School: BAYANGA ES Grade Level: V

GRADES 1 to 12 Teacher: MA. LOURDES C. ROXAS Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: APRIL 3-5, 2023 (WEEK 8) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner…. The learner…. The learner….
. Demonstrates understanding of the Demonstrates understanding of the . Demonstrates understanding of the
oral standards of English in order to research process to write a variety of oral standards of English in order to
participate in various oral texts participate in various oral
communication demands communication demands
(situation,purpose and audience) (situation,purpose and audience)

B.Performance Standards The learner... The learner... The learner...

Reads with sufficient accuracy and Uses a variety of research strategies to Reads with sufficient accuracy and
fluency to support comprehension effectively write a variety of texts for fluency to support comprehension
various audiences and purposes
C.Learning Competencies/Objectives 1. Observe accuracy, appropriate rate 1. Organize information from secondary 1. Observe accuracy, appropriate
and proper expressions in choral, echo sources in preparation for rate and proper expressions in
and shadow reading ( EN5f-iiih-1.3) ( writing,reporting and similar academic choral, echo and shadow reading (
EN5f-iiih-1.7) tasks in collaboration with others( EN5f-iiih-1.3) ( EN5f-iiih-1.7)
2. Show tactfulness when EN5SSh-4) 2. Show tactfulness when
communicating with others( EN5A-III- communicating with others( EN5A-III-
17) 17)
II.CONTENT Choral, echo, shadow reading Organizing secondary information Choral, echo, shadow reading
Correct spelling, appropriate
punctuation marks, transition/signal
words
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.78 CG p.78 CG p.78
2.Learners’s Materials pages
3.Textbook pages Reading Marvels 6 p. 369 Reading Marvels 6 p. 369
4.Additional materials from learning https://www.youtube.com/watch?v=o https://overnightessay.com/blog/2007/ https://www.youtube.com/watch?v=
resource (LR) portal _-z8d0sRUA 07/17/organizing-ideas-for-essay- o_-z8d0sRUA
writing/
B.Other Learning Resource Audio Recorder, Video Presentation, Audio Recorder, Power Point Audio Recorder, Video Presentation,
charts Presentation,charts charts
IV.PROCEDURES
A.Reviewing previous lesson or presenting 1. How do organizing idea helps you in 1. Drill 1. How do organizing idea helps you
the new lesson writing? Read the sentence correctly. in writing?
2. Drill a. Learning is compulsory in most 2. Drill
Tongue twister schools today. Tongue twister
Betty Botter bought a bit of butter. b. Are they kept by size or color? Betty Botter bought a bit of butter.
The butter Betty Botter bought was a c. But….you should come also! The butter Betty Botter bought was a
bit bitter And made her batter bitter. 2. Vocabulary bit bitter And made her batter bitter.
 But a bit of better butter makes better What is a primary and secondary But a bit of better butter makes
batter. So Betty Botter bought a bit of sources of materials? better batter. So Betty Botter bought
better butter Making Betty Botter’s primary—not made or coming from a bit of better butter Making Betty
bitter batter better something else; Botter’s bitter batter better
original
firsthand—coming directly from the
original source
secondary—coming from or created
using an original
source
secondhand—not original; taken from
someone or
something else
source—a person, publication, or object
that gives
information
What is the use primary sources and
secondary sources?
B.Establishing a purpose for the lesson Video presentation Are you familiar with these? Video presentation
(https://www.youtube.com) What is the use of the following: (https://www.youtube.com)
1.Viewing:choral presentation of 4R- 1.Viewing:choral presentation of 4R-
Poetry Poetry
2.Video 37 Echo Reading 2.Video 37 Echo Reading
3.Shadow Reading 3.Shadow Reading
Coach and student read the same text Coach and student read the same
aloud in unison. text aloud in unison.
Reading together allows the student a Reading together allows the student
chance to practice phrasing and tone, a chance to practice phrasing and
while benefitting from the coach’s tone, while benefitting from the
modeling. coach’s modeling.
Steps: Steps:
1) For first reading, coaches should 1) For first reading, coaches should
track the words on the page to help track the words on the page to help
model fluent reading. model fluent reading.
2) For the second and following 2) For the second and following
readings, students should track the readings, students should track the
words on the page with their fingers words on the page with their fingers
to help follow along and focus to help follow along and focus
attention on the words on the page. attention on the words on the page.
C.Presenting Examples/ instances of the Video presentation How many times your imagination gave Video presentation
new lesson (https://www.youtube.com) you tons of idea, but still it’s hard for (https://www.youtube.com)
1.Viewing:choral presentation of 4R- you to express your ideas in writing? 1.Viewing:choral presentation of 4R-
Poetry Remember: Writing is not emergency Poetry
2.Video 37 Echo Reading you need to organize the content 2.Video 37 Echo Reading
3.Shadow Reading before you can write freely. 3.Shadow Reading
Coach and student read the same text 676 Coach and student read the same
aloud in unison. Diagram/graphic organizers will make text aloud in unison.
Reading together allows the student a your writings easier. Reading together allows the student
 chance to practice phrasing and tone, How to organize ideas? a chance to practice phrasing and
while benefitting from the coach’s 1. Diagram tone, while benefitting from the
modeling. 2. Outline coach’s modeling.
Steps: 3. Speed writing 4. Some other ways: a. Steps:
1) For first reading, coaches should from specific to general; b. from 1) For first reading, coaches should
track the words on the page to help positive to negative; c. step by step; d. track the words on the page to help
model fluent reading. from most important to least model fluent reading.
2) For the second and following important. 2) For the second and following
readings, students should track the readings, students should track the
words on the page with their fingers words on the page with their fingers
to help follow along and focus to help follow along and focus
attention on the words on the page. attention on the words on the page.
D.Discussing new concepts and practicing Comprehension Questions Comprehension Questions Comprehension Questions
new skills #1 How are you going to read in unison? What are the secondary sources of How are you going to read in unison?
What is the importance of reading information? What is the importance of reading
together? How are you going to organize together?
secondary information?
What is the use of graphic organizer?
An outline?
Why is it important to organize
information?
E.Discussing new concepts and practicing How are you going to show fluency in Group Activity How are you going to show fluency in
new skills #2 reading? Read the story and organize the reading?
What is the used of teacher modeling? concept using graphic organizer What is the used of teacher
Class will read the poem together in Then rewrite the passage observing modeling?
unison while other repeat the lines . clarity. Class will read the poem together in
Once the students finish the poem, Albert Einstein unison while other repeat the lines .
they will switch roles so each student Albert Einstein ( 1879-1955), on the Once the students finish the poem,
has a chance to read and repeat the other hand, was one of the greatest they will switch roles so each student
lines. scientists who ever lived. He was born has a chance to read and repeat the
Child Labour of Jewish parents in Germany. As a boy, lines.
681 he did not like school. But he studied Child Labour
“For oh,” say the children, we are Math and Science at home. He went to 681
weary college at Zurich, Switzerland, and “For oh,” say the children, we are
And we cannot run or leap; studied Physics. In 1905, he published weary
If we cared for any meadows, it were A new theory on the nature of the And we cannot run or leap;
merely universe, the Theory of relativity. It If we cared for any meadows, it were
To drop down in them and sleep. explains how matter, energy, and time merely
Our knees tremble sorely in the are related. This Theory of Relativity To drop down in them and sleep.
stooping, made Einstein World famous. In 1921, Our knees tremble sorely in the
We fall upon our faces, trying to go; he received the Nobel Prize for Physics. stooping,
And underneath our heavy eyelids -From “Disney’s My First Encyclopedia” We fall upon our faces, trying to go;
drooping, And underneath our heavy eyelids
The reddest flower would look as pale drooping,
as snow. The reddest flower would look as
For, all days; we drag our burden tiring pale as snow.
Through the coal-dark, underground; For, all days; we drag our burden
Or all day, we drive the wheels of iron tiring
 In the factories, round and round Through the coal-dark, underground;
-Elizabeth Barret Browning Or all day, we drive the wheels of
iron
In the factories, round and round
-Elizabeth Barret Browning
F.Developing Mastery A. Differentiated activities As the A. Group Activity A. Differentiated activities As the
children are reading, the teacher can Organize the ideas in the story Exile in children are reading, the teacher can
call them each up to meet when Dapitan using different graphic call them each up to meet when
they’ve had enough practice. The organizer. they’ve had enough practice. The
teacher will pick a page in the book B. Independent Practice teacher will pick a page in the book
and have the student first read aloud, Using the outline from the graphic and have the student first read
then whisper read, then silently read organizer ,write the passage correctly, aloud, then whisper read, then
while moving lips, and then read observing silently read while moving lips, and
silently. “ The Sea” Why does the sea proper punctuation and spelling. then read silently. “ The Sea” Why
laugh, Mother, As it glints beneath the C. Today you are going to share does the sea laugh, Mother, As it
sun? It is thinking of the joys, my child, something about yourself in class. glints beneath the sun? It is thinking
That it wishes everyone. Why does the Take note of the most important thing of the joys, my child, That it wishes
sea sob so, Mother? As it breaks on about you that must be recognized. everyone. Why does the sea sob so,
the rocky shore? It recalls the sorrows Make your outline as a basis of your Mother? As it breaks on the rocky
of the world, And weeps forevermore. information shore? It recalls the sorrows of the
Why is the sea so peaceful, Mother, world, And weeps forevermore. Why
As if it were fast asleep? It would give is the sea so peaceful, Mother,
our tired hearts, dearest child, The As if it were fast asleep? It would give
comfort of the deep Natividad our tired hearts, dearest child, The
Marquez Group A- Reads aloud comfort of the deep Natividad
fluently Group B- Reads in a whisper Marquez Group A- Reads aloud
Group C- Reads while moving lips fluently Group B- Reads in a whisper
Group D Reads silently The teacher Group C- Reads while moving lips
will walk around and monitor the Group D Reads silently The teacher
students performance. will walk around and monitor the
B. Independent Practice students performance.
Read the lines following the guidelines B. Independent Practice
below: Read the lines following the
a. Read with whisper reading guidelines below:
b. Read while lips are moving a. Read with whisper reading
c. Reading silent with only eyes are b. Read while lips are moving
following the word c. Reading silent with only eyes are
On hot days, the cool breeze jostles following the word
that line the walls. The sand is damp On hot days, the cool breeze jostles
and loose; water quickly fills that line the walls. The sand is damp
A footprint or hollow where a stone and loose; water quickly fills
has been. There are flattish pebbles A footprint or hollow where a stone
tinged with green. Water trickles has been. There are flattish pebbles
from the walls that arch above the tinged with green. Water trickles
stream and drips into lazy current with from the walls that arch above the
sudden metallic plops. stream and drips into lazy current
with sudden metallic plops.
G.Finding Practical application of Read your favorite tagline from the Read your favorite tagline from the
concepts and skills in daily living commercial with proper expression commercial with proper expression
and rate. and rate.
H.Making generalization and abstraction What should you observe in choral, What are the steps in organizing ideas? What should you observe in choral,
about the lesson echo and shadow reading? echo and shadow reading?
Group Performance(3 to 4 groups) Group Performance(3 to 4 groups)
(To be distributed equally among the (To be distributed equally among the
members of the group to ensure the members of the group to ensure the
performance of all the members) performance of all the members)
Rated by rubrics. Rated by rubrics.
Choral Reading, shadow reading and Choral Reading, shadow reading and
echo reading of the passage. echo reading of the passage.
I.Evaluating learning Practice exercises in shadow and echo Read the selection and complete the Practice exercises in shadow and
reading outline below: echo reading
Thomas Edison
Thomas Alva Edison (1847-1931) was
one of the greatest inventors who ever
lived.
As a boy,Edison displayed great
curiosity. He did not like school and was
educated at home by his mother. He
went to work when he was 12 and soon
began to dream of being an inventor.
He got his first patent in 1868. He
opened a laboratory in Menlo Park,New
Jersey where he was able to develop
and test his new ideas. Perhaps
Edison’s greatest inventions were the
phonograph, the perfection of the
electric light bulb and the motion
picture camera. All of these led to the
founding of huge industries. He held
more than 1,000 United States patents
for his inventions. He perfected the
light bulb and also a system to use
electric lighting in homes and offices.
678
Complete the outline. Write your own
title.
_____________________
Title
I. His birth
___________________________
II. His Education
A._________________________
B._________________________
III. His achievements/Accomplishments
___________________________
___________________________
J.additional activities for application or Research about the effects of global
remediation warming in the different secondary
materials then organize the ideas
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
evaluation next objective. objective. next objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of because of lack of knowledge,
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by answering the questions asked by
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. the teacher.
teacher. teacher. the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used despite of limited resources used
their work on time. work on time. their work on time. by the teacher. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. their work on time.
behavior. behavior. behavior. ___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
who have caught up with the lesson above above above above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation

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