pupil’s identify each pupil’s page 22-23 of the
textbook. and hillcrest mean? role:summarizer, role:summarizer, textbook.
Which word in the first questioner,clarifier and a questioner,clarifier and a Have the pupils identify
sentence means the same as predictor.(visualizing, predictor.(visualizing, the progressive aspect
halfway?Which word in the making connections, making connections, of verbs.
second sentence is questioning the author and questioning the author Tell the pupils that the
synonymous to hillcrest? inferencing). and inferencing). verbs are in the present
Do halfway and Explain the task of each Explain the task of each progressive form, the
midway, hillcrest and hilltop member:Summarizer will member:Summarizer will be+verb-ing form goes
have the same meaning? highlight highlight with specific noun and
Based from these words , key ideas , key ideas , pronoun subjects.
what does synonyms mean? Questioner, will Questioner, will Read and discuss the
Tell:In some cases, you can pose pose chart on page 23 of the
infer the meaning of questions about questions about textbook.
unfamiliar wordwhen you the the Ask: What noun subject
find another word which selection(unclear goes with each helping
means the same as that parts, selection(unclear parts, verb?
word or its synonym. puzzling puzzling What noun or
information, information, pronoun goes with each
connections to connections to helping verb?
other other
concepts already concepts already
learned learned
Clarifier, will Clarifier, will
address address
confusing parts confusing parts
and and
attempt to attempt to
answer the answer the
the questions the questions
that were that were
just posed. just posed.
Predictor, can offer Predictor, can
predictions. offer
Distribute the short story predictions.
for each group. Distribute the short story
Have the pupils read the for each group.
story assigned to Have the pupils read the
them.Encourage them to story assigned to
use note-taking them.Encourage them to
strategies(selective use note-taking
underlining) strategies(selective
Give the group enough underlining)
time for their task. Give the group enough
Have a discussion with time for their task.
each group.From then, Have a discussion with
infer the theme of the each group.From then,
story. infer the theme of the
Appreciate the work of story.
each group. Appreciate the work of
each group.
F. Developing mastery Oral Reading: Have the See worksheet/chart See worksheet/chart See worksheet/chart Independent Practice:
pupild take turns reading the Discuss the pupils’ Discuss the pupils’ Have the pupils answer
story paragraph by answers. Feedback answers. Feedback the exercises on page
paragraph. (per column). 24 of the textbook.(A)
Comprehension
Check:Answer and discuss
the questions on “Think It
Over” on page 19,textbook.
Group Activity: Group the
pupils into five groups and
have them make a report on
sone dams here in the
Philippines.
G. Finding practical Focus Skill/Competency Guided Practice:
applications of concepts Check: Have the pupils answer
and skills in daily living Ask:What do you usually do the exercises on page
when you come across with 24
the words you cannot read
at once?
Tell: You can improve the
accuracy level in oral reading
by doing the practice
indicated on page 19 of your
textbook..
H. Making generalizations Ask:Why is it important to Ask: What is synonyms? Ask: How to identify the Ask: How to identify the Ask: How is the
and abstractions about the practice reading different theme of a narrative? theme of a narrative? progressive aspect of
lesson words aloud? verbs?
How is the helping
verb “be” used?
I. Evaluating learning Identify from among the See worksheet/chart See worksheet/chart See worksheet
other words in the sentence
the synonym of each
italicized compound word.
Write the answer on your
paper.(see chart)
J. Additional activities for What is meant by Determine what the theme Determine what the See chart
application or remediation synonyms? is for each story.Write in theme is for each
complete sentences.(see story.Write in complete
chart) sentences.(see chart)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching Differentiated By using Context Clues Reciprocal Teaching Reciprocal Teaching
strategies worked well? Instruction(Oral/Sile Deductive Method Small Group Activity Small Group Activity
Why did these work? nt Reading/BDA Because of these strategies Through reciprocal Through reciprocal
Strategy learners were able to teaching, the pupils teaching, the
Integration of identify the meaning of the learn to guide pupils learn to
Learning words through clues in the group discussions.It guide group
Through differentiated sentences given. encourages discussions.It
instructions learners learned students to think encourages
in a style that suits them, about their own students to think
thus they stay on the thought process about their own
task/motivated. during reading. thought process
Integration of Learning.In It helps students during reading.
this strategy learners were learn to be actively It helps students
able to connect and create involved and learn to be actively
more real world connections monitor their involved and
thus, they actively engaged comprehension as monitor their
themselves in the discussion. they read. comprehension as
It teaches students they read.
to ask questions It teaches students
during reading and to ask questions
helps make the text during reading and
more helps make the
comprehensible text more
comprehensible
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?
Prepared by: Noted by:
HOWARD S. CLAMONTE ALICIA G. BADUA
T-I ESP-II
