School:CAMALIG NORTH CENTRAL SCHOOL Grade Level:

GRADES 1 to 12
Teacher: RONNEL P. MARIANO Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: AUGUST 22-26 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Note significant details Infer the meaning of compound Recognize the elements of a Compose clear and coherent
Self-correct when reading
Use appropriate facial words narrative sentences using appropriate
Value/love one another
expressions grammatical structures:aspects
of verbs.
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives EN5LC-Ia-2.1 EN5V-Ia-12 and 13 EN5F-Ia-13 EN5F-Ia-2.9
Write for the LC code for each EN5OL-Ia-2.6.1 EN5G-Ia-3.3

II. CONTENT
Listening to a dialogue Selection: Two Were Left by Hugh B. Inferring the meaning of compound Recognizing the elements of Using the simple aspects of
Speaking with appropriate facial Cave words narrative verb
expression Self-correcting when reading Using the present tense for of
the verbs
Using the simple regular past
form of verbs
Using forms that show future
time
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pages 2-3 pages 3-5 page 5 pages 5-6 pages 6-8
2. Learner’s Materials pages pages 3-4 pages 4-7 pages 6-7 pages 7-9 pages 10-12
3. Textbook pages pages 3-4 Pages 4-7 Pages 6-7 pages 7-9 pages 10-12
4. Additional Materials from https://www.thoughtco.com
Learning Resource (LR) portal
B. Other Learning Resources Pictures, charts, Word cards, pocket chart, story chart Picture, chart, word card Chart/ppt.flah cards, Pictures, chart, metacards
https://www.thoughtco.com,
http://englishlinx.com
IV. PROCEDURES

A. Review previous lesson or Ask: What does being a steward Ask: What is a dialogue?
presenting the new lesson of creation mean? How is noting details of a story is
Ask the pupil to read the big done? Importance of self-correcting when Answer the assignments as a review Elements of a narrative
idea and another to read the Why is using appropriate facial reading. for the past lesson.
 verse. expression important in reading?
Ask: Does the verse say what
being a steward of creation
means?
B. Establishing a purpose for the Show a picture of people with Ask: Why are dogs called “man’s Show the word iceberg using a Show a poster size version or PPT. Show pictures of trees,
lesson their pets/ people with animals> bestfriend”? Have you had an flashcard. Tell the pupils that it is a
slide of the paragraph. (see PPT. or flowers, birds, rivers
Ask: How do you think these experience with a dog that will compound word. chart)
people support or contradict the statement? Tell the pupils that what they just Ask: Do you take care of our
feel being around their pets? saw came from the story “Two environment? What activity do
being around animals? Were Left” you usually do to take care of
Why should we take care of? Ask: If you had not yet read the our environment?
our pets and other animals? story, will you be able to understand
it?
Show a list of words/phrases to the
pupils. Tell the pupils to fill in the
blanks with these words/phrases:
(see chart/ppt)
Have the pupils write their answers
on the blanks?
Ask:Does it make more sense now?
C. Presenting examples/instances Tell the pupils to listen very well Unlocking of difficulties: Go back with the example above. Tell the pupils that the words and Say: You have learned that
of the new lesson while reading the dialogue. Have marooned, slab, gnawing, wedged Ask: How many words you can form phrases they used are called verbs are action words. Today,
the pupils answer the questions Present the words using word cards from these word? What are these elements of narratives. you will be learning the
in Talk About These? and displayed on a pocket chart. Have words? Direct the pupils to the definitions different aspects of verbs.
the pupils read the words aloud? Show the pupils how iceberg is on pages 7-9. Have the pupils read the
Draw out the meaning of the words divided into two words by separating Have the pupils read aloud the following sentences:
using context clues and/or pictures. the parts of the flashcard into ice and definitions of each element? Then, 1. The president continues to
Then, have the pupils practice reading berg. Determine the meaning of each call someone to read aloud the motivate people to take care
the phrases taken from the selection. word. definition aloud. (randomly) of the environment.
marooned on the ice Give more examples as possible . 2.The teachers continue to
the slab of iron motivate pupils to take care of
wedged one of the iron strip the environment.
the gnawing pain of his injured leg 3.He continued working with
the group his father founded
since 2002.
4. They will continue to inspire
people of all ages.
5. Janice bought a new watch
last week.
Help the pupils study and
analyze the sentences.
Give more examples
D. Discussing new concepts and Read the dialogue about pets Read: The Two Were Left Direct the pupils to the types of Have the pupils read the elements Lead the pupils to the different
practicing new skills #1 again with neutral facial The teacher will read the story then, compound words. on the flash cards? Then, call some aspects of verb using the
 expression. assign a pupil to be Noni and instruct Tell the pupils that there are three pupils to repeat the definition in sentences above.
Ask:Did it change the meaning of him to read Noni’s dialogue aloud types of compound word; closed, their own words and Help the pupils study and
the dialogue? with expression. Call on volunteers to open, or hyphenated. understanding. analyze the sentences.
take turn reading the story paragraph Have the pupils think of a compound Give more examples
by paragraph. words and write them on the board
on the proper column.
Answer and discuss as a class: From the example given by the pupils .
Think It Over on page 6 # 1-5 have them identify the definition of
each compound words.
Have pupils do Think-Pair-Share.Tell Ask: How are the three types of
pupils to work with a partner, discuss compound words different from one
questions with their partner, and another? Who can you explain the
report their partner’s answers to the meaning of each compound word?
class.
Think It Over on page 6 # 6-9
E. Discussing new concepts and Model: Refer back to the Focus Skill/Competency check Have the pupils identify the Guided Practice:
practicing new skills #2 dialogue about pets. Go through Ask: What do you usually do when different elements of “Two Were The class will be divided into 5.
each line and ask the pupils to you misread some words while you Left”. Each group will be receiving
identify the emotions expressed are reading a text aloud? Post the diagram on the board. metacards to write their
in each line. Read each line aloud answers. The teacher will ask a
with proper facial expression. Explain that it is okay to self-correct pupil to pick a card to be
while reading to convey the message shown in class, each card has a
of the text correctly. verb and corresponding tense
of verb written on it. Each
group will compose clear and
coherent sentences using the
verb in the tense asked. Two
minutes will be used to answer
each item.

F. Developing mastery Activity: Oral Language Practice Facilitate the practice described on Let the pupils answer the Independent Practice: Independent Practice:
Tell the pupils to pick a partner, page 6 of the text book. Instruct the Independent Practice on page 7 on Form a group of five and watch the A. The following sentences are
as instructed. Tell them to read pupils to read aloud the passage with their evaluation folder. film Spellbound/Obey Your Parents. written in past tense. Rewrite
the dialogue silently and identify their partners. Take note of the words Then, on a piece of paper the pupils them in present and future
the emotions expressed in each that their partner finds difficulty to will copy the graphic organizer on tense on the lines.
line. Afterwards, they may read. Remind him/her to self –correct the ppt. and fill out the elements of (See Chart)
proceed with assigning and while reading. a narrative.
exchanging roles and reading the
dialogue aloud.
G. Finding practical applications of Presentation of output in class.
concepts and skills in daily living
H. Making generalizations and What is a dialogue? Ask: What is a compound word? Ask: What is anarrative? What are What is a verb? What are the
abstractions about the lesson How is noting details of a story is Ask: Why is it important to value/love What are the three types? the different elements of a different aspects of verb?
 done? one another Who can give the difference of? narrative? State their differences. Differentiate each
Why is using appropriate facial Why is self-correction while each type?
expression important in reading? reading a text aloud necessary?

I. Evaluating learning Let the pupils present the Informative Assessment: Pupils will watch a short story. Have the pupils answer the
dialogue in front of the class. Identify the words that make up the Copy the graphic organizer from the practices on their textbooks
following compound word. Provide chart on your paper and fill out the pages 11-12.
the meaning for each individual word elements of a narrative. Present
and for each compound word. Then, your output in class. (Chosen pupils)
use the compound word in a ( see chart)
sentence.
1. basketball
2. fireplace
3. land bridge
4. best friend
5. brother-in-law
J. Additional activities for Give 2 examples for each type of Find the meaning of the word verb. Select the best verb form: (1/2
application or remediation compound words. Then, give the Write it down on your notebook. crosswise of a piece of paper)
meaning. To be passed tomorrow. Give atleast five example of a verb. 1. We ________ to London last
( ½ crosswise piece of paper). year.
go will go went
2. Yesterday she _______on
the ice.
slips slipped will
slip
3. They ________ in Toronto
by next year.
will live live lived
4. Tomorrow he ________ to
Miami.
traveled travels will
travel
5. Mice ________ peanut
butter.
love will love loved
6. Don't bother Tim while he
____.
is driving will drive
drove
7. When Jen was in Canada she
____skiing.
goes will go went
8. Right now Niki ________ on
 the phone.
is was will be
9. Call back later. Ella __home
soon.
is was will be
10. Blake ________ his
homework last night.
finished finish finishes

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 Differentiated Instruction and
worked well? Why did these work? Integration of Learning (Pair-Share)
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?