DLL_ENGLISH 5_Q3_W3.docx

GRADES 1 to 12
DAILY LESSON LOG
School: Grade Level: V
Teacher: File created by Ma'am MELLANIE A. TAMARES Learning Area: ENGLISH
Teaching Dates and
Time: FEBRUARY 27 – MARCH 3, 2023 (WEEK 3) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A.Content Standards Demonstrates understanding of
various linguistic nodes to various
texts
Demonstrates understanding that
words are composed of
different parts to know that their
meaning changes depending in context
Demonstrates understanding that
reading a wide range of texts
provides pleasure and avenue for self
– expression and personal
development
Demonstrates understanding of
the research process/library skills
to research a variety of topics
/texts
Demonstrates command of the
conventions of standard English
grammar and usage when
writing or speaking
B.Performance Standards Analyzes text types to effectively
understand information/messages
Uses strategies to decode correctly the
meaning of words in isolation and in
context
Uses literal information from texts to
make generalizations
Uses a variety of research
strategies to effectively write a
variety of
texts for various audiences and
purposes
Uses the particular kind of
sentence for a specific purpose
and
audience
C.Learning Competencies/Objectives Provide evidence to support
understanding
Comment on the evidences provided
to support understanding
Show tactfulness when
communicating with others
EN5LC-IIIc- 2.15 , EN5OL-IIIC-2.8 ,
EN5A-IIIC-17
Infer the meaning of unfamiliar words
based on the given context clues
(synonyms and antonyms word parts )
and other strategies
EN5V-IIIc 20.3, 20.4, 20.5
Distinguish text-types according to
features(structural and
language) - Problem and solution
EN5RC-IIIC-3.2.5
Read grade level text with
accuracy,appropriate rate and proper
expression EN5F-IIIC1.3, EN5F-IIIC1.6,
EN5F-IIIC1.7
Organize information from the
secondary sources in preparation
for writing , reporting, and similar
academic tasks in collaboration
with others
EN5SS-IIIc-4
Use a particular kind of sentence
for a specific purpose and
audience- asking permission
/making request
EN5G-IIIa-1.8.1, 1.8.3
Show tactfulness when
communicating to others
EN5A-III-c17
II.CONTENT Providing evidence to support
understanding
Synonyms and Antonyms Distinguishing text-types according to
features
Organize information from the
secondary sources
Using a particular kind of
Sentence for a specific purpose
and audience( Asking
Permission/Making Requests)
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. CG p.
Lesson Guide in English V .Revised
Edition pp.230-232
CG p.
Lesson Guide in English 5 Revised
Edition pp. 497-502
CG p.
Lesson Guide in English 5 Revised
Edition pp.21-25
CG p.
2.Learners’s Materials pages
3.Textbook pages English Matters Language Workbook
pp.197-199
4.Additional materials from learning
resource (LR) portal
source: https://www.google.com.ph https://www.superteacherworksheets.
com/
dpufhttp://www.learnenglish-
online.com Materials
https://www.google.com.ph/
B.Other Learning Resource Chart or tarpapel, pictures, DLP,
activity cards, pocket charts, show-
me-board
chart, DLP Laptop, activity sheets Charts, pictures, Laptop, tarpapel,
Activity Sheets
Computer / Laptop with internet
connection
chart, DLP Laptop, activity sheets chart, DLP Laptop, activity
sheets
IV.PROCEDURES
A.Reviewing previous lesson or Drill: Song 1. Oral Language Activity LOOK-IN TO THE PAST Look-in to the past! 1. Oral Language Activity

presenting the new lesson Guessing Game: What’s the word!
That’s The Word!
Teacher will present sets of jumbled
letters in the pocket chart. The teacher
will use the powerpoint presentation to
flash the clue, then pupils will arrange
the letters to form the correct word as
fast as they can.
DAY 2
Vocabulary Development
1. T I A L E S S E N - it means significant
or important
2. C E L L E X E N T – similar meaning of
the word outstanding
3. F U L G H T T H O U - opposite of the
word unkind or selfish
4. C U L T I V A T E - is the contrasting
meaning of the word
discourage
5. C I A T E A P P RE – is one way of
valuing something
Recalling the different articles that
pupils have seen or have read
from any newspaper/books or
magazine
Ask the pupils about the different
elements of a good story. Identify
each of the element
Drill: Telephone Conversation
Call two pupils and ask them to
pretend that they are talking to
one another using a telephone.
Make a conversation
asking permission that you will
go to your house‟ friend
to play.
B.Establishing a purpose for the lesson The teacher shows different pictures
of newscasters
Strategy: Picture Analysis
Who are in the pictures? What can
you say about them?
How significant are they in our
country? 2. Unlocking of Difficulties
Read the following sentences. Choose
the meaning of the underlined words
in each sentence using the context
clue.
a. Amidst different tragedies
that the Filipinos had
experienced, we remain
hopeful that we can
surmount this catastrophe.
b.The posthumous medal for
valor was the award
received after the death of
the young scout. c. The
country was devastated by
typhoon Yolanda that
caused extreme emotional
pain on every
Filipino.(through picture
clue) d. Giving meaning
through picture
Show picture of a family.
How would you describe your family?
Do you have strict parents?
Playful siblings? Compare your family
with that of your seatmate’s .
Sometimes, we don’t realize how
important our family is, until we
experience difficulties. The poem that
you are about to read
discusses the meaning and importance
of the family and how must
value the people we care the most.
Show picture of a boy selling
different products. Ask
something about the picture, Then
lead the pupils to share
something about the words written
inside the clouds.
What image do you see? What words
are written on the
storm clouds?
1. Unlocking of Difficulties
Match the words in column A
with its meaning in column B.
A B
1. vast attracted
2. possession very great or big
3. lovers structure carrying a
pathway or a roadway
4. bridge ownership
5. smitten persons in love
2. Motivation
Picture Talk-Dyad
(Group the class by two’s or by
pairs. Then on the board draw a
picture of a bridge with a boy on
one end of the bridge and a girl
on the other end. One member of
the Pair will tell something about
the drawing.
Who among you have
experienced regret to attend
some birthday parties or any
kind of related school
activities because you were not
allowed by your parents?
What did you feel? What did you
do then? This time
children, you are going to listen
to a short dialogue of
Aimee, Ana and Mother. They
are talking about the
Fieldtrip and Ana was so sad at
that moment.
Original File Submitted and
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Class, by looking at this picture, what
do you think is meaning of fluvial?
C.Presenting Examples/ instances of the
new lesson
The pupils listen to the story as the
teacher reads it.
TWO HEROES
On the eve of July 2,1993, the whole
country was shocked when the news
spread that the Pagoda, a floating
shrine of Bocaue sank. This “Pagoda”
was used in the fluvial procession to
celebrate the feast of their patron
saint “Krus ng Wawa.”
In this tragedy, two young scouts
outshone all scenarios of the most
devastating disasters that ever
happened in the history of Bocaue.
They are Scouts Sahjid S.Bulig and
Richard Celestino, both active Scouts
of Troop 564 sponsored by Bambang
Elementary School, Bocaue, Bulacan.
As narrated by Richard, Sahjid’s best
friend who survived the tragedy,
Sahjid was at home when his mother
arrived crying and broke the news that
the Pagoda was sinking. He was told to
go to the scene and find out if his
three sisters were among those who
were on board to Pagoda. Upon
reaching the place, it was very dark.
Luckily, a search light was provided.
So, he swam across the lighted portion
of the water and boarded at the left
side of the sinking Pagoda. There he
found himself beside his friend who
was standing at the center of the
platform.Suddenly, he saw Sahjid dove
into the water and swam towards the
opposite riverbank with a small girl
with him. Richard also jumped into his
friend’s direction saving a small girl
and a boy. Sahjid continued diving
until he saved five more lives, all small
Pupils will read the poem.
The Essence of a Family
The family is best known as the
essential element of a
society
The cluster that compasses the world!
For its members cultivate the blessings
of this earth
And develop relations among
humankind
In your own families, where people are
reared
Interact with thoughtfulness and
increase your morals
Because the desire to be known for the
character
And excellent individually hopes to
enhance this place
So when you encounter difficulty in life
and fall astray
You can feel the loving hands of your
own family
Willing to embrace you and lighten your
burden
To stand by your side , to give their
support
Never be afraid to show how much you
value your own
family
Demonstrate all the appreciations that
you feel
Exert real effort in proving how much
you love them
Through affirmations and striving to be
the best person
you can be!
Today children, you are going to read
a selection about a
young boy whom at his young age
able to work and earn for
his survival and you will identify text
type based on the given
problem and solution.
Reading the story by the pupils
How I wish to live a life like other
children of my age
do, but I’m not as blessed as them
that everything they ask
for is within their reach; but then
again, it does not necessarily
mean I don’t have a normal life and I
spend my free time in
selling sweet delicacies in the street.
I admit, I was not born with
everything that I need is
just around me. My family lives
within the poverty line and
need to work hard just to provide our
needs but we have to
face the reality that it is not enough
to suffice a hungry
stomach.
Just like other less- privileged
children I have to help
my parents earn a little. I have to sell
mazapan and yema
after class in the afternoon and from
morning till night during
weekends. Sometimes I missed going
to school because of
that situation, However, I’ve never
taken my study for
granted because I know this will be
the armor in my battle
against the poverty that surrounds
me.
Revisiting the story about ” The
Bridge of Love”.
1. Teacher will divide the pupils
into small groups.
2. Then, distribute the copy of
story to each group.
3.Together, members of the
group will analyze and revisit
further, the given piece of story.
4.Ask pupils to identify the
central idea or concept and other
supporting details that were
introduced in the short story
“A Bridge of Love”.
5. Teacher will guide the pupils to
use concept web map in
collecting data and organizing
information.
6. Teacher explains that the Web
Map is used to describe a central
idea: a thing, process, or concept.
The map may
be used to organize or
brainstorm ideas for a writing
purpose.
Teacher will call two pupils to
read /act out the dialog.
Mother: Hey, my dear child. Do
you have something to say?
Ana: Ah..yes Mother.
But…Mother can I talk to you?
Our
school will be having a fieldtrip
next month. All of my class
mates will be joining. Mother,
can I make a request? I‟d like
also
to join with them. Would you
allow me to join with them? Can
I
go with my classmates mother?
Mother: My dear child,, I‟m so
sorry. I and your father can‟t
allow you to join with them. You
know that we don‟t have extra
budget for that. We‟re only
have enough to suffice our
everyday
living. Hope you understand my
dear.
Ana: I understand Mother. But,
hopefully next time I can join.
With a smile she kissed and
hugged her mother.
At the school…
Aimee: Hello Ana!
Ana: Hi! (feeling sad)
Aimee: Oh, What‟s wrong? Do
you have a problem? Can we
talk
about it?
Ana: My parents did not allow
me to go on a fieldtrip. We
don‟t
have extra budget as what they

children. When Richard sensed
danger, he stopped diving and warned
Sahjid not to dive anymore but his
friend continued diving. It was in his
seventh attempt that he did not
appear anymore.
The next morning Sahjid’s dead body
was retrieved
from the deep muddy river. He was
probably pinned down by the
drowning victims.
On October 31, 1993, the National
Court of Honor of
the Boy Scouts of the Philippines
presented the Gold
Medal of Honor (Posthumos) and
Silver Medal of Honor to
Scouts Sahjid S.Buligand Richard
H.Celestino respectively,
In recognition of their courage and
heroism in saving
the lives of small children.
In the street, I encountered different
people and
Problem Solution
experienced different situations that
widened my outlook in life.
Others look up at me with admiration
but others treated me as litter in
the society. I’m very much thankful
with my customers although
sometimes they find me quite
annoying for forcing them to buy my
stuff because the satisfaction of our
stomach depends on them.
For me selling is better than begging
for alm from the
passersby. This is a decent job and
neither my parents nor I violate
the child labor law by doing such
thing. We just want to survive from
hunger.
This is not easy, it’s just like turning
stone to bread but what
I am doing gives meaning to my
existence. At my young age, my
experiences taught me to keep on
fighting against hardship. They
strengthened my confidence that
someday I will be able to come out
inside the box where I’m confined
now. The box of poverty where
every corner means sacrificing.
I keep on dreaming until I reach all of
my dreams. If this
happen I will be the one to buy all
the mazapan and yema of other
children in the street just to fill their
empty stomach. I know it will
take a long long way but time ticks so
fast and nothing is impossible
for a determined individual for I
believe that life always offers a
chance called tomorrow.
had said.
Aimee: We understand you. You
should not be mad for that
friend.
There will be next time, and for
sure by that time, you
could join with us. Cheer up
Friend!
D.Discussing new concepts and
practicing new skills #1
a. What was the most devastating
event that shocked
the whole country?
b. Where did the story happen?
c. When did it happen?
d. Why did they have a fluvial
parade/procession?
Answering the following questions:
1. What is the poem all about?
2. How is the family described in the
poem?
3. In what ways could we show our care
and love for our family
members?
1. What is the story all about?
2. What are the problems being
encountered by the boy in the
story?
3. What can you say about the boy in
the story?
4. How does the boy able to face all
Answering the following
questions:
1. How did the story happen?
2. What kind of characters does
the story have?
3. Which phrase names the
setting of the story?
Answering the following
questions:
1. What is the dialog all about?
2. Who are talking in the dialog?
3. How did Ana talk her mother
about the fieldtrip?
4. How did mother respond to

e. In this tragedy, who outshone all
scenarios?
f. How did these two young scouts
help the victims of the sinking
Pagoda?
g. Who luckily survived in this tragedy?
h. As young boys and girls, how can
you show courage in times of danger?
i. If you were the two boys ,would you
also sacrifice
yourself to save lives of other people?
Why? or Why not?
j. What value/lesson did you learn
from this story?
4. How would you describe the usual
family set-up in the
Philippines?
5. How do you show your appreciation
to your family members?
the problems and challenges
in his life?
5. What important things or value
does this story brings us?
4. Why did the king become
angry with the newly weds?
5. How did the king punish the
newly weds?
Values Integration:
If you were the newly weds ,
would you obey and respect your
parents? What must you
remember when you make
promise?
her request?
5. Did Ana get angry or mad with
her mother
6. How did her friend console
Ana? What kind of friend is she?
5. What character trait is being
portrayed by the main
character?
Are you also like the character in
the story? How can you
show that you care for your
friend?
E.Discussing new concepts and
practicing new skills #2
a. Going back to the story of the two
heroes, What kind of boys were Sahjid
and Richard? What can you say about
them? Why do you say so?
Can you cite some evidences that will
support your
answer?
b. Why do you think they deserve the
gold medal award? Give evidences
that will support you answer.
Let’s go back to the pair of words that
you have read a while ago
A B
essential- important cultivate-
discourage
appreciation- value
thoughtful- selfish
Outstanding- excellent
1. What have you noticed with the pair
of words in column A?
2. What meaning does each pair
suggest?
3. How about in column B, what have
you noticed with the pair of
words?
4. What can you say about these
words?
5.What meanings do these words
suggest?
6.What do you call the pair of words
that have the same meaning?
7. How about the pair of words that
have opposite meaning?
Children, we can identify meanings of
unfamiliar words through
their antonyms or synonyms
1. Going back to the selection above,
what do you think are the main
problems being
encountered by the boy?
2. What solution does the boy do just
to surpass the
problems?
3. What have you notice with the
kind of text that you have
read? What does it contain?
Children, the selection above is
feature story/article. The
structural and language feature of
this, focus on the
problem-solution
Complete the table/grid with
details from the selection .Use
phrase
or sentences to describe these
details.Be guided with the
questions
below.
A. The prince and the princes
B. The Promise
C.The Test / Struggles they have
encountered
1. What would best describe or
tell about the characters in the
story?
2. What promises did the lovers
make ? Did they fulfill these?
3. What problems/ consequences
did they encounter?
4. Were they able to surpass all
the challenges in their lives?
5. What kind of characters does
the story have?
6. How are the events in the table
above presented or written?
7. Were you able to organize the
information from the story?
Note: What you have done is one
way of extracting and organizing
information. There are many
ways to extract and organize
information from a paragraph, a
story, or an essay. We can use
outlining as we did on the table
above.Sequencing of events
based on its happening in the
Let‟s study the following
sentences taken from the dialog
that
you have read a while ago.
1. Would you allow me to join in
the fieldtrip?
2. Can I join with them?
3. Can I talk to you?
Let‟s read and study the
following.
a. What do these sentences
express?
b. How are the words would and
can used in the sentences?
c. What do you call the words
can and would?
d. Take note of the word “would
you” in the first sentence.
Would you and could you are
used to tell or ask someone
to do something or request in a
polite way.
Note: Can, would, may, and
could are modals that we can
use in asking permission or
making a request

story was also done.
F.Developing Mastery Listen to the story. Answer the
question and
provide evidence for your answer
The Big, Pink Bundle of Joy
Mother has been there for five days,
she could hardly
wait to bring the big, pink bundle of
joy to the children. Mother held the
pink bundle lovingly to her bosom
while father called a taxi.
a. What place can you picture out
where the father and the mother are?
b. What could possibly the reason why
they are there?
c. Why do you think they are there?
Give evidences that will support your
answer
Direction: Choose the correct meaning
of the underlined words
from the box
1. Love should be the essence of
every relationship.
value beginning need
2. The Pope was delighted to see many
clusters of families
attending the mass
kinds races groups
2. Parents try their best to
cultivate their children’s
values
use neglect develop
Direction: Choose the antonym of the
given words.
1. soft ( gentle hard strong)
2. harmful (safe dangerous free)
B. Independent Practice
Dyad Strategy/Think-Pair – Share
Pupils will get a partner. Together, they
will think of a
descriptive word.Then, each partner
will take turn in giving the
synonym/ antonym of the word.
Teacher will give them enough time to
do the task.
1. Read the passages. Answer the
questions that follow.
Jose Rizal owned a horse when he
was studying in
Madrid. When his allowance did not
come one day, he
did not have enough money for food.
a. What problem did Jose Rizal
encounter ?
b. Is there a possible solution for his
problem?
What solution can you suggest?
2. Totoy needs a new school
bag.However, he does not
have enough money to buy that bag.
Then he heard that
his neighbor was looking for baby
sitter for her little
child. She was willing to pay a few
peso to the baby
sitter.
a. What was the problem of Totoy?
b. What do you think will he do that
could possibly
solve his problem?
Practice Exercise
Let’s recall the story of Sajhid and
his friends in the story “Two
Heroes”. Let the pupils organize
the ideas/information and lead
them in writing the organized
information into a paragraph
form.
1. How did the story begin?
___________________________
2. What were the events that
signal the highest point of
interest of everyone?
___________________________
3. How did the story end?
A. Guided Practice
Pair Work/Dyad Activity
Directions:
Read the conversations below
and fill in the gaps with
the words and phrases from the
lists.
Do you mind if I is it OK if I could
you turn
What’s the problem here you
are telling me
thanks can I borrow go ahead
www.bogglesworldesl.com
Conversation 1
A: Yeah?
B: Hello,
........................................... turn
the music down,
please? It‟s one o‟clock and I‟m
trying to sleep.
A: Oh, sorry. Is that better?
B: Yes, ..................................... .
Perhaps I can get some
sleep now. Good night.
Conversation 2
A: I‟m sorry, ................................
leave early today? I‟m
going to take my cat to see the
vet.
B: You‟re going to take your cat
to the vet? What‟s the
matter with her then?
A: Him. I don‟t know. That‟s
why I‟m going to take him to
the vet‟s.
B: Oh, I see. Sure,
......................................
Conversation 3
A: David, do you have your
mobile phone with you?
B: Um... yes. Why?
A: ............................ it, please? I
need to make a quick call
to my mother.
B: OK, ..............................
Conversation 4
A: ......................................
change seats?

B: Yes, all right.
......................................?
A: I can‟t see because of the
sun.
B: OK, then. Why don’t you sit
there, next to Andrea.
B. Independent Practice
Direction: Match the sentences
(a-h) with the correct reactions
in
(1-8).
G.Finding Practical application of
concepts and skills in daily living
Activity-Based Strategy:
(Constructivism
Approach)
The A’s Activity(Act, Analyze and
Apply)
Divide the class into four teams
Posted on each corner are the
different activities
Pupils will go to their station to
perform their chosen
activity.
Team I
“The News Anchors “
Make a news report about the event
that happened
in the story. Report it in front of the
class.
Team 2
“The Painters”
In the story that you have listened,
draw the part of the scene that
interests you most. Tell something
about your drawing.
Team 3
“The Singers“
Create a song about the ways on how
you can be a hero.
Team 4
“The Artists”
Act out the event in the story which
you think the most important
Direct Instruction Strategy: TGA Activity
Tell: The teacher will direct the pupils
to pay attention on the
directions for the next activity. The
students will be given a
sheet of paper with a word and letter
on it. The letter will be
“a” (for antonym) or “s” (for synonym).
Guide: Guide the pupils to find the
antonym or synonym that
matches the word they are holding.
(if an “a” appears in the sheet they
must find the
antonym and vice-versa). Pupils must
match up with the
correct person in the class and then
stand by that person.
The activity is concluded when all pupils
have found their
match and are standing next to the
classmate holding
that match.
Apply:Pairs that match up before the
other pairs match up must
think together and say aloud as many
synonyms and
antonyms as they can for their word.
Direct Instruction:TGA Activity
Tell the pupils that they will be
divided into a group of
four.
Each group will pick out one story
provided by the
teacher.
Guide the pupils in performing the
task
Apply the concept learned by
through answering the
following questions.
1. What does the character like in the
story?
2. What is the problem in the story?
3. Was it solved? How
4. What does the story remind you
about?
5. Where did the story take place?
6. What was your favorite part of the
story? Why?
7. Would you recommend this story
to your friend? Why?
Direction: The following details
tell a story about the life of
farmer.Organize the information
by sequencing the events
Provided and write it in
paragraph form.
____The farmer goes home tired
but hopeful that someday he will
finally reap with joy.
____The farmer has to diligently
bring water to his rice field.
____Everyday, he has to wake up
early to visit his fields.
____He enjoys his harvest happily
when it is plenty.
____He picks up patiently snails
that pester his rice plants
Activity Based – The 3 A’s
Activity(Act, Analyze., Apply)
Group Activity- Asking for
Permission: “A Skit
Divide the class into groups of 2
or 3. Pupils work
together to develop a skit that is
grammaticallycorrect
about guests asking for
permission to do something .
The request should be denied
and the reasons given.
The guest should continue to try
to convince the staff
that their request should be
granted. Once the skit is
developed, pupils present it to
the teacher and the rest
of class. The teacher judges the
skit based on grammar
and language use, originality,
and acting ability
H.Making generalization and
abstraction about the lesson
What important things have you
learned from
today’s lesson?
Remember:
Synonyms are pair of words with similar
or almost similar
meanings
Antonyms are pair of words with
opposite meanings
We can distinguish the text-types
according to features
(structural and language)-problem
and solution
Remember:
Some of the ways that we can
use to organize information
from a paragraph. A story or an
essay are the following.
a. Outlining- classifies main topics
Remember:
We use the modal auxilliary
verbs can, could and would to
offer to do things for people or
to invite them to do something.
We also use them to make

from sub-topics using
the numerical and letter symbols
as indicators.
b. Sequencing events- gives a
clear presentation of the
chronological arrangement of
events
requests or ask permission to do
something.
When you ask for permission to
use something that belongs to
someone else you have to do
your best to be polite. It is
desirable to use the word
"please."
Would, could, please + verb are
used to request
permission
Can and other expressions are
used informally in speech
to request permission.
Here are some better phrases to
make polite requests in English:
“Do you mind…?.”
I.Evaluating learning a. Assessing the pupils’ performance
using rubric.
b. Listen as the teacher reads the
selection and
answer the questions that follow
Insects are found anywhere. They are
either harmful or beneficial. The
butterfly and the bee are beneficial.
They help pollinate the flowers. The
dragonfly is also a helpful insect. It
eats other insects that destroy plants.
Ants, flies, cockroaches, aphids,
termites and mosquitoes are insect
pests. They destroy our crops and
homes, cause illnesses, and kill our
plants.
They are harmful to men, animals, and
plants
1. What word suggests where the
insects are ?
2. Write three beneficial insects.
3. Provide evidence that dragonfly is
also a
helpful insect.
4. Name two things that insects
destroy.
5. What can insects cause to man?
Direction: Read the following
sentences. Answer the questions that
follow.
1. What are synonyms?
a. words that sound the same but have
different meanings
b. words that are spelled the same way
c. words that are opposites
d. words that mean almost the same
thing
2. Which pair of words are synonyms?
a. giant, huge
b. tiny, huge
c. cow, now
d. chat, cheese
3. You can use synonyms to
______________
a. compare things
b. make your writing more interesting
c. use fewer words when you write
d. show differences
4. What are antonyms?
a. words that rhyme
b. words that sound alike but have
different meanings
c. words that have almost the same
meaning
d. words that have opposite meanings
5. Which pair of words are antonyms?
a. horse, dog
b. love, like
c. weak, strong
Write the problem and solution
based on the short story.
1. The young man is kind-hearted.
One day, he heard a little boy
crying outside his window. The young
man found out that the
child was being teased by the bigger
boys. The young man
went out.
Problem______________________
Solution_______________________
2. Jose Rizal owned a horse when he
was studying in Madrid.
When his allowance did not come
one day, he don’t not have
enough money for food.
Problem______________________
Solution______________________
3. Jun and Jerry started arguing over
the new toy. Jun wanted to
keep it but Jerry disagreed since he
wanted to keep the toy
for himself. Mother came to the
scene and advised the boys
to share the toy train. But the boys
went with the quarrel.
Before they knew it, mother was
back holding one of the
slippers.
Problem______________________
Solution______________________
4. The dogs were playing wildly in the
Direction: Complete the outline
below by classifying and
organizing the given events. I.
How did the story begin?
a. ___________________
b. _______________________
c. _______________________
II. What were the problems of
the main character?
a. ___________________
b. _________
c. ________________
III. How did the story
end?
a. ___________
b. _______________
c. ________________
1. Fire couldn’t tell his
wife that he is good. 2.
Fire went down to
earth to provide heat to
living creatures. 3.
Fire’s wife invited Fire
to swim in the spring. 4.
The Sun God had a wife
and two sons. 5. Fire
dove into the water in
an attempt to rescue
his wife. 6. Sun God
entrusted the Earth to
his wife and sons. 7.
statements. Transform these
expressions into a request and
vice versa.
1. Can I go out, please?
2. May you open the window,
please?
3. Please, can I have a look at
your photo album?
4. May you taste that hot spicy
couscous dish?
5. Would you mind if I asked you
something?

d. small, tiny yard. Father drove
them away. However,the dogs ran
towards the patch of
vegetables where they continued
lunging at each
other.
Problem____________________
Solution
Everytime Fire’s mother
sent rain to earth, Fire
had to leave his wife. 8.
Fire’s wife pretended to
be drowning and asked
for help
J.additional activities for application or
remediation
Write three pairs of words that suggest
similar meanings and
another three pairs that express
opposite meanings. Use them in
meaningful sentences
Direction: For each passage below,
write the problem and
solution under the proper column
1.Jonh didn’t know
what to take to school
for “Show and
Tell”. He asked his
mother for an idea.
She suggested to
take the ribbon his
dog won at the pet
parade.
2.Emily knew she had
to get to school on
time, but her mother
said she couldn’t
drive her. Emily
decided to leave
early and walk
to school.
Write in paragraph form the
organized ideas above observing
the proper indention and correct
capitalization
sentences. Identify whether the
given statement expresses
permission or request.
1. Could you turn off the
electricity if not in use?
2. May you handle this thing for
me because it is too heavy?
3. Can I join in the in the stage
play, mother?
4. Could you allow me to attend
our batch reunion?
5.Can you give me an extra
money for the groceries
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
the evaluation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Lesson carried. Move on to the next
objective.
_____% of the pupils got 80% mastery
___Lesson carried. Move on to the
next objective.
_____% of the pupils got 80%
mastery
___Lesson carried. Move on to
the next objective.
mastery
___Lesson carried. Move on to
the next objective.
mastery
B.No.of learners who require additional
activities for remediation
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
___Pupils mastered the lesson despite
of limited resources used by the
___Pupils mastered the lesson
despite of limited resources used by
___Pupils did not find difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils did not find difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.

teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
teacher.
___Majority of the pupils finished their
work on time.
behavior.
the teacher.
their work on time.
behavior.
despite of limited resources used
by the teacher.
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Did the remedial work? No.of
learners who have caught up with the
lesson
___ of Learners who earned 80%
above
___ of Learners who earned 80% above ___ of Learners who earned 80%
above
above
above
D.No. of learners who continue to
require remediation
___ of Learners who require additional
___ of Learners who require additional
___ of Learners who require
additional activities for remediation
additional activities for
remediation
additional activities for
remediation
E.Which of my teaching strategies
worked well? Why did these work?
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
lesson
___Yes ___No
lesson
___Yes ___No
____ of Learners who caught up
the lesson
___Yes ___No
____ of Learners who caught up
the lesson
F.What difficulties did I encounter
which my principal or supervisor can
helpme solve?
___ of Learners who continue to
require remediation
require remediation
require remediation
require remediation
___ of Learners who continue
to require remediation
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.

 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.

 ___Contextualization:
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.

 ___Text Representation:
 Examples: Student created drawings,
videos, and games.
 ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
charts.

Compare and contrast, jigsaw learning,
peer teaching, and projects.

opportunities.

videos, and games.
language you want students to use, and
providing samples of student work.
charts.

learning, peer teaching, and projects.

opportunities.

videos, and games.
language you want students to use,
and providing samples of student
taking and studying techniques,
and vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.

learning, peer teaching, and
projects.

 Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.

 Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
 ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
 ___Bridging:Examples:Think-
pair-share,quick-
writes,andanticipatorycharts.
 __Schema-Building: Examples:
learning, peer teaching, and
projects.
 Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
 Examples: Student created
drawings, videos, and games.
 ___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing

work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies used:
___Gamification/Learning throuh play
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson
work.
used:
___Gamification/Learning throuh
play
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson
students to use, and providing
samples of student work.
used:
___Gamification/Learning throuh
play
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
of the lesson
samples of student work.
Other Techniques and
Strategies used:
___Gamification/Learning
throuh play
___Answering preliminary
___ Carousel
___ Diads
___ Lecture Method
Why?
___ Complete IMs
___Availability of Materials
___Audio Visual Presentatio of
the lesson

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