Grade 5 Dll English 5 Q4 Week 5.docx

GRADES 1 to 12 DAILY LESSON LOG

School: Teacher: File Created by Ma'am Rosa Hilda P. Santos Teaching Dates and Time: FEBRUARY 11 - 15, 2019 (WEEK 5)

MONDAY

TUESDAY

Grade Level: Learning Area: Quarter:

V ENGLISH 4th Quarter

WEDNESDAY

THURSDAY

FRIDAY

Identify different meanings of content specific words (denotation and connotation) (TLE) b. List primary and secondary sources of information EN5V-IVe-20.1 ; EN5V-IVe20.2, EN5SS-IVe-5/Page 77 of 164 Identifying different meanings of content specific words (denotation and connotation) Listing primary and secondary sources of information

Use complex sentences to show cause and effect. b. Show tactfulness when communicating with others. EN5G-IVe-1.9.1; EN5A-IVe17

a. revise writing for claritycorrect spelling b. observe politeness at all times EN5WC-IVe-1.8; EN5A-IVe-16

Using complex sentences to show cause and effect. Showing tactfulness when communicating with others.

Revise writing for claritycorrect spelling Observe politeness at all times

Perception charts, visual aids, pictures

Rating sheet, Learner’s Material, pencils

I. OBJECTIVES A. Content Standards B. Performance Standards C.

Learning Competencies/Objectives Write the LC code for each

a.Restate sentences heard in one’s own words b.Use appropriate graphic organizers in text read c.Read grade level text with 128 words correct per minute EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ; EN5F-IVe 1.13 Page 77 of 164

Use verbal and non-verbal cues in TV broadcast b. Analyze how visual and multimedia elements contribute to the meaning of a text EN5LC-IVe-4 ; EN5SS-IVe1.7.1 ;/Page 77 of 164

II.

Restating sentences heard in one’s own words Using appropriate graphic organizers in text read Reading grade level text with 128 words

Using verbal and non-verbal cues Analyzing how visual and multimedia elements contribute to the meaning of a text

Developing Reading Power 5 p. 214

Developing Reading Power 5 p. 214

Developing Reading Power 5 p.

Metacards activity cards, manila paper Stories to be flashed in television/ written in manila paper

Video clips, graphic illustrations, chart News Broadcast to be flashed in television

Reading articles, visual aids, library holdings, charts

CONTENT

III.

LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Review How visual and multimedia elements contribute to the meaning of a text.

Review Examples of graphic organizers

B. Establishing a purpose for the lesson

1.Present the story entitled “The Bug Collection” to the students. 2.Ask the student to read it. 3.Call another student to read the story. 4.Call the students to read the story in group in two’s three’s etc.

1.Present to the class a reading article entitled “Saved by a Hero”- English Basics and Beyond 5 pp. 394-396 2.Ask the students to read the article with the emphasized words, list the words and give their own meaning. 3.Present to the class the correct meanings and ask them how did they came up with their own meaning.

C.

At the end of the lesson you will be able to restate the sentences heard in your own words you can also use appropriate graphic organizers and can read text correctly with 128 words per minute.

1.Watch a short broadcasting scene without sounds. 2.Ask the students to retell the broadcasting scene based on what they had watched. 3.Call another student to retell the scene. 4.Watch the broadcasting scene again with sounds. 5.Ask the students to compare their retelling of the broadcasting scene to the original a.Is your retelling of the scene correct? b.What are the things that made you think that the scene is as you retold? You will dramatize a Television broadcasting using verbal and non-verbal cues.

2.Ask the students to list the verbal and non-verbal cues they previously had on the retelling of the

Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

B.Explaining the students what to do. 1.Say: I will read again the story, while I am reading the story, I want you to list all the key sentences and supporting sentences

1.Review the kinds of sentences according to structure: simple, compound and complex by placing pictures with sentences (illustrating cause and effect) on the board. 2.Ask the students to find the pair of the pictures (cause to its effect). 3.Ask the students to read each sentences of the pictures. 4.Ask students to match the sentences to form a complex sentence

Review your previous composition. Check for clarity and spelling corrections.

4.Present to the class a dictionary. Ask them if they know what the book is for and explain how it is used.

Present complex sentences

B.Explaining the students what to do. 1.Say: you enlisted the emphasized words lately.

B.Explaining the students what to do. 1.Say: Match the cause to its effect to complete the

Exchange your work with your seatmate and check each other’s work… Underline words you find out spelled wrong Put question marks on sentences/ paragraphs you do not understand or is not clear Use only a pencil B.Explaining the students what to do. 1.Say: Check your work by exchanging it with your

from the story. 2.Comprehension check up 3.Ask the student to tell the key sentence in the first paragraph, then give the supporting sentences. Continue to ask questions until the students were able to organize ideas using the graphic organizer

broadcasting scene. 3.Ask them to group themselves into 4 and make a script

Those words have their own standard meaning and can be found in the dictionary. We call those words denotation. 2.Say: however, the words that imparts the attitudes and feelings, whether pleasant or unpleasant, are called connotations

complex sentences by coloring the boxes with the same color. 2.Check the outcomes and the complex sentences if correct. 3.Read the complex sentences (effects) and differentiate it again from the simple and compound. 4.Give other examples

C.Modelling for students 1.Watch again another broadcasting scene. 2.Ask the students to list all the verbal and non-verbal cues by analyzing the multimedia elements namely as: text, graphic, sound, video and animation. 3.Stress to the students the difference between verbal and non-verbal cues. D.Guided Practice 1.The teacher will check the scripts of each group before proceeding to the group activity 2.Group Presentation 3.After each presentation, the groups will show the list of the verbal and non-verbal cues they derived from the multimedia elements.

C.Modelling for students 1.Show the students how to use the dictionary to find the denotation of the example words. 2.Using a fish bowl technique, ask the students to try it themselves. 3.Let the students read their denotations. 4.Present another example for connotations. D.Guided Practice 1.The teacher posts a chart of positive and negative connotations. 2.Group Activity 3.Group the pupils into four groups. Ask them to list down the positive and negative connotations using different library resources. 4.Visit the library and ask them to do the task and list their primary and secondary sources of information. Primary sources (ex. Encyclopedia, textbooks, dictionary, reference materials, etc.)

C.Modeling for students 1.Give the students a complex sentence. 2.Direct the students to give the cause and effect. 3.Stress to the student the different parts of the complex sentences using another example.

E.

Discussing new concepts and practicing new skills #2

C.Modelling for students 1.Direct the student to read the sample of what they presented using the graphic organizer. 2.Ask the student to give all the key sentence in the story then the supporting sentences. 3.Stress to the student the difference of key sentence and supporting sentences. 4.From the given graphic organizer, give opportunity for the student to restate the sentences/ story in their own words

F.

Developing mastery (Leads to Formative Assessment 3)

D.Guided Practice a.The teacher will post another story for the student to read and to organize. (ANDRES BONIFACIO Developing Reading Power p. 226) b.The teacher will call student to restate the story in their own word. c.Group Activity 1.Group the pupils into three group The first group will do the graphic organizer. The second group will read the story correctly with proper phrasing, intonation, pronunciation. The third group will restate the story the story in their own word.

D.Guided Practice 1.Ask the students to read the story “The Lion and the Mouse” 2.Let the students answer the following questions of cause and effect

seatmate. 2.Do the checking three times in a round-robin technique. 3.The teacher will silently observe the process of correcting each other if the students are practicing politeness at all times. 4.At the end of the activity, ask the students to rate their commenters using a rating sheet if he/she is polite or not. C.Modelling for students 1.Show the students what to do by providing an example. 2.Correct the example with explanation of the basis of correction. 3.Stress to the student the clarity of a composition and rules of spelling

D.Independent Practice Give students enough time to revise their work after the correction process

5.Ask the students to report on class their work. G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

E.Independent Practice: 1.Flash story to the class. (PAGODAS – Developing Reading Power p. 228) 2.Based on the story you have read, choose one activity you want to do. You can make a graphic organizer, you can also restate it in your own word or you can read it correctly with proper intonation, pronunciation phrasing. Closure/Assessment: What have you learned from today’s lesson?

E.Independent Practice: 1.The teacher will present short movie clips and the students will match them to the appropriate text related to clips based on cues.

E.Independent Practice Let the students make sentences using words with positive or negative connotations.

E.Independent Practice: Ask the students to write another possible ending for the story using complex sentences.

Give students enough time to revise their work after the correction process

What have you learned from today’s lesson?

What have you learned from today’s lesson?

What have you learned from today’s lesson

What have you learned from today’s lesson?

G.Evaluation: Watch another broadcasting scene. Fill in the chart with the appropriate cues provided. Eleme Verba Nonnts Of l Cues Verbal Multi Cues media Text Graphi cs Audio Video Anima tion

G.Evaluation: Classify each word as denotation or connotation by writing D or C

Provide pupils with exercices about complex sentence showing cause and effect.

Rewrite your own composition after the correction checking. Make sure to correct all possible words you need to correct. Write legibly.

I.

Evaluating learning

G.Evaluation: Read the story carefully and correctly. Make a graphic organizer.

J.

Additional activities for application or remediation

Give examples of graphic organizer

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

Write 5 complex sentences and identify the cause and effect.

below 80% 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 strategies worked well? Why did these work? 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? C.