School: Grade Level: V

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates: (WEEK 2) Quarter: 4TH Quarter

MONDAY TUESDAY
I. OBJECTIVES Distinguish text-types according to features (structural and language) – Enumeration
A. Content Standards The learner…
listens critically to different text types; expresses ideas logically in oral and written forms;
B. Performance Standards The learner…
demonstrates interest in reading to meet various needs.
C. Learning 1.Restate sentences heard in one’s 1.Identify different meanings of Distinguish text-types according . Use compound sentences to Infertarget audience
Competencies/Objectives own words. content specific words to features (structural and show cause and effect. EN5VC-IVb-
Write the LC code for each 2. Use appropriate facial (denotation and connotation) language) – Enumeration 2. Show tactfulness when 3.7/Page 76 of 164
expressions. (Science) 2. Read aloud grade level communicating with others
3. Observe politeness at all times. EN5V-IVa-20.1 appropriate text with an .EN5G-IVa-1.8.1
EN5LC –Iva-3.11 EN5V-Iva – 20.2 accuracy rate of 95 – 100%. EN5VC-IVa –3.7
EN5OL-Iva-2.6.1 Page 76 of 164 3. Take down relevant notes. EN5A-Iva-17
EN5A-Iva-16 EN5RC-IVa-3.2.8 Page 76 of 164
Page 76 of 164 EN5F-IVa –1.6
EN5SS-Iva-1.8
Page 76 of 164
II. CONTENT 1.Restating Sentences Heard in Identifying Different Meanings of 1.Distinguishing Text-Type 1.Using Compound Sentences to : Inferring Target Audience
One’s Own Words. Content Specific Words According to Features Show Cause and Effect
2.Using Appropriate Facial (Denotation and Connotation) (Structural and Language)
Expressions. (Science) –Enumeration
2.Reading Aloud Grade Level
Appropriate Text with an
Accuracy Rate of 95-100%.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2 TG/Week 2
2. Learner’s Material pages LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2 LM/Week 2
3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Flashcard,Charts,Pictures,dictiona Flashcard,Charts,Pictures Flashcard,Charts,Pictures Flashcard
Pictures, Charts, flashcards,
ry Projector/laptop Website/Internet (Youtube) Charts
emoticons (different facial Video Clips (Youtube) Dictionary Pictures
Vocabulary Worksheet
expressions)
 Cause and Effect Chart
Two Travelers and the Bear
IV. PROCEDURES
A. Reviewing previous Let the pupils observe the picture Review different facial expression Connotation and Denotation Distinguishing text-type Cause and Effect
lesson or presenting the below. Ask them to study the
new lesson emotions expressed on it. Ask:.Can
you imitate the expressions?

B. Establishing a purpose for the Let them analyzed the picture B. Look at the picture below Show the chart of text type on Ask the pupils the
lesson Ask: What is the vet doctor told to the board. following questions:
the child? Can you restate the Ask: Do you know what is a  What is inferring?
words? What is paraphrasing? text type?  What is target?
What is in the first picture? Let the pupils give their Say: Look at the picture and  When we say
Second picture? opinions about text type. answer the following questions: “audience”, to whom do
What is the difference between Say :The phrase ‘text type’ is a 1. What happened to the boy? we refer it?
the two pictures way of classifying and defining 2. Why do you think the boy fell
different types of language on the ground?
interaction, both spoken and 3.What do you think the reasons
written.It refers to the purpose why the boy fell on the ground?
of a text and the way it is
written.
C. Presenting At the end of this lesson, you will be Today, we’re going to learn the At the end of the lesson, you Tell the pupils that at the end of At the end of the lesson,
examples/instances of the able to restate sentences heard in different meanings of content will be able to distinguish text- the lesson, they will learn to use pupils are able to infer the
new lesson your own words and use appropriate specific words (denotation and type according to compound sentences to show target audience.
facial expressions. connotation). features (structural and cause and effect and be tactful
Show the faces again to the pupils language); read aloud grade in communicating others
level appropriate text with an
accuracy
rate of 95 – 100% and
take down relevant notes.

D. Discussing new concepts and B.Explaining the students what to B.Explaining the students what to B.Explaining the students what K.Explaining the students what 2. Explaining the
practicing new skills #1 do: do to do. to do students what to do
1.Ask the pupils to point out what 1..Show the power point 1.Present the chart on the Let the pupils study the
1.Tell the pupils that they are going the two words’ definitions have in presentation about the topic. board. picture. Discuss with them
to listen to a short story afterwards, common .. Continue the ..\TEXT TYPS.ppt 2.Ask pupils to study what is how to infer target
the will answer the comprehension comparison and contrast of the 2..Discuss and explain to the written in the chart. audience.
check –up below the story at “Find two words until they come up pupils the text type according to Compound sentences are made Ask the following
 and Learn” with which word has the positive features(structural and up of two simple sentences questions:
2.Teacher reads the short story. and negative meanings, then language).Refer pupils connected by a coordinating - What is inferring?
Pupils will listen. introduce the denotation and at “Think and Tell” conjunction. These conjunctions - What is target?
3.Call volunteer/s to restate connotation. are also known as FANBOYS: - Who should be
sentences heard on his own words. F - For the audience?
4.Ask: What values you should A - And - What are the key
observed during listening to a story N - Nor aspects would have been
and class discussions? B - But chosen to appeal on the
O - Or target market?
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?
E. Discussing new concepts and C.Modeling for Students 2.Modeling for students: C.Modeling for Students 3.Modeling for Students 3.Modeling for Pupils
practicing new skills #2 Teacher will read sentences. Tell the pupils that they will Let the pupils answer the a.Ask pupils to analyze the 1.Show the video clips to
1.Pupils will restate sentences heard watch a video clips about exercises on “Find and Learn” . sentence in flashcards. the pupils. ..\Inferring
on his/her own words and has (using denotation and connotation. What is compound sentence? Audience (1).mp4
the facial expression). Remind them to observe the What is cause and effect? 2.Have them answer the
2.Ask :Restate the sentences heard standard rules in watching or How are you going to write a exercises given in “Try and
on one’s own words and give the viewing video clips, compound sentence with cause Learn”
facial expression/s based on the 3.Viewing video clips about and effect relationship?
feeling/s expressed denotation and connotation b. Explain :
a.His father became worried when The product was rated poorly
she didn't hear from him for two because it was below the
days. _______ standard.
b.Juan is quite shy so he doesn't like What happened? The product
talking to people he doesn't know. was rated poorly. That is the
_______ effect.
c.A year after being fired from his Why did it happen? It was below
job, Marvin is still very bitter. He has the standard. That is the cause.
a lot of resentment towards his What kind of sentence
former boss. __________ according to structure is the
d.Even though I am accustomed to sentence above? That is a
traveling for business, I still get compound sentence.
homesick if I am away from my Here is another sentence.
home for more than a week. The guests stopped talking
__________ when the president entered the
e.Junie is absolutely furious!! I hall.
cannot believe that my dog chewed What happened? The guests
my favorite shoes. Now they're stopped talking. That is the
ruined! ____________ effect.
Why did it happen? The
president entered the room.
That is the cause.
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:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S – So
Compound sentences show
cause and effect relationship
Another example:
My daughter got sick so
we had to cancel our trip.
My daughter got sick
We had to cancel our trip.
Two sentences connected with
conjunction so to form a
compound sentence.
My daughter got sick so we
had to cancel our trip.
 Cause conjunction
Effect
Give your own examples of
compound sentences that show
cause and effect relationship.
c.Teacher will give more
examplesof compound sentence
and let the pupils identify the
cause and effect.

d.Encourage the pupils to give

their own examples of
compound sentences.

F. Developing mastery D.Guided Practice: 4.Comprehension Check-up: D.Guided Practice 4.Guided Practice 4. Guided Practice
(Leads to Formative a.The teacher will show the flashcard a.What is denotation? Give Below are eight different text Encircle the two ideas expressed Group Activity
Assessment 3) with sentence/s. The teacher will call examples of denotation. types and the purpose of those in a compound sentence then The teacher will group the
someone to read the sentence/s. b.What is connotation? Give texts, but they are mix up. underline once the cause and pupils into four. Each
Then the pupil who read the examples of connotation. Decide what the purpose of twice the effect. group will be given an
sentence/s will call another pupil to c.Using Venn’s diagram, give the each text type is and drag it to a.The dog barked at me because envelope containing
restate the sentences on his/her comparison or contrast of the the correct text type to the left. she was hungry. pictures of different
own words and use/ show the word denotation and connotation Match the items on the right to b.It was my mom’s birthday commercials or TV ads.
appropriate facial expressions stated the items on the left. today so I make her a card. They will infer who the
on the sentence/s. (See Do and c.She didn’t sleep well last night target audience in each
Learn) so she feels weak today. pictures.
d.All her clothes were dirty Let them give the
because her mother did not following date:
washed their clothes.
e.Arnold dives in swimming pool Target audience:
and his head bump near the ______________________
side of the pool. _
Age:
______________________
_
Gender:
______________________
_
Interest:
______________________
_

G. Finding practical applications E.Group Activity: The teacher will guide the pupils E.Group Activity 5.Group Activity 5. Independent
 of concepts and skills in daily a.Group the pupils into four (4). in answering the exercises on LM. Exercise 1.Say: Look at the Directions: Group the pupils into Practice
living b.Explain the directions of the Look at the examples of sentences below, identify their four. Let them do the assigned Directions: Infer the
activity. denotative and connotative text type and write these in the activity for their group target audience. Match
Follow the directions carefully meanings of words. column on the right. Complete Group the pupils into four. the words in column A to
Game 1- Guessing Game: Each Choose inside the box the word this column before saying your Group I will answer activity A. the words
member in the group will take part being referred by the denotative group’s yell.Each group will read Group 2 will answer activity B. in column B.
in showing the facial expression and connotative meaning. Write aloud their answer. Group 3 will answer activity C. A
without saying the name of feeling your answer on the first column. Group 4 will answer activity D. B
or emotion being expressed. The D.Group Activity:: Refer to LM. 1. Seminar/Training
other members of the group will 1.Organize the class into small Workshop of Teachers in
guess the name of emotion/feeling groups or teams with no more Math a. Carpenters
shown true facial expressions. At the than five members in each group. 2. How to Make a House
signal of the teacher, the guessing Then hand each group a blank b. Bakers
game will start. “Connotation and Denotation 3. Making Pastries, Cakes
Game 2 – Restate the sentence Chart” and Breads
heard. The group will fall in line. 2.Explain to the groups that they c. Teachers
Each group will choose their leader. will complete the Connotation 4. Snow White and the
The leader will pick a folded paper and Denotation Chart. Beast
and read silently what is written on They may use their dictionary to d. Men
it. After reading what is written , find out the meaning/s of the 5. Wrestling
he/she will whisper it to the first words. e. Little boys and
member in the line. Then the second girls
will whisper it othermember behind
him/her until all the members in a
group having heard the sentence
being whispered. The last member
will go in front of the class to restate
the sentence heard and shows on
the facial expressions expressed in
the sentence. The group with correct
statement and facial expression will
be given a point.
H. Making generalizations and What have you learned from today’s Ask the pupils about what they What have learned from today’s Ask: What have you learn on Ask the pupils about what
abstractions about the lesson lesson? Let the pupils do “Talk have learned from today’s lesson. lesson? todays’ lesson? Ask the pupils to they have learned from
about it” and “Write about it”. Let them do the exercises at “ (Game ) Pupils will pass a ball answer the activity at “Talk the topic. Have them
Ask : Read the pointers to Talked about it” and “Write about while singing a song. When the about it “ and “Read and Write” answer the “ Talk about it”
remember. it” 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
I. Evaluating learning H.Evaluation: F.Evaluation: Directions: Give the meaning of 8.Evaluation 7.Evaluation
Restate the sentences heard on Identify the meaning of words if it the following text type. Write Directions: Do the following Pupils will be asked to do
 one’s own words. Draw appropriate is a connotation, write C, and if it your answer on the box activities: the following activity:
facial expressions after the is a denotation, write D. Write opposite of the words Activity 1: Read the compound 1. Think of a
sentences. your answer on the blank. TEXT TYPE MEANING sentence silently. commercial or TV Ads you
1.Grandpa was very proud of me 1. Green Refer to Lm Activity 2: Write five (5) like. Answer the date
when I got a promotion at work. He _____ a. Mommy, please buy me compound sentences. below:
took me out to dinner to celebrate. a green apple.. Underline once the cause and
2.I'm a little doubtful about whether ______b. Lino is not a good boy, twice the effect . Encircle the Name of commercial/TV
to get married or not.. many of his classmate .don’t want conjunction used in the Ads :
3.We are delighted that you will be him in their sentence ______________________
coming to visit us. It will be so nice group. ___
to have you here. He is green minded.. Target Audience:
4.After waiting in line for an hour at 2.Snake ______________________
the bank, the woman grew impatient _____ a. Lito saw a big snake in ____
and left. their backyard. Age:
5.They were shocked to learn that _____ b. Mario is a snake. He ______________________
their beloved neighbor, Miss Ann, pretends to be a good boy. He ____
had stolen their ca guide his friends ‘ things Gender:
but when they were not ______________________
around, he get something in their _____
bags. Interest:
3.Cool ______________________
______a. The weather is _____
verycool.
______b. I like your haircut. It is 2. Watch a television
very cool. commercial at home or
4.Cheap find an ad in a newspaper
______a. Linda goes with or magazine
different man that’s why she is Then , write one
being called cheap. paragraph describing the
______b. The dress in the store is ad, making an inference
cheap. about who the target
5.Rats audience and explaining
______a. Rats lived in a dark why they think such.
places.
______b. Rats! I left my pocket
book in the car
.
J. Additional activities for Ask the pupils to do the directions Ask the pupils to answer the Ask pupils to answer the work Let the pupils do the activity at “
application or remediation on “Read and Learn “and “Find and activities under “Learn some sheet on learners’ manual. Learn some more” Encircle the
Learn”. more “and “Read and Learn” Tell :To help you better two ideas expressed in
understand the concept of text compound sentences then
types try to match the examples underline once the cause and
of particular texts on the right twice the effect.
with the text types on the left by
 connecting them to the correct
text type.
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
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?