DLL_ENGLISH 5_Q4_W2.docx

Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Quezon City
ROSA L. SUSANO-NOVALICHES ELEMENTARY SCHOOL
GRADES 5
DAILY LESSON LOG
School: Rosa L. Susano-Novaliches Elementary School Grade Level: V Class Schedule
12:00-12:50 – Cavite 3:40-4:30 - Tarlac
12:50-1:40 - Bukidnon 4:30 – 5:10 - Masbate
1:40-2:30 - Davao
Teacher: Monica C. Mendoza Learning Area: ENGLISH
Teaching Dates MAY 8-12, 2023 (Week 2) Quarter: 4th QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Competencies/Objectives
Write the LC code for each
1.Restate sentences heard in one’s
own words.
2. Use appropriate facial expressions.
3. Observe politeness at all times.
EN5LC –Iva-3.11
EN5OL-Iva-2.6.1
EN5A-Iva-16
Page 76 of 164
1.Identify different meanings of
content specific words (denotation
and connotation) (Science)
EN5V-IVa-20.1
EN5V-Iva – 20.2
Page 76 of 164
Distinguish text-types according to
features (structural and language) –
Enumeration
2. Read aloud grade level
appropriate text with an accuracy
rate of 95 – 100%.
3. Take down relevant notes.
EN5RC-IVa-3.2.8
EN5F-IVa –1.6
EN5SS-Iva-1.8
Page 76 of 164
. Use compound sentences to show
cause and effect.
2. Show tactfulness when
communicating with others
. EN5G-IVa-1.8.1
EN5VC-IVa –3.7
EN5A-Iva-17
Page 76 of 164
Infer target audience
EN5VC-IVb-
3.7/ Page 76 of 164
II. CONTENT v Identifying Different Meanings of
Content Specific Words (Denotation
and Connotation) (Science)
1.Distinguishing Text-Type
According to Features (Structural
and Language)
–Enumeration
2.Reading Aloud Grade Level
Appropriate Text with an Accuracy
Rate of 95-100%.
1.Using Compound Sentences to
Show Cause and Effect
: Inferring Target Audience
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
Pictures, Charts, flashcards, emoticons
(different facial expressions)
Flashcard,Charts,Pictures,dictionary
Video Clips (Youtube)
Flashcard,Charts,Pictures
Projector/laptop
Flashcard,Charts,Pictures
Website/Internet (Youtube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
Flashcard
Charts
Pictures
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Let the pupils observe the picture
below. Ask them to study the
emotions expressed on it. Ask:.Can
you imitate the expressions?
Review different facial expression Connotation and Denotation Distinguishing text-type Cause and Effect
B. Establishing a purpose for the lesson Let them analyzed the picture B. Ask:
What is the vet doctor told to the
child? Can you restate the words?
What is paraphrasing?
Look at the picture below
What is in the first picture? Second
picture?
What is the difference between the
two pictures
Show the chart of text type on the
board.
Ask: Do you know what is a text
type?
Let the pupils give their opinions
about text type.
Say :The phrase ‘text type’ is a way
of classifying and defining different
types of language interaction, both
spoken and written.It refers to the
purpose of a text and the way it is
written.
Say: Look at the picture and answer
the following questions:
1. What happened to the boy?
2. Why do you think the boy fell on
the ground?
3.What do you think the reasons
why the boy fell on the ground?
Ask the pupils the following
questions:
What is inferring?
What is target?
When we say
“audience”, to whom do we refer
it?

C. Presenting examples/instances of the
new lesson
At the end of this lesson, you will be
able to restate sentences heard in
your own words and use appropriate
facial expressions.
Show the faces again to the pupils
Today, we’re going to learn the
different meanings of content
specific words (denotation and
connotation).
At the end of the lesson, you will be
able to distinguish text-type
according to
features (structural and
language); read aloud grade level
appropriate text with an
accuracy
rate of 95 – 100% and
take down relevant notes.
Tell the pupils that at the end of the
lesson, they will learn to use
compound sentences to show cause
and effect and be tactful in
communicating others
Original File Submitted and
Formatted by DepEd Club
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At the end of the lesson, pupils
are able to infer the target
audience.
D. Discussing new concepts and
practicing new skills #1
B.Explaining the students what to do:
1.Tell the pupils that they are going to
listen to a short story afterwards, the
will answer the comprehension check
–up below the story at “Find and
Learn”
2.Teacher reads the short story. Pupils
will listen.
3.Call volunteer/s to restate sentences
heard on his own words.
4.Ask: What values you should
observed during listening to a story
and class discussions?
B.Explaining the students what to do
1.Ask the pupils to point out what the
two words’ definitions have in
common .. Continue the comparison
and contrast of the two words until
they come up with which word has
the positive and negative meanings,
then introduce the denotation and
connotation.
B.Explaining the students what to
do.
1..Show the power point
presentation about the topic.
..TEXT TYPS.ppt
2..Discuss and explain to the pupils
the text type according to
features(structural and
language).Refer pupils at
“Think and Tell”
K.Explaining the students what to
do
1.Present the chart on the board.
2.Ask pupils to study what is written
in the chart.
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
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?
2. Explaining the students
what to do
Let the pupils study the picture.
Discuss with them how to infer
target audience.
Ask the following questions:
- What is inferring?
- What is target?
- Who should be the
audience?
- What are the key
aspects would have been chosen
to appeal on the target market?

b.What is cause? Effect?
c.FANBOYS is an acronym for the
coordinating conjunction, what
does it means?
E. Discussing new concepts and
practicing new skills #2
C.Modeling for Students
Teacher will read sentences.
1.Pupils will restate sentences heard
on his/her own words and has (using
the facial expression).
2.Ask :Restate the sentences heard on
one’s own words and give the facial
expression/s based on the feeling/s
expressed
a.His father became worried when she
didn't hear from him for two days.
_______
b.Juan is quite shy so he doesn't like
talking to people he doesn't know.
_______
c.A year after being fired from his job,
Marvin is still very bitter. He has a lot
of resentment towards his former
boss. __________
d.Even though I am accustomed to
traveling for business, I still get
homesick if I am away from my home
for more than a week. __________
e.Junie is absolutely furious!! I cannot
believe that my dog chewed my
favorite shoes. Now they're ruined!
____________
2.Modeling for students:
Tell the pupils that they will watch a
video clips about denotation and
connotation.
Remind them to observe the
standard rules in watching or viewing
video clips,
3.Viewing video clips about
denotation and connotation
C.Modeling for Students
Let the pupils answer the exercises
on “Find and Learn” .
3.Modeling for Students
a.Ask pupils to analyze the sentence
in flashcards.
What is compound sentence?
What is cause and effect?
How are you going to write a
compound sentence with cause and
effect relationship?
b. Explain :
The product was rated poorly
because it was below the standard.
What happened? The product was
rated poorly. That is the effect.
Why did it happen? It was below
the standard. That is the cause.
What kind of sentence according to
structure is the sentence above?
That is a compound sentence.
Here is another sentence.
The guests stopped talking when
the president entered the hall.
What happened? The guests
stopped talking. That is the 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.
3.Modeling for Pupils
1.Show the video clips to the
pupils. ..Inferring Audience
(1).mp4
2.Have them answer the exercises
given in “Try and Learn”

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
(Leads to Formative Assessment 3)
D.Guided Practice:
a.The teacher will show the flashcard
with sentence/s. The teacher will call
someone to read the sentence/s. Then
the pupil who read the sentence/s will
call another pupil to restate the
sentences on his/her own words and
use/ show the appropriate facial
expressions stated on the sentence/s.
(See Do and Learn)
4.Comprehension Check-up:
a.What is denotation? Give examples
of denotation.
b.What is connotation? Give
examples of connotation.
c.Using Venn’s diagram, give the
comparison or contrast of the word
denotation and connotation
D.Guided Practice
Below are eight different text types
and the purpose of those texts, but
they are mix up. Decide what the
purpose of each text type is and
drag it to the correct text type to
the left.
Match the items on the right to the
items on the left.
4.Guided Practice
Encircle the two ideas expressed in
a compound sentence then
underline once the cause and twice
the effect.
a.The dog barked at me because
she was hungry.
b.It was my mom’s birthday today
so I make her a card.
c.She didn’t sleep well last night so
she feels weak today.
d.All her clothes were dirty because
her mother did not washed their
clothes.
e.Arnold dives in swimming pool
and his head bump near the side
of the pool.
4. Guided Practice
Group Activity
The teacher will group the pupils
into four. Each group will be given
an envelope containing pictures of
different commercials or TV ads.
They will infer who the target
audience in each pictures.
Let them give the following date:
Target audience:
_______________________
Age:
_______________________
Gender:
_______________________
Interest:
_______________________
G. Finding practical applications of
concepts and skills in daily living
E.Group Activity:
a.Group the pupils into four (4).
b.Explain the directions of the activity.
Follow the directions carefully
Game 1- Guessing Game: Each
member in the group will take part in
showing the facial expression without
saying the name of feeling or emotion
being expressed. The other members
of the group will guess the name of
The teacher will guide the pupils in
answering the exercises on LM.
Look at the examples of denotative
and connotative meanings of words.
Choose inside the box the word being
referred by the denotative and
connotative meaning. Write your
answer on the first column.
D.Group Activity::
E.Group Activity
Exercise 1.Say: Look at the
sentences below, identify their text
type and write these in the column
on the right. Complete this column
before saying your group’s yell.Each
group will read aloud their
answer.
5.Group Activity
Directions: Group the pupils into
four. Let them do the assigned
activity for their group
Group the pupils into four.
Group I will answer activity A.
Group 2 will answer activity B.
Group 3 will answer activity C.
Group 4 will answer activity D.
Refer to LM.
5. Independent Practice
Directions: Infer the target
audience. Match the words in
column A to the words
in column B.
A B
1. Seminar/Training Workshop of
Teachers in Math a. Carpenters
2. How to Make a House
b. Bakers

emotion/feeling shown true facial
expressions. At the signal of the
teacher, the guessing game will start.
Game 2 – Restate the sentence heard.
The group will fall in line. Each group
will choose their leader. The leader
will pick a folded paper and read
silently what is written on it. After
reading what is written , he/she will
whisper it to the first member in the
line. Then the second 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.
1.Organize the class into small groups
or teams with no more than five
members in each group. Then hand
each group a blank “Connotation and
Denotation Chart”
2.Explain to the groups that they will
complete the Connotation and
Denotation Chart.
They may use their dictionary to find
out the meaning/s of the words.
3. Making Pastries, Cakes and
Breads c. Teachers
4. Snow White and the Beast
d. Men
5. Wrestling
e. Little boys and girls
H. Making generalizations and
abstractions about the lesson
What have you learned from today’s
lesson? Let the pupils do “Talk about
it” and “Write about it”.
Ask : Read the pointers to remember.
Ask the pupils about what they have
learned from today’s lesson.
Let them do the exercises at “ Talked
about it” and “Write about it”
What have learned from today’s
lesson?
(Game ) Pupils will pass a ball while
singing a song. When the song
stops, the one who holds the ball
will give what he/she learned from
the day’s topic.
Ask: What have you learn on
todays’ lesson? Ask the pupils to
answer the activity at “Talk about it
“ and “Read and Write”
Ask the pupils about what they
have learned from the topic. Have
them answer the “ Talk about it”
I. Evaluating learning H.Evaluation:
Restate the sentences heard on one’s
own words. Draw appropriate facial
expressions after the sentences.
F.Evaluation:
Identify the meaning of words if it is a
connotation, write C, and if it is a
denotation, write D. Write your
answer on the blank.
1. Green
Directions: Give the meaning of the
following text type. Write your
answer on the box opposite of the
words
TEXT TYPE MEANING
Refer to Lm
8.Evaluation
Directions: Do the following
activities:
Activity 1: Read the compound
sentence silently.
7.Evaluation
Pupils will be asked to do the
following activity:
1. Think of a commercial
or TV Ads you like. Answer the
date below:

1.Grandpa was very proud of me
when I got a promotion at work. He
took me out to dinner to celebrate.
2.I'm a little doubtful about whether
to get married or not..
3.We are delighted that you will be
coming to visit us. It will be so nice to
have you here.
4.After waiting in line for an hour at
the bank, the woman grew impatient
and left.
5.They were shocked to learn that
their beloved neighbor, Miss Ann, had
stolen their ca
_____ a. Mommy, please buy me a
green apple..
______b. Lino is not a good boy,
many of his classmate .don’t want
him in their
group.
He is green minded..
2.Snake
_____ a. Lito saw a big snake in their
backyard.
_____ b. Mario is a snake. He
pretends to be a good boy. He guide
his friends ‘ things
but when they were not
around, he get something in their
bags.
3.Cool
______a. The weather is verycool.
______b. I like your haircut. It is very
cool.
4.Cheap
______a. Linda goes with different
man that’s why she is being called
cheap.
______b. The dress in the store is
cheap.
5.Rats
______a. Rats lived in a dark places.
______b. Rats! I left my pocket book
in the car
.
Activity 2: Write five (5) compound
sentences. Underline once the
cause and twice the effect . Encircle
the conjunction used in the
sentence
Name of commercial/TV Ads :
_________________________
Target Audience:
__________________________
Age:
__________________________
Gender:
___________________________
Interest:
___________________________
2. Watch a television commercial
at home or find an ad in a
newspaper or magazine
Then , write one paragraph
describing the ad, making an
inference about who the target
audience and explaining why they
think such.
J. Additional activities for application
or remediation
Ask the pupils to do the directions
on “Read and Learn “and “Find and
Learn”.
Ask the pupils to answer the activities
under “Learn some more “and “Read
and Learn”
Ask pupils to answer the work sheet
on learners’ manual.
Tell :To help you better understand
the concept of text types try to
match the examples of particular
Let the pupils do the activity at “
Learn some more” Encircle the two
ideas expressed in compound
sentences then underline once the
cause and twice the effect.

texts on the right with the text
types on the left by connecting
them to the correct text type.
V. REMARKS
VI. REFLECTION

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