School: Grade Level: V

DAILY LESSON LOG Teacher: Learning Area: ENGLISH

Teaching Dates & Time: Quarter: WEEK 1&2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
different text types; expresses different text types; expresses different text types; expresses different text types; expresses different text types; expresses
ideas logically in oral and ideas logically in oral and ideas logically in oral and written ideas logically in oral and ideas logically in oral and written
written forms; and written forms; and forms; and demonstrates interest written forms; and forms; and demonstrates interest
demonstrates interest in reading demonstrates interest in in reading to meet various needs. demonstrates interest in in reading to meet various needs.
to meet various needs. The reading to meet various needs. The learner listens critically to reading to meet various needs. The learner listens critically to
learner listens critically to news The learner listens critically to news reports and other radio The learner listens critically to news reports and other radio
reports and other radio news reports and other radio broadcasts and expresses ideas news reports and other radio broadcasts and expresses ideas
broadcasts and expresses ideas broadcasts and expresses ideas accurately in oral and in written broadcasts and expresses ideas accurately in oral and in written
accurately in oral and in written accurately in oral and in forms; demonstrates confidence in accurately in oral and in forms; demonstrates confidence
forms; demonstrates confidence written forms; demonstrates the use of the language to meet written forms; demonstrates in the use of the language to
in the use of the language to confidence in the use of the everyday needs; and reads confidence in the use of the meet everyday needs; and reads
meet everyday needs; and reads language to meet everyday independently and gets relevant language to meet everyday independently and gets relevant
independently and gets relevant needs; and reads information from various text needs; and reads information from various text
information from various text independently and gets types. independently and gets types.
types. relevant information from relevant information from
various text types. various text types.
B. Performance Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
different text types; expresses different text types; expresses different text types; expresses different text types; expresses different text types; expresses
ideas logically in oral and ideas logically in oral and ideas logically in oral and written ideas logically in oral and ideas logically in oral and written
written forms; and written forms; and forms; and demonstrates interest written forms; and forms; and demonstrates interest
demonstrates interest in reading demonstrates interest in in reading to meet various needs. demonstrates interest in in reading to meet various needs.
to meet various needs. The reading to meet various needs. The learner listens critically to reading to meet various needs. The learner listens critically to
learner listens critically to news The learner listens critically to news reports and other radio The learner listens critically to news reports and other radio
reports and other radio news reports and other radio broadcasts and expresses ideas news reports and other radio broadcasts and expresses ideas
broadcasts and expresses ideas broadcasts and expresses ideas accurately in oral and in written broadcasts and expresses ideas accurately in oral and in written
accurately in oral and in written accurately in oral and in forms; demonstrates confidence in accurately in oral and in forms; demonstrates confidence
forms; demonstrates confidence written forms; demonstrates the use of the language to meet written forms; demonstrates in the use of the language to
in the use of the language to confidence in the use of the everyday needs; and reads confidence in the use of the meet everyday needs; and reads
meet everyday needs; and reads language to meet everyday independently and gets relevant language to meet everyday independently and gets relevant
independently and gets relevant needs; and reads information from various text needs; and reads information from various text
information from various text independently and gets types. independently and gets types.
types. relevant information from relevant information from
various text types. various text types.

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 C. Learning Competencies/ Fill-out forms accurately (school Fill-out forms accurately Fill-out forms accurately (school Fill-out forms accurately Fill-out forms accurately (school
Objectives forms, deposit and withdrawal (school forms, deposit and forms, deposit and withdrawal (school forms, deposit and forms, deposit and withdrawal
( Write the Lode for slips, etc.) EN5WC-IIj-3.7 withdrawal slips, etc.) EN5WC- slips, etc.) EN5WC-IIj-3.7 withdrawal slips, etc.) EN5WC- slips, etc.) EN5WC-IIj-3.7
each) IIj-3.7 IIj-3.7
II. CONTENT Filling out Forms Accurately Filling out Forms Accurately Filling out Forms Accurately Filling out Forms Accurately Filling out Forms Accurately
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning Resource
LR portal
B. Other Learning Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, Audio-visual presentations,
Resources pictures pictures pictures pictures
IV. PROCEDURE
A. Reviewing previous Lesson Have you ever filled out a form? Fill out the form below. How to fill out a withdrawal slip? Checking of assignment. Weekly Test
or presenting new lesson If yes, can you name what these Complete it by using the
forms are. possible answers
found inside the box. Use the
form provided to you.

B. Establishing a purpose for The pictures below are different Examine the forms below and Have you been to a bank or went Have you tried to fill out an
the lesson types of forms. Perhaps you then identify each. Pick your to bank together with your enrollment form? What are the
have encountered and filled out answer parents? What do you notice upon information needed?
already. Identify the name of from the choices inside the entering the bank?
these forms by selecting the box. Write it on your answer
correct answer inside the box. sheet.
A. Cash deposit
B. Withdrawal slip
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 C. School form
Co-curricular form
Survey form
Student Information
Sheet/Enrollment form

C. Presenting examples/ Closely examine this example of Examine closely the completed Examin the form. Fill in the deposit slip below:
instances of the new a form. What are the necessary (filled out) forms and the
lesson. bits of information to be required
supplied with? information that was supplied
in each form. Using a Venn
diagram, write down the
similarities and differences of
the forms based on the
required information in filling
it out. Do this on your answer
sheet.

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 D. Discussing new concepts A deposit slip is a small paper To fill out a form is to complete 1.What kind of form is this? Using the form that you filled
and practicing new skills. form that a person includes with a form by writing the required ____________________________ up above:
#1 a bank information ____________
deposit to show how much on it. 2.What are the information asked 1.What kind of form is this?
money he or she is putting in a There are two forms that bank from the form? _________________________
bank account. It contains customers use to address their _______________________ ______________________
the deposit date, name and banking needs. 3. Fill up the form. 2.What are the information
bank account number of the One is a deposit slip which is a asked from the form?
depositor, and the amount small paper form that a bank _________________________
to be deposited in the form of customer includes _____
checks or cash, and the with a bank deposit to show
signature of the depositor. how much money he or she is
Specifically, a person who putting in a bank account.
deposits or places money in a Another is a withdrawal slip
bank account is called which is a small paper form
a depositor. that has to be filled out
before making a withdrawal of
money from a bank.
Moreover, a depositor is a
person who deposits or places
money in a bank
account, whereas a bank teller
is an employee of the bank
whose job is to help bank
customers with their banking
needs, such as depositing
checks or cash or making a
withdrawal.
As a whole, there are particular
forms that you have to fill out
as a requirement
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 for admission to a school or
when transacting in a bank.
Accuracy is very important
in filling out these forms.
E. Discussing new concepts How to Fill out a Deposit Slip On the other hand, a Study the form. Try to fill out this form using
and practicing new skills 1. First, write your name and withdrawal slip is a small paper the data provided.
#2. bank account number. form which has to be
2. Then, supply additional filled out before making a
details, such as transaction date withdrawal of money from a
and any branch bank. After filling out the bank
information required. slip, a person signs on it in the
3. List the cash amount presence of a bank teller. A
breakdown of your deposit and bank teller is an employee
the total amount of the bank whose job is to
thereafter. help bank customers with their
4. Affix your signature over banking needs, such as
printed name found on the depositing checks or cash or
lower part of the form. making a withdrawal.
How to Fill out a Withdrawal
Slip
1. First, write your name and
the date.
2. Then, write the desired
amount of your withdrawal in
words and in figures.
3. Finally, affix your signature
on the signature line found on
the form, but do
this only until a bank teller can
witness you signing it.
F. Developing Mastery Let the class fill out a Complete the school form Fill up this form: Fill up this form:
(Lead to Formative deposit/withdrawal slip form (to shown below. Use the form
Assessment 3) be provided by the teacher). See provided to you.
to it the students follow the
steps in filling out a deposit slip
form.

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 G. Finding practical Let the students fill out other Directions: Read the selection Fill up this form: Fill up this form:
application of concepts forms such as enrollment form, about Ana and her Grandma.
and skills in daily living withdrawal slip, or a survey Help your friend, Ana,
form. by completing the withdrawal
slip for her grandma. Use the
form provided to you.

H. Making Generalizations What should you remember Is it important to write correct

and Abstraction about the when filling out forms? or true information when filling
lesson out forms? Why?

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 I. Evaluating Learning Fill out a withdrawal slip using You have a savings bank Fill out the information for this Complete the information
the suggested information account and you want to put form. below and fill out what is asked
found in the an amount of from the given form
box. Use the form provided to 2, 000 pesos into it, with the
you. following cash breakdown: two
500 pesos and ten 100
pesos. Using the bank account
number 0344- 5555- 22,
complete a cash deposit
slip. Fill out the form provided
to you.

J. Additional Activities for Below is an example of a Fill out a withdrawal slip. Find any kind of form at home and Bring a withdrawal slip.
Application or Borrower’s Card. Study how the bring it to the class. Identify what
Remediation form is being filled out and get kind of form and the information
ready to answer the following that was needed.
questions.

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 Questions:
What are the information
asked?
How did the person who filled
out the form supply the
information?
V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.

B. No. of learners who

required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
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Prepared by:
Checked by:

Teacher III
School Principal I

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 School: Grade Level: V
DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates & Time: Quarter: WEEK 3&4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
different text types; expresses different text types; expresses different text types; expresses different text types; expresses different text types; expresses
ideas logically in oral and ideas logically in oral and ideas logically in oral and written ideas logically in oral and ideas logically in oral and written
written forms; and written forms; and forms; and demonstrates interest written forms; and forms; and demonstrates interest
demonstrates interest in reading demonstrates interest in in reading to meet various needs. demonstrates interest in in reading to meet various needs.
to meet various needs. The reading to meet various needs. The learner listens critically to reading to meet various needs. The learner listens critically to
learner listens critically to news The learner listens critically to news reports and other radio The learner listens critically to news reports and other radio
reports and other radio news reports and other radio broadcasts and expresses ideas news reports and other radio broadcasts and expresses ideas
broadcasts and expresses ideas broadcasts and expresses ideas accurately in oral and in written broadcasts and expresses ideas accurately in oral and in written
accurately in oral and in written accurately in oral and in forms; demonstrates confidence in accurately in oral and in forms; demonstrates confidence
forms; demonstrates confidence written forms; demonstrates the use of the language to meet written forms; demonstrates in the use of the language to
in the use of the language to confidence in the use of the everyday needs; and reads confidence in the use of the meet everyday needs; and reads
meet everyday needs; and reads language to meet everyday independently and gets relevant language to meet everyday independently and gets relevant
independently and gets relevant needs; and reads information from various text needs; and reads information from various text
information from various text independently and gets types. independently and gets types.
types. relevant information from relevant information from
various text types. various text types.
B. Performance Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
different text types; expresses different text types; expresses different text types; expresses different text types; expresses different text types; expresses
ideas logically in oral and ideas logically in oral and ideas logically in oral and written ideas logically in oral and ideas logically in oral and written
written forms; and written forms; and forms; and demonstrates interest written forms; and forms; and demonstrates interest
demonstrates interest in reading demonstrates interest in in reading to meet various needs. demonstrates interest in in reading to meet various needs.
to meet various needs. The reading to meet various needs. The learner listens critically to reading to meet various needs. The learner listens critically to
learner listens critically to news The learner listens critically to news reports and other radio The learner listens critically to news reports and other radio
reports and other radio news reports and other radio broadcasts and expresses ideas news reports and other radio broadcasts and expresses ideas
broadcasts and expresses ideas broadcasts and expresses ideas accurately in oral and in written broadcasts and expresses ideas accurately in oral and in written
accurately in oral and in written accurately in oral and in forms; demonstrates confidence in accurately in oral and in forms; demonstrates confidence
forms; demonstrates confidence written forms; demonstrates the use of the language to meet written forms; demonstrates in the use of the language to
in the use of the language to confidence in the use of the everyday needs; and reads confidence in the use of the meet everyday needs; and reads
meet everyday needs; and reads language to meet everyday independently and gets relevant language to meet everyday independently and gets relevant
independently and gets relevant needs; and reads information from various text needs; and reads information from various text
information from various text independently and gets types. independently and gets types.
types. relevant information from relevant information from
various text types. various text types.

The creator/editor of this DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This DLL is only intended as reference for teachers.
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 C. Learning Competencies/ Infer the meaning of unfamiliar Infer the meaning of unfamiliar Infer the meaning of unfamiliar Infer the meaning of unfamiliar Infer the meaning of unfamiliar
Objectives words using text clues. words using text clues. words using text clues. words using text clues. words using text clues.
( Write the Lode for
each)
II. CONTENT Infer the meaning of unfamiliar Infer the meaning of unfamiliar Infer the meaning of unfamiliar Infer the meaning of unfamiliar Infer the meaning of unfamiliar
( Subject Matter) words using text clues. words using text clues. words using text clues. words using text clues. words using text clues.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
B. Other Learning Resources Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, Audio-visual presentations,
pictures pictures pictures pictures
IV. PROCEDURE
A. Reviewing previous Lesson What form/slip will you fill out if What about if you want to get Directions: Find the meaning of Checking of assignment Weekly Test
or presenting new lesson you want to keep your money in money in your bank account, the underlined compound word.
your bank account? what form/slip will you fill out? Write your answer in your
notebook.

1. There is no place so sweet and

comfortable like one’s
motherland.
2. My brother’s mother-in-law
from Canada has just arrived to
visit her daughter.
B. Establishing a purpose for Some words are short, others Read the sentences carefully Directions: Read each sentence Directions: Below are some
the lesson are long. Well, some words are then do the following. carefully. Try to identify the nouns. Add one of these
formed by combining other meaning of the suffixes (-ship, -ness,-less, -
words. Match Column A with 1. I was outraged when I saw underlined word with the help of ment, -
Column B to form the desired that a bully pushing the smaller the context clues in the sentence. ion, -dom) to the words below
compound word. boy. Write the letter to make a new word.
a. interested c. shocked of the correct answer in your 1. citizen + _____________
Column A b. pleased d. angered notebook. 2. govern + ____________
Column B 2. The politician’s plan has 1. Many kings and emperors in the 3. free + _______________
many drawbacks. The people olden times were untouchable. 4. good + ______________
1. Time a. rejected it. Despite the 5. perfect + _____________
print a. advantages c. parts cruelty people suffer, nobody
2. House b. b. problems d. supporters wanted to say anything against
room them out of
3. Class c. fear. To be untouchable means
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 hold __________.
4. Door d. a. afflicted with an incurable
table disease
5. Blue e. b. cannot be criticized or talked
knob about
c. hidden in their chambers
d. possessing a very fair and
sensitive skin
2. Playing some games in your
smart phone for long periods of
time can cause
some fatigue and discomfort.
a. sleepless nights
b. hallucination
c. slight pain
d. nice feeling
C. Presenting examples/ Activity 1 Directions: Read and study the Study this puzzle and match two Directions: Read each sentence
instances of the new lesson. Read and study the paragraph sentences below. words that are related to each carefully. Look for the meaning
below. Look for the compound other. The first pair of related of the
words that were used in each The girls were halfway up the words has been identified as an underlined words from the
sentence. Find out what they tree, and when the floodwater example. choices below.
mean in these sentences and hit it 1. My officemate is workaholic
answer the questions that midway, they held on as tightly who almost never takes time
follow. Write your answers in as they could. off.
your notebook. Reaching the hillcrest, they saw A. tireless worker
the destruction made by the B. frontline worker
The girls were halfway up to the busted C. drunkard
tree, and when the floodwater dam including the trees and D. wine expert
hit it midway, they held on as plants on the other hilltop. 2. The player missed the ball
tightly as they could. Reaching with his first swipe.
the hillcrest, they saw the A. touch
destruction made by the busted B. run
dam including the trees and C. strike
plants on the other hilltop. D. throw

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 D. Discussing new concepts Questions: Look for the compound words Directions: Complete the
and practicing new skills. #1 1. Identify the five (5) that were used in each sentences found on the next
compound words used sentence. Find out what they page with the correct word
in a paragraph. mean in these sentences then inside the box.
2. Which word in the 1st answer the questions that
sentence means the follow.
same as halfway?
3. Which word in the 2nd Identify the five (5) compound
sentence is words used in the sentence.
synonymous with word Write your answers in
hilltop? your notebook.
How do we call these words,
synonyms or antonyms?
E. Discussing new concepts and 1. What are compound words? Compound words or To get you started, below are Blending refers to the process
practicing new skills #2. 2. What are the three types of compounds are words formed some of the most common affixes of joining a part of one word
compound words? by putting two or more words which carry a special meaning: and a part of
3. Give example for each type. together to form a new word another to form a new word
with a new meaning. To with a new meaning.
understand the meaning of the Blended words are usually
compound, it is important to created in one of two ways:
determine the meaning of each 1. By adding the first part of
word that makes up the new the first word to the second
word. Compound words may part of the second
be closed, open, or word
hyphenated. Study the Example:
example given below.
smoke + fog = smog
chill + relax = chillax

2. By combining the beginning

of the two words
Example:

international + network =
internet
cybernetic + organism = cyborg
F.Developing Mastery Directions: Answer the Directions: Answer the Directions: Study each sentence Look at the pictures and words
(Lead to Formative questions below by writing the questions below by writing the carefully. See if you can find words in Column A. Pair them with
Assessment 3) letter of the correct answer letter of the correct answer that contain the blended words in Column
in your notebook. in your notebook. affixes. Write the word in your B.
3. What is the meaning of the 1. How were you able to give notebook.
word synonym? the meaning of the unfamiliar 1. The coronavirus is a deadly
a. words spelled correctly words? disease.
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 b. words with similar meaning a. through inference c. through 2. Many people in Asgard dislike
c. words that are misspelled its synonym Loki.
d. words with unknown meaning b. through context clue d. all of 3. Let us all be prayerful and
4. What are antonyms on your the above strong against COVID 19.
own understanding? 2. What do we mean when we 4. A metallic sheath can keep a
a. words opposite in meaning infer? sword sharp.
b. words having the same sound a. conclude b. guess c. 5. The story of Helen Keller is very
c. misspelled words summarize d. outline inspiring.
d. words that are difficult to 3. Synonyms are words
define ______________.
5. What is meant by unfamiliar a. that are spelled correctly c.
words? that have the same meaning
a. words whose meanings are b. that are misspelled d. with
not yet known unknown meaning
b. words that are spelled
erroneously
c. words that are hard to read
d. words that are too long
A. Finding practical application of Directions: Read some stories or Go over the passage silently. Directions: Now that you can Let us see if you can match the
concepts and skills in daily living get hold of storybooks. Find and Figure out the meaning of the recognize affixes, figure out the blended words with their two
list five examples italicized meaning of the original words. Match column
of each type of compound word compound word by looking for underlined word in which an affix A with column B.
in your notebook. its synonym. Write your is added. Use also other strategies
answer in your notebook. such as context
clues to further unlock its
meaning. Write the letter of the
correct answer in your
notebook.
1. You’ve got a new wristwatch 1. Arvin was unresponsive to the
which is similar to my two- doctor’s question because he was
year-old timepiece. embarrassed to
2. The clock hands and tell the truth.
numerals are luminous or light- a. not acting c. not listening
emitting for they glow even b. not moving d. not reacting
in darkest place. 2. When Rita regained her
3. Self-winding watches consciousness, she saw people
became popular in the 1920’s surrounding her bed.
so did automatic clocks. a. sight c. composure
b. strength d. awareness
3. He could never forget his
painful encounter with bullies.
a. aching c. unpleasant
b. exciting d. violent
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B. Making Generalizations and Remember: .➢ Compound words may be Affixes are word parts that are Directions: Identify what is
Abstraction about the lesson ➢ Compounding is joining two closed (written as one), open added to a base word to make a referred to in each of the
or more words together to make (written with space new word. They sentences below. Use a
them one word between words), or carry their own special meaning separate paper for your
with a new meaning. This new hyphenated (connected by a and they can change the meaning answer.
meaning of the compound word hyphen). of the 1. These are formed by
may be the original word to which they are combining a part of a word
same as the individual meaning added. with a part of another to form
of its component words or may a new word with a new
be different. meaning.
2. It is the process of joining a
part of one word and a part of
another to make a
new word with a new meaning.
C. Evaluating Learning Directions: Infer the meaning of Fill in the needed information Directions: Give the meaning of Directions: Give the two
the underlined compound in the table below. Find the the underlined words using original words that were
words. Choose your answer answers hidden in each context clues. combined to form the
from the rectangular box and sentence. Use context clues to following
classify these words according figure out the meaning of the 1. I can’t believe that you’re still blended words. An example
to the three types of compound compound word. watching cartoons. You’re so given to help guide you.
words. Write your answers on childish! Ex. videoke = video + karaoke
your notebook. a. good-looking b. clueless c. 1. fanzine = ______________ +
1. There is no place so sweet immature ______________
and comfortable like one’s 2. Window cleaners on high-rise 2. telegenic = ______________
motherland. buildings can’t be careless. + ______________
2. My brother’s mother-in-law a. daring b. negligent c. sleepy 3. medicare = ______________
from Canada has just arrived to 3. It is irresponsible for us to share + ______________
visit her daughter. unverified information. 4. videocam = ______________
3. The real estate agent is selling a. unconfirmed b. unknown c. + ______________
some lots. untrue 5. infotainment =
4. Mrs. Santos is our part-time 4. To say that Jeff Bezos, owner of ______________ +
teacher in Mathematics. Amazon who has accumulated ______________
5. One morning, Jeriel’s name over 150 billion
was in the headline of the daily dollars’ worth of fortune, has a lot
newspaper. of money is an understatement.
a. information that intentionally
mother of one’s spouse hides the truth
homeland b. statement that makes
front page something less than what it is
freelance c. words that are designed to
property insult and belittle somebody

5. U.S. President Donald Trump

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 has made a lot of unpopular
decisions in recent
months.
a. not liked b. unknown c.
confusing

D. Additional Activities for Directions: Answer the Directions: Read some stories Directions: Scan some articles for Directions: Read each sentence
Application or Remediation questions below by writing the or get hold of storybooks. Find words formed by affixes. Copy the carefully. Choose the meaning
letter of the correct answer and list five examples sentence where of the underlined
in your notebook. of each type of compound a word formed by an affix or blended word from the
1. How were you able to give word in your notebook. affixes appear and underline the choices. Write the letter of
the meaning of the unfamiliar word that contains the your choice on a separate
words? affix or affixes. Find five examples paper.
a. through inference of such words and have them 1. The organization has
b. through its synonym listed together with launched a telethon to secure
c. through context clue the sentence in which they funds for the purchase
d. all of the above appear. To help you see how you of personal protective
2. What do we mean when we write the answers, an equipment of frontline
infer? example has been given below. workers.
a. conclude b. guess A. sports event attended by
c. summarize d. outline Example: famous people
War of the Worlds features how a B. televised fundraising event
band of survivors finally defeated C. series of telephone calls
a race of aliens 2. The campus journalist
who almost conquered the planet. recorded fire incident in his
videocam.
1. A. video camera recorder
____________________________ B. camera trick
________________ C. shooting
2. 3. The heliport is ready to
____________________________ receive representatives from
________________ other countries.
3. A. landing and takeoff place for
____________________________ an airplane
________________ B. bus stop
4. C. landing and takeoff place for
____________________________ a helicopter
________________
5.
____________________________
________________
V.REMARKS
VI.REFLECTION
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 A. No. of learners earned
80%in the evaluation.

B. No. of learners who

required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared by:
Checked by:

Teacher III

School Principal I

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 School: Grade Level: V
DAILY LESSON LOG Teacher: Learning Area: ENGLISH
Teaching Dates & Time: Quarter: WEEK 5&6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. OBJECTIVES
D. Content Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
different text types; expresses different text types; expresses different text types; expresses different text types; expresses different text types; expresses
ideas logically in oral and ideas logically in oral and ideas logically in oral and written ideas logically in oral and ideas logically in oral and written
written forms; and written forms; and forms; and demonstrates interest written forms; and forms; and demonstrates interest
demonstrates interest in reading demonstrates interest in in reading to meet various needs. demonstrates interest in in reading to meet various needs.
to meet various needs. The reading to meet various needs. The learner listens critically to reading to meet various needs. The learner listens critically to
learner listens critically to news The learner listens critically to news reports and other radio The learner listens critically to news reports and other radio
reports and other radio news reports and other radio broadcasts and expresses ideas news reports and other radio broadcasts and expresses ideas
broadcasts and expresses ideas broadcasts and expresses ideas accurately in oral and in written broadcasts and expresses ideas accurately in oral and in written
accurately in oral and in written accurately in oral and in forms; demonstrates confidence in accurately in oral and in forms; demonstrates confidence
forms; demonstrates confidence written forms; demonstrates the use of the language to meet written forms; demonstrates in the use of the language to
in the use of the language to confidence in the use of the everyday needs; and reads confidence in the use of the meet everyday needs; and reads
meet everyday needs; and reads language to meet everyday independently and gets relevant language to meet everyday independently and gets relevant
independently and gets relevant needs; and reads information from various text needs; and reads information from various text
information from various text independently and gets types. independently and gets types.
types. relevant information from relevant information from
various text types. various text types.
E. Performance Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
different text types; expresses different text types; expresses different text types; expresses different text types; expresses different text types; expresses
ideas logically in oral and ideas logically in oral and ideas logically in oral and written ideas logically in oral and ideas logically in oral and written
written forms; and written forms; and forms; and demonstrates interest written forms; and forms; and demonstrates interest
demonstrates interest in reading demonstrates interest in in reading to meet various needs. demonstrates interest in in reading to meet various needs.
to meet various needs. The reading to meet various needs. The learner listens critically to reading to meet various needs. The learner listens critically to
learner listens critically to news The learner listens critically to news reports and other radio The learner listens critically to news reports and other radio
reports and other radio news reports and other radio broadcasts and expresses ideas news reports and other radio broadcasts and expresses ideas
broadcasts and expresses ideas broadcasts and expresses ideas accurately in oral and in written broadcasts and expresses ideas accurately in oral and in written
accurately in oral and in written accurately in oral and in forms; demonstrates confidence in accurately in oral and in forms; demonstrates confidence
forms; demonstrates confidence written forms; demonstrates the use of the language to meet written forms; demonstrates in the use of the language to
in the use of the language to confidence in the use of the everyday needs; and reads confidence in the use of the meet everyday needs; and reads
meet everyday needs; and reads language to meet everyday independently and gets relevant language to meet everyday independently and gets relevant
independently and gets relevant needs; and reads information from various text needs; and reads information from various text
information from various text independently and gets types. independently and gets types.
types. relevant information from relevant information from
various text types. various text types.

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 F. Learning Competencies/ Use compound and complex Use compound and complex Use compound and complex Use compound and complex Use compound and complex
Objectives sentences to show cause and sentences to show cause and sentences to show cause and sentences to show cause and sentences to show cause and
( Write the Lode for effect and problem-solution effect and problem-solution effect and problem-solution effect and problem-solution effect and problem-solution
each) relationship EN5G-IVa-1.8.1 relationship EN5G-IVa-1.8.1 relationship EN5G-IVa-1.8.1 relationship EN5G-IVa-1.8.1 relationship EN5G-IVa-1.8.1
V. CONTENT Use complex sentences to show Use complex sentences to Use complex sentences to show Use complex sentences to Use complex sentences to show
( Subject Matter) cause and effect relationship show cause and effect cause and effect relationship show cause and effect cause and effect relationship
relationship relationship
Using Compound Using Compound Using Compound Using Compound Using Compound
Sentences to Show a Problem- Sentences to Show a Problem- Sentences to Show a Problem- Sentences to Show a Problem- Sentences to Show a Problem-
Solution Relationship Solution Relationship Solution Relationship Solution Relationship Solution Relationship
VI. LEARNING RESOURCES
C. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from
Learning Resource LR portal
D. Other Learning Resources Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, Audio-visual presentations,
pictures pictures pictures pictures
IV. PROCEDURE
F. Reviewing previous Lesson Give the original word of the Directions: Read each sentence Make a sentence. Tell whether Weekly Test
or presenting new lesson given clipped word. Write the below. Write C if it is a cause it is a problem or solution.
correct answer in your and E if Choose a classmate that will
cardboard. it is an effect. Use a separate answer your sentence.
1. Coke - carbonated drink paper as your answer sheet.
flavored with extract from Kola 1. Because he played under the
nuts. rain, his mother became angry.
A. Coca-cola 2. The street was flooded when
B. Cocoa it rained for several hours.
C. Cookie 3. Mario got sick, so Luigi took
D. Coconut his place.
2. Grannie, granny - the mother
of your father or mother.
A. Grandmaster
B. Grandfather
C. Grandmother
D. Granary

G. Establishing a purpose for What did you do during the Copy the chart in your Do you love planting trees or
the lesson COVID-19? What are the notebook. Write down the vegetables? Do you have garden
activities that you did before? cause and effect at home? What are the plants

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 of the following sentences in available in your garden?
the proper column. An
example has been
provided to serve as a guide in
answering the activity.

H. Presenting examples/ Read the story. Read the selection below and Study the picture. What are they Read the paragraph.
instances of the new lesson. take note of the facts and doing? Make a sentence using this
Anna events. After reading, answer picture.
the questions that follow.
Anna has to stay at home
because there is a deadly virus.
She misses seeing her friends
and teachers since it has been
months when she saw them.
Anna does not dare to go
outside as her parents warn her
that she might get sick. As soon
as it is safe to go outside, she
will go and see her friends
immediately.
I. Discussing new concepts and Answer: Answer the following: Read the following sentences Answer these questions:
practicing new skills. #1 1. Why Anna has to based from the picture given. 1. Where is the setting of the
stay at home? 1. What causes a tsunami 1. Children are nurturing the story?
2. Why she misses according to the paragraph? plants. 2. Who are the characters?
seeing her friends and 2. What happens when 2. They are sweeping the plants 3. What events took place in
teachers? tectonic plates move and rub dried leaves. the story?
3. Why Anna does not together? Lets us combine the two 4. What was the problem of
dare to go outside? 3. What is produced when sentences and make into one the bat?
4. What will Anna do as water on the surface of the sentence. 5. How did he solve his
soon it is safe to go earth is displaced? problem?
outside? 4. When is a tsunami alert Children are nurturing the plants 6. How did the story end?
declared? and they re sweeping the plant’s
Read again the following 5. What is a possible effect of dried leaves.
sentences and identify the disobeying orders to evacuate?
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 conjunction. Notice how we combine the two
1. Anna has to stay at sentences. It is by adding “and”.
home because there is And - is a kind of coordinating
a deadly virus. conjunctions.
2. She misses seeing
her friends and Example:
teachers since it has Children are nurturing the plants
been months when she and they re sweeping the plant’s
saw them. dried leaves.
3. Anna does not dare
to go outside as her
parents warn her that
she might get sick.
4. As soon as it is safe
to go outside, she will
go and see her friends
immediately.
J. Discussing new concepts and What is conjunctions? Study these sentences which What is compound sentence?
practicing new skills #2. Give examples of conjunctions you already encountered in the Compound sentences are
previous sentences with two independent
Complete the table: activities. clauses joined by coordinating
1. Because he played under the conjunctions.
Tell why Tell what
rain, his mother became angry. Notice this table.
something happened
2. The boy broke his leg when
happened
he fell from the tree.
1. There is a Anna has to
3. When a strong quake occurs
deadly virus. stay at
under the sea, a tsunami alert
2. It has home.
was declared.
been She misses
4. The town was put on
months her friends
lockdown since people keep
when she and teachers You need two simple sentences to
going out without
saw them Anna does make a compound sentence and
masks.
3. As her not dare to add coordinating conjunctions.
parents go outside
warn her
that she She will visit Remember the acronym of
might get her friends coordinating conjunctions that
sick immediately can be used in compound
4. As soon it sentences.
is safe FANBOYS
outside FOR, AND, NOR, BUT, OR, YET, SO
What do you notice to the
phrases/sentences in the two Present examples of compound
columns? sentences:
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 Take note:
Cause - tell why something Beth was late for class today, so
happened/independent clauses she decided to set her alarm
Effect - tell what earlier.
happened/dependent clauses What is the problem in the
sentence?
What is complex sentences? - Beth was late for class today
Give examples of complex What is the solution to the
sentences. problem?
- She decided to set her alarm
Give them more complex An effective way to link cause earlier.
sentences to read and identify and effect ideas is by means of What is the coordinating
the cause and effect using the complexsentences. A complex conjunction?
table given. sentence consists of one - so
independent clause and at
least one dependent clause.
These clauses are joined by
subordinate conjunctions to
show clear and precise
relationship. The words
because, as, in order that,
since, although, as a result and
so that which function as
subordinate conjunctions are
always used to begin the
dependent or subordinate
clause. When the dependent
clause comes at the beginning
of the sentence, use a comma
to separate it from the
independent clause.
F.Developing Mastery Activity 1: Write C if the Read the paragraph and Use the table. Identify the Directions: Write a compound
(Lead to Formative underline statement is a cause complete the graphic organizer problem, the solution and the sentence that shows a
Assessment 3) and E if it is an effect. below with the missing details. coordinating conjunction in the problem-solution relationship
sentence. in response to the given
____ 1. Because he played 1. Karlo watches his health more situations.
under the rain, his mother carefully, for he does not want to Example:
became angry. be sick again. Your cellphone broke into
____ 2. The street was flooded 2. My family has cancelled all our pieces when it fell to the
when it rained for several hours. travel plans, but we are planning ground. What is the
____ 3. Until Mario is sick, Luigi to do them after the pandemic. solution?
is taking his place. 3. My brother is afraid of lions, so Possible answers:
____ 4. The students could not we have decided to go to an aviary My cellphone is broken, so I
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 go to school because of the to see some birds. will bring it to the repair shop.
heavy rain. 4. My mother is confused if it is My cellphone’s screen is
____ 5. The field turns green better to go to a park or if it is broken, so I will replace it.
whenever it rains. better to go to a museum instead.
My sister cannot choose from the 1. You hurt the feelings of your
options, and she cannot go to best friend when you lost your
college because of her exams. temper. What
will you do to solve the
problem?

I hurt my friend’s feelings, so I

________________.
E. Finding practical application of Match the following causes to Directions: Connect these pairs Encircle the coordinating Directions: Go back to the story
concepts and skills in daily living its effect. Write the correct of clauses to form a complex conjunctions. about the cowardly bat. Write
conjunction. sentence. Use because, as, in a problem-solution
order that, since, or so that. 1. I’ve befriend one of the soccer sentence taken from the
You may switch the order of players, so now I have an excuse events of the story. Label the
the clauses. to watch the game every week. parts of the sentence with
Example: The ice in the plastic 2. I always take a book to read, yet the problem and the solution.
bag melted. It was placed I never seem to turn a single page.
under sun. 3. The soccer in the park is Example: The bat was afraid of
The ice in the plastic bag entertaining in the winter, but it is fighting, so he refused to join
melted because it was placed better in the heat of summer. the beasts.
under sun. 4. I don’t go for the fresh air nor Problem Solution
1. There is no dictionary here. really for the ducks.
Let us go to the library. The men play in teams, USA or
2. He could sell his toothpaste England.
for a cheap price. Many
wanted to buy it.
3. My cousin got the first prize
in essay writing. He is talented
and hardworking.
4. Our teacher gives us
inspiration. Our class can excel
in many ways.
5. Our Glee Club coach always
reminds us to attend rehearsals
regularly. Our performance
becomes outstanding.
F. Making Generalizations and Directions: Fill in the blanks What is compound sentence? What is a complex sentence?
Abstraction about the lesson with the correct answer. Use What is conjunctions?
your What are the coordinating
notebook for your answers. conjunction used in compound
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 1. A ____________ consists of sentences?
one independent clause and at
least one
dependent clause.
2. Clauses are joined by
_____________ to show clear
and precise
relationship.
G. Evaluating Learning Underline once the dependent Directions: Use the Match the problem to their Complete the compound
clause and twice the subordinating conjunctions corresponding solution. sentence by adding a solution
independent clause. Then although, if, when, that answers
identify which of the clauses is because, unless, before, and the problem. Write your
the Cause or Effect by putting C after to make complex answers in your notebook.
or E n top of each. sentences out of the
clauses below. I will stay at my friend’s house
1. I’m going to the bank because 1. I’m going to the bank tonight, so
I will withdraw some money. _________ I will withdraw ___________________
2. I made lunch after I got home. some money. Problem Solution
3. Submit the project so that we 2. I made lunch __________ I I will stay at my friend’s house
could schedule a meeting got home. tonight, so I will bring my
tomorrow. 3. Submit the project clothes.
4. I really enjoyed the concert ___________ the day is over.
although the music was too loud 4. I really enjoyed the concert 1. I have a fever,
for me. ________ the music was too so
5. If your injury will not heal, loud. _________________________
you cannot join me in the game 5. ________ you fix your bike, _________.
on Monday. you won’t be able to join us. 2. It is going to rain,
so
_________________________
________.
3. PAGASA says that the rain
may cause severe flooding in
our place,
so
_________________________
________.
4. I want to grow tall,
so
_________________________
________.
5. This pandemic is not over
yet,
so
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 _________________________
_________.
H. Additional Activities for Compose complex sentences Directions: Copy the following Directions: Write a compound
Application or Remediation that shows cause and effect sentences in your notebook. sentence that shows a
relationship. Underline problem-solution relationship
the cause once and the effect in response to the given
twice. situations.
1. If pollution is reduced, global
health will improve. You have been invited to a
2. Because energy use is high in birthday party of your
the developed world, people classmate. You do not
use a lot of want to go there empty-
resources. handed and you want to make
3. Although people try to save your classmate
energy, global demand for happy. What do you plan to
energy increases do? What will you bring?
every year. I will attend a birthday party,
4. Future generations will so I __________________.
suffer if pollution is not
reduced today.
5. Bikeshares are becoming
popular because they are a
great way to
reduce pollution.
V.REMARKS
VI.REFLECTION
B. No. of learners earned
80%in the evaluation.

B. No. of learners who

required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
The creator/editor of this DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This DLL is only intended as reference for teachers.
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 F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared by:
Checked by:

Teacher III
School Principal I

School: Grade Level: V

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The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission. @lykamaysalvador
 Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates & Time: Quarter: WEEK 7&8

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. OBJECTIVES
G. Content Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
different text types; expresses different text types; expresses different text types; expresses different text types; expresses different text types; expresses
ideas logically in oral and ideas logically in oral and ideas logically in oral and written ideas logically in oral and ideas logically in oral and written
written forms; and written forms; and forms; and demonstrates interest written forms; and forms; and demonstrates interest
demonstrates interest in reading demonstrates interest in in reading to meet various needs. demonstrates interest in in reading to meet various needs.
to meet various needs. The reading to meet various needs. The learner listens critically to reading to meet various needs. The learner listens critically to
learner listens critically to news The learner listens critically to news reports and other radio The learner listens critically to news reports and other radio
reports and other radio news reports and other radio broadcasts and expresses ideas news reports and other radio broadcasts and expresses ideas
broadcasts and expresses ideas broadcasts and expresses ideas accurately in oral and in written broadcasts and expresses ideas accurately in oral and in written
accurately in oral and in written accurately in oral and in forms; demonstrates confidence in accurately in oral and in forms; demonstrates confidence
forms; demonstrates confidence written forms; demonstrates the use of the language to meet written forms; demonstrates in the use of the language to
in the use of the language to confidence in the use of the everyday needs; and reads confidence in the use of the meet everyday needs; and reads
meet everyday needs; and reads language to meet everyday independently and gets relevant language to meet everyday independently and gets relevant
independently and gets relevant needs; and reads information from various text needs; and reads information from various text
information from various text independently and gets types. independently and gets types.
types. relevant information from relevant information from
various text types. various text types.
H. Performance Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
different text types; expresses different text types; expresses different text types; expresses different text types; expresses different text types; expresses
ideas logically in oral and ideas logically in oral and ideas logically in oral and written ideas logically in oral and ideas logically in oral and written
written forms; and written forms; and forms; and demonstrates interest written forms; and forms; and demonstrates interest
demonstrates interest in reading demonstrates interest in in reading to meet various needs. demonstrates interest in in reading to meet various needs.
to meet various needs. The reading to meet various needs. The learner listens critically to reading to meet various needs. The learner listens critically to
learner listens critically to news The learner listens critically to news reports and other radio The learner listens critically to news reports and other radio
reports and other radio news reports and other radio broadcasts and expresses ideas news reports and other radio broadcasts and expresses ideas
broadcasts and expresses ideas broadcasts and expresses ideas accurately in oral and in written broadcasts and expresses ideas accurately in oral and in written
accurately in oral and in written accurately in oral and in forms; demonstrates confidence in accurately in oral and in forms; demonstrates confidence
forms; demonstrates confidence written forms; demonstrates the use of the language to meet written forms; demonstrates in the use of the language to
in the use of the language to confidence in the use of the everyday needs; and reads confidence in the use of the meet everyday needs; and reads
meet everyday needs; and reads language to meet everyday independently and gets relevant language to meet everyday independently and gets relevant
independently and gets relevant needs; and reads information from various text needs; and reads information from various text
information from various text independently and gets types. independently and gets types.
types. relevant information from relevant information from
various text types. various text types.
I. Learning Competencies/ Compose clear and coherent Compose clear and coherent Compose clear and coherent Compose clear and coherent Compose clear and coherent
Objectives sentences using appropriate sentences using appropriate sentences using appropriate sentences using appropriate sentences using appropriate
( Write the Lode for grammatical structures: subject- grammatical structures: grammatical structures: subject- grammatical structures: grammatical structures: subject-
each) verb agreement; kinds of subject-verb agreement; kinds verb agreement; kinds of subject-verb agreement; kinds verb agreement; kinds of
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 adjectives; subordinate and of adjectives; subordinate and adjectives; subordinate and of adjectives; subordinate and adjectives; subordinate and
coordinate conjunctions; and coordinate conjunctions; and coordinate conjunctions; and coordinate conjunctions; and coordinate conjunctions; and
adverbs of intensity and adverbs of intensity and adverbs of intensity and frequency adverbs of intensity and adverbs of intensity and
frequency EN5G-IIa-3.9 frequency EN5G-IIa-3.9 EN5G-IIa-3.9 frequency EN5G-IIa-3.9 frequency EN5G-IIa-3.9
VIII. CONTENT Composing Inverted Composing Inverted Composing Inverted Composing Inverted Composing Inverted
( Subject Matter) Sentences with Correct Subject Sentences with Correct Subject Sentences with Correct Subject Sentences with Correct Subject Sentences with Correct Subject
and Verb Agreement and Verb Agreement and Verb Agreement and Verb Agreement and Verb Agreement
Composing Descriptive Composing Descriptive Composing Descriptive Composing Descriptive Composing Descriptive
Sentences Using Different Kinds Sentences Using Different Sentences Using Different Kinds Sentences Using Different Sentences Using Different Kinds
Composing Clear and Kinds Composing Clear and Kinds Composing Clear and
Coherent Sentences Using Composing Clear and Coherent Sentences Using Composing Clear and Coherent Sentences Using
Coordinating and Subordinating Coherent Sentences Using Coordinating and Subordinating Coherent Sentences Using Coordinating and Subordinating
Conjunctions Coordinating and Conjunctions Coordinating and Conjunctions
Composing Clear and Subordinating Composing Clear and Subordinating Composing Clear and
Coherent Sentences Using Conjunctions Coherent Sentences Using Conjunctions Coherent Sentences Using
Adverbs of Intensity and Composing Clear and Adverbs of Intensity and Composing Clear and Adverbs of Intensity and
Frequency Coherent Sentences Using Frequency Coherent Sentences Using Frequency
Adverbs of Intensity and Adverbs of Intensity and
Frequency Frequency
IX. LEARNING RESOURCES
E. References
9. Teacher’s Guide pages
10. Learner’s Material pages
11. Textbook pages
12. Additional Materials
from Learning Resource LR
portal
F. Other Learning Resources Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, Audio-visual presentations,
pictures pictures pictures pictures
IV. PROCEDURE
K. Reviewing previous Lesson Direction: Complete the Complete the sentence by Complete the diagram by Weekly Test
or presenting new lesson sentence by using the provided choosing the correct form of providing the conjunctions.
coordinating conjunction. verb inside the parenthesis.
Underline once the clause that Underline your answer.
states the problem and 1. Here (come, comes) your
underline twice the clause that food.
states the solution. 2. There (are, is) three starts.
1. I have been feeling sick these 3. From the roof (jumps, jump)
days, but I keep on studying my the noisy children.
homework. 4. In a bottle (is, are) a
2. Rain was forecasted this beautiful flower
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 morning, so I brought an From there (stands, stand) the
umbrella with me. principal.

L. Establishing a purpose for Study this picture. Create a DEscribe the picture. Arrange the letters. Find the difference of the two
the lesson sentence using this picture. picture.

Where is this place? Have you

been here already?

M. Presenting examples/ Read the following sentences Watch this video. Study the pictures. Compose a sentence based
instances of the new lesson. based from the picture given https://www.youtube.com/ from the words given.
and compare it afterwards. watch?v=el7huPm1EAU
1. The kids are very happy.
They are going to the beach
2. My mother went outside
She is going to the market

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 N. Discussing new concepts Read the following sentences. Read the following sentences Present the different coordinating
and practicing new skills. #1 A. Two birds were on the based from the story. conjunctions.
branch. 1. Once upon a time a simple
B. On the branch were two donkey lived on a huge island.
birds. 2. His true friends always
advised him not to leave the
Notice the two sentences. island.
Two birds- subject 3. You may get into big trouble
Were- the verb. and no one would help you.
4. Wow! So much green grass.
1. The subjects comes first 5. A cunning farmer saw him
before the verb. - Natural and caught him. Give examples of adjectives
sentence and adverbs.
2. The verb comes first before Read the underline sentences.
the subject. - Inverted sentence Simple
Discuss these concepts: Huge
- Noun True
- Pronoun Big
- Subject Green
- Predicate Cunning
Examples of Inverted sentences:
Identify the subject and the verb What do you notice to these
1. At the back of the car, is a words?
dog. - they are adjectives
2. Under the tree, stands a tall What is adjective?
man. Adjectives are words that
3. In that wild field grow the describes the noun or
flowers I love. pronouns. It tells:
In her hand are two chocolates. - what kind
- which one
- how many
- how much
- whose

Example.
The red apple is on the table.
What is the adjective? - Red
O. Discussing new concepts - Inverted sentence is a Discuss: Read the conversation and
and practicing new skills #2. sentence in which the verb Kinds of Adjectives study the highlighted words.
comes before the subject. 1. Proper adjectives - an
- The verb agrees with the adjective that is formed from a
subject of the sentence. proper noun. (Take note:
- If the subject of the inverted Proper nouns are specific
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 sentence is singular, the verb names of persons, places,
takes its -s form organizations and sometimes
- If the subject of the inverted things)
sentence is plural, the verb Example:
takes its base form We love Filipino food.
Noun- food
Proper adjective - Filipino.
2. Compound adjectives -
adjectives that combined two
words that modifies the noun.
Example:
Mt. Apo is well-known to
mountain climbers, too.
Noun- Mt. Apo
Compound adjective - well-
known
3. Predicate adjectives - is an
adjective follows a linking verb
and modifies the subject.
Example:
Magellan’s Cross is historical.
Noun- Magellan’s Cross
Predicate adjective - historical

Present another activity.

Look at the picture, Construct a
sentence by using different
kinds of adjectives.

F.Developing Mastery Activity 1: Complete the Pick out the adjectives inside Write the letter I if the
(Lead to Formative following inverted sentences by the table and identify what underlined word is an adverb
Assessment 3) choosing the correct form of the kind of adjective it is. of intensity and F if it is an
verb inside the parenthesis. adverb of frequency.
ADJECTIVES
1. Up to the crest of the high
Nike Tinikling
wave (paddles, paddle) the
nervous two-page
mighty surfer.
Philippines second-hand
2. Loose and faded (is, are) the
warm- sweet
pants that Maggy is wearing.
blooded
3. Beneath the gigantic trees
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 (lie, lies) tiny shade-loving pants. 1. __________ culture
4. In that wild field (grow, 2. __________ shoes
grows) the tulips I love so 3. __________ car
dearly. 4. __________ animals
Here in the Grade 5 arts class (is, 5. __________ dance
are) the creative minds of
tomorrow.
I. Finding practical application of Complete the table. Use the Identify what kind of adjective Complete the following to form Write clear and coherent
concepts and skills in daily living following sentences. in each sentence. clear and coherent sentences sentences by supplying the
1. At the back of the car, is a using subordinate conjunctions. missing adverb of intensity
dog. 1. The National Shrine of from the given choices.
2. Under the tree, stands a tall Fatima is famous. ( ________ )
man. 2. Fatima Avenue is
3. In that wild field grow the surrounded by decades-old
flowers I love. trees. ( ________ )
4. In her hand are two 3. I love American sausage.
chocolates. ( ________ )
4. The good-looking actress has
a movie. ( ________ )
Do you speak Tagalog dialect? (
________ )

J. Making Generalizations and Remember: What is adjectives? What is adverb of intensity?

Abstraction about the lesson - Inverted sentence is a What are kinds of adjectives? What is adverb of frequency?
sentence in which the verb
comes before the subject.

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The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission. @lykamaysalvador
K. Evaluating Learning Activity 1: Write the inverted Activity 1: Read the sentences.
sentence form of the following Underline the adjectives and
natural sentences. identify what it is.

1. A bird is on a twig. 1. Aside from the carvings on

2. Four roses are in his bag. its wooden doors, San Agustin
3. Three horses stand in a Church has a Mexican interior
corner. that everyone should see.
4. In the library there are four 2. The Tubbataha Reef is
girls. popular as a diving site in the
Our cat is on the table. Philippines because of its coral
walls.
3. A shrimp-catching expedition
with bamboos and nets,
followed by a dinner of the
cooked catch is also available
when one visits Donsol.
4. The Chocolate Hills has
same-sized mounds located in
Carmen, Bohol.
5. The Banaue Rice Terraces is
a magnificent example of farm
terraces resembling steps
going up to the sky.

L. Additional Activities for Activity 2: Identify whether it is Activity 2: Use the following Activity 2: Use the following
Application or Remediation natural or inverted sentence. adjectives in a sentence. conjunctions in a sentence.
Write NS if it is natural and IS if 1. Despite
it is inverted. 1. Two-day 2. Unless
2. Well-known 3. Although
1. Inside my pocket are my red 3. Spanish 4. Because
pen. 4. Good 5. So
2. In front of the television sits 5. Four-wheeled
my two cousin.
3. In the classroom was some
old desks.
4. The girl walks on the street.
The investigator looked carefully
for the fingerprints.

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The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission. @lykamaysalvador
 V.REMARKS
VI.REFLECTION
C. No. of learners earned
80%in the evaluation.

B. No. of learners who

required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared by:
Checked by:

Teacher III
School Principal I

The creator/editor of this DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This DLL is only intended as reference for teachers.
The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission. @lykamaysalvador