School: SAN PASCUAL ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MARJORIE MAY C. MARQUEZ Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: JANUARY 31 – FEBRUARY 2, 2024 (WEEK 1) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards SEMESTRAL BREAK SEMESTRAL BREAK The learner…. The learner…. CATCH-UP FRIDAY
listens critically to different text listens critically to different text (SEE TG)
types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs.
B. Performance Standards The learner... The learner...
demonstrates interest in reading demonstrates interest in reading to
to meet various meet various
C. Learning Distinguish fact from opinion - Infer the meaning of unfamiliar
Competencies/Objectives Observe politeness at all times words (Compound) based on given
Write the LC code for each EN5LC-IIIa-2.10 context clues
EN5A-IIIa-16 - Read grade level text with
accuracy, appropriate rate and
CG PP 109 proper expression
- Observe politeness at all times
EN5V-IIIa-20.3
EN5F-IIIa-1.3
EN5A-IIIa-16
CG PP 109
II. CONTENT Distinguishing Fact from Opinion Compound Words (Vocabulary
( Listening ) Development)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Lesson Guide in Elementary Lesson Guide In English 5 pp. 103-
English pp. 33 – 35 104
English Expressways (Textbook in Google Images
Reading) pp.215-216
Google Images

3. Textbook pages Lesson Guide in Elementary Lesson Guide In English 5 pp. 103-
English pp. 33 – 35 104
English Expressways (Textbook in Google Images
Reading) pp.215-216
Google Images
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources metacards, strip of paper rolled picture, strip of cartolina, realia
with ribbon, box, manila paper,
pentel pen
IV. PROCEDURES
A. Reviewing previous lesson Game: Pick out a strip ( rolled Study the picture. Tell something
or presenting the new with ribbon ) with a statement about it.
lesson stating a fact or an opinion inside 1. What are the following
a box. Those who picked an pastries/cakes made of?
opinion should go to the left 2. List down some ingredients in
side; those who picked a fact making cupcakes or
should go to the right side. Pupils pancakes/applesauce etc.
who did not get it correctly
should recite a poem or a dance
number.

* Boats never sink.

* Ice is cold.
* Three is not a number
between two and four.
* All people can read.
* A kitten grew up to be a cat.
* You should brush your teeth.
* A baby cannot count one to
ten.
* Rich people are happy.
B. Establishing a purpose for the 2. Distribute each letter to pupils. The teacher will show the chart of
lesson Ask them to rearrange the letters preposition and explain the
and give the meaning of the meaning and use of each.
word. They will stand in front
with the letter. (Encourage the
pupils to give other meanings of
the given word)
(lovely) LYVELO
_________ 1. beautiful
(elegant) GEELTAN
_________2. graceful
(adaptable) EAAADPTLB
_________3. pliant
(fragrant) TRANFRAG
________ 4. sweet
(shining)NIIHGSN
 ________ 5. sparkling
C. Presenting 1. Say: I have here a paragraph to 1. I have here a paragraph. Please
examples/instances of the read with you. read orally. Follow the proper
new lesson 2. Read the paragraph to the reading with accuracy,
pupils. appropriate rate and proper
3. Comprehension check-up expression.
4. Ask them to distinguish fact
from opinion. 2. Read the paragraph.
One Sundayafternoon,
Listen to the following Julian, the baker is busy making
paragraphs. cupcakes and cooking pancakes.
a. Jose works with animals. In Celia, his helper is busy packing
fact, he spends every spare applesauce and strawberry jam.
moment in a neighborhood pet They will bri2ng these to Chinatown
store. After school, he helps feed where anybody can buy them
the animals and clean their anytime.
cages. He spends a lot of time
training the animals so that they 3. Comprehension check-up
could get along with people. a. Who is Julian?
b. Jose believes that being a b. What is the work of the baker?
veterinarian and working with c. What does Celia pack?
animals would be a wonderful d. When did the story happen?
thing for him to do when he e. If you were a baker what bread
grows up. He thinks that he will would you prefer to bake?
become an excellent veterinary 4. Ask them to pick out the different
doctor in the future. compound words from paragraph
Which paragraph expresses mentioned above
truth or fact?
D. Discussing new concepts and Let the pupils read sentences Modeling for Pupils
practicing new skills #1 distinguishing fact from opinion. 1. Look for the underlined words in
a. A forest is the best place to our story.
relax. 2. Read the two words found in
b. Forests protect our wildlife each word.
and provide homes, food and
water to animals and birds. Sunday =sun + day
c. Trees prevent flood that can afternoon=after + noon
kill people and crops. cupcakes =cup +
d. From these forests come wood cakes
for houses, telephone posts, pancakes =pan +
electric light polesand many cakes
other things. applesauce=apple +
e. Forest fires can be prevented. sauce
Fact – is a statement which strawberry=straw +
experiences and experiments berry
 have proven to be true. Chinatown=China+ town
Opinion – is a view or guess anybody =any + body
which may or may not be true. anytime =any + time
Clue words like think,believes,
feel, must be, must and Compound Word – comes from two
probably, seems often signal different words that have been put
opinion. together to form anew word with a
new meaning.
E. Discussing new concepts and Comprehension check-up Fact – is a statement which
practicing new skills #2 a. What are found experiences and experiments have
between grand mountains? proven to be true.
b. How will you describe Opinion – is a view or guess which
the plains? may or may not be true. Clue words
c. Explain why bamboos like think,believes, feel, must be,
are pliant. must and probably, seems often
d. Compare the signal opinion.1. The teacher will
sampaguitas and the orchids. direct the pupils to write at least 2
e. Can you name three sentences distinguishing factfrom
things you love most in our opinion.
country?
F. Developing mastery Directions: The teacher will ask Directions: The teacher will ask the
(Leads to Formative the pupils to copy the words that pupils to read the short paragraph
Assessment 3) is spelled correctly. below. Let them analyze the use of
gloruious prepositions in sentences.
glorious
gloriouos Maria is walking on the grass. Riaz is
resplendent walking on the foot-path.A boy and
resplenden a girl are running across the road.It
rescplendent is not safe.They should look right
verdant verdent and left and then cross the
vardent road.They are going to school.They
plaintive pliantiv are late for school.They are all in a
plaintive hurry.The school begins at half past
boundlhes seven.The children are in the class
boundiless room.They are putting their bags
boundless on desk. They are sitting on
their chair. The teacher in coming
into the class room.The children are
looking at the teacher.She
is writing on the black board.She
is writing with a piece of chalk. Zia is
late.He is walking into the class
room.
G. Finding practical applications 1. The teacher will ask the pupils
of concepts and skills in daily to use the following words from
living the poem in sentences
2. Group Activity:
a. The pupils will be
grouped into five
b. The teacher will
explain the activity
Group Activity
Directions: Make a list of 5
synonym or antonym word pairs.
Use each pair in a sentence.
Examples:
sad and unhappy
mistake and error
sleepy and drowsy
perhaps and maybe
Groups 1-3: Synonyms
Groups 4-5: Antonyms
H. Making generalizations and *Synonyms – words that have What have you learned from
abstractions about the lesson similar meaning today’s lesson?
*Antonyms – words that
have opposite meaning
I. Evaluating learning Directions: Identify the words
that have similar meaning or
opposite meaning of each
underlined words.
1. The grand mountains are
beautiful.
a. attractive c. elegant
b. marvelous d. radiant
2. How graceful are her stately
plains!
a. willowy c.
delicate
b. obedient d.
refined
3. How sweet and modest are
her daughters who harvest the
golden grain!
a. darling c.
harmonious
b. pure d. fragrant
4. How graceful are her towering
 emerald trees!
a. brief c. tiny
b. little d. low
5. How I love this dear
Philippines, home on this
troubled earth!
a. peaceful c.
dignified
b. restful d.
gracious
J. Additional activities for 1. The pupils will write the
application or remediation compound word that mean the
following:
_______________________ bell
by the door
_______________________ ache
or pain at the back of the body
_______________________ cake
fried on a pan
_______________________
room where classes are held
_______________________
cloth to cover
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move
earned 80% in the the next objective. the next objective. the next objective. next objective. on to the next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B. No. of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find
additional activities for in answering their lesson. in answering their lesson. in answering their lesson. answering their lesson. difficulties in answering
remediation who scored ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson.
below 80% answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the lesson in answering their lesson.
because of lack of knowledge, because of lack of knowledge, lesson because of lack of because of lack of knowledge, ___Pupils did not enjoy
skills and interest about the skills and interest about the knowledge, skills and interest skills and interest about the lesson. the lesson because of lack
lesson. lesson. about the lesson. ___Pupils were interested on the of knowledge, skills and
___Pupils were interested on ___Pupils were interested on ___Pupils were interested on lesson, despite of some difficulties interest about the lesson.
the lesson, despite of some the lesson, despite of some the lesson, despite of some encountered in answering the ___Pupils were interested
difficulties encountered in difficulties encountered in difficulties encountered in questions asked by the teacher. on the lesson, despite of
answering the questions asked by answering the questions asked by answering the questions asked ___Pupils mastered the lesson some difficulties
the teacher. the teacher. by the teacher. despite of limited resources used by encountered in answering
 ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson the teacher. the questions asked by the
despite of limited resources used despite of limited resources used despite of limited resources used ___Majority of the pupils finished teacher.
by the teacher. by the teacher. by the teacher. their work on time. ___Pupils mastered the
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils ___Some pupils did not finish their lesson despite of limited
their work on time. their work on time. finished their work on time. work on time due to unnecessary resources used by the
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish behavior. teacher.
their work on time due to their work on time due to their work on time due to ___Majority of the pupils
unnecessary behavior. unnecessary behavior. unnecessary behavior. finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C. Did the remedial lessons ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
work? No. of learners who above above above above earned 80% above
have caught up with the
lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
to require remediation additional activities for additional activities for additional activities for additional activities for remediation require additional
remediation remediation remediation activities for remediation

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who
did these work? the lesson the lesson the lesson lesson caught up the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
encounter which my principal require remediation require remediation require remediation require remediation continue to require
or supervisor can help me remediation
solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
which I wish to share with Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive
other teachers? taking and studying techniques, taking and studying techniques, taking and studying techniques, taking and studying techniques, and Development: Examples:
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. vocabulary assignments. Self assessments, note
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- taking and studying
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and share, quick-writes, and techniques, and
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. vocabulary assignments.
___Bridging: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Think-pair-share, quick-
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Examples:Compare and contrast, writes, and anticipatory
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and jigsaw learning, peer teaching, and charts.
projects. projects. projects. projects.
___Schema-Building:
 Examples: Compare and
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization: contrast, jigsaw learning,
peer teaching, and
Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, media,
projects.
media, manipulatives, repetition, media, manipulatives, repetition, media, manipulatives, repetition, manipulatives, repetition, and local
and local opportunities. and local opportunities. and local opportunities. opportunities.
___Contextualization:
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation: Examples:
Demonstrations, media,
Examples: Student created Examples: Student created Examples: Student created Examples: Student created
manipulatives, repetition,
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
and local opportunities.
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: Speaking
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, slowly and clearly, modeling the
modeling the language you want modeling the language you want modeling the language you want language you want students to use, ___Text Representation:
students to use, and providing students to use, and providing students to use, and providing and providing samples of student Examples: Student created
samples of student work. samples of student work. samples of student work. work. drawings, videos, and
games.
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies ___Modeling: Examples:
used: used: used: used: Speaking slowly and
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching clearly, modeling the
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration language you want
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh students to use, and
play play play play providing samples of
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary student work.
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel Other Techniques and
___ Diads ___ Diads ___ Diads ___ Diads Strategies used:
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Explicit Teaching
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Group collaboration
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___Gamification/Learning
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method throuh play
Why? Why? Why? Why? ___ Answering preliminary
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs activities/exercises
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Carousel
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Diads
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Differentiated
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation Instruction
in doing their tasks in doing their tasks in doing their tasks in doing their tasks ___ Role Playing/Drama
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Discovery Method
of the lesson of the lesson of the lesson of the lesson ___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
 ___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson

Prepared:
MARJORIE MAY C. MARQUEZ Checked:
Teacher I MA. ANTONIETTA A. ILETO
Master Teacher I