School: SAN JUAN ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MRS. GEMMA D. MANGAOANG Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: MARCH 18 – 22, 2024 (WEEK 8) Quarter: 3RD QUARTER

MONDAY TUESDAY
I.OBJECTIVES
A.Content Standards Demonstrates understanding of text Demonstrates understanding of
elements to comprehend various text elements to comprehend
texts. various texts.
B.Performance Standards Uses diction(choice of words) to Uses knowledge of text types to
accurately analyze author’s tone, correctly distinguish literary
mood, and point of view from informational texts
C.Learning Competencies/Objectives 1. Identify point of view. ( EN5LC-IIIh- Distinguish text –types according
3.17 ) to features(structural language)
2. Use particular kind of sentence for a comparison and contrast.
specific purpose and audience- ( EN5ol-IVh-4)
expressing opinions/emotions.EN5G-
IIIh-1.8.10
3. Observe politeness at all times
(EN5A-IIIh-17)
II.CONTENT Point of View Comparison and contrast
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. CG p.
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning http://ammons.dadeschools.net/ www.scribd.com/document/
resource (LR) portal Authors%20Purpose.pdf 326965603/Earthquakes-
Reading
http://www.aviv.org.il/Apps/W
W/Page.aspx?ws
coe3rdgradereading.wikispaces.
com.file/view/compare
B.Other Learning Resource Power Point Presentation,charts Audio Recorder, Power Point
Presentation, charts, drawing
materials
IV.PROCEDURES
A.Reviewing previous lesson or presenting 1. How would you react in this 1. What are the different
the new lesson statement? purpose why an author writes
“You took all ten and that is not fair. an article?
So there will be no party. When you 2. What is the author’s purpose
learn to share, then you will have a in writing this passage?
party.” The impressive eagle is a
2. Drill national symbol in the United
Tell the mood or tone of each speaker States for patriotism and
Speaker 1 : “Insects are wonderful. freedom. Because the bald eagle
You need to look closely to learn was once hunted for sport, it is
about them. If you watch them, you on the verge of extinction. If you
will learn a lot. kill a bald eagle, you can go to
Speaker 2 : “Cats make the best pet!” jail. Unfortunately, the bald
eagle still maybe become
extinct.
3. Drill
Teacher shows picture of the
following:
How do the images influence
you?
4. Vocabulary
 (tectonic plates, terrifying,
anxiety-ridden, panic, equipped,
imperative, aftershocks,
subsided, horrified, urgent,
reassemble, disorder, winding,
treacherous)
B.Establishing a purpose for the lesson How important for you is the content Show pictures of area hit by
of information from the text? tsunami and earthquake
Does it give different mood or feelings What are the causes of this
to the reader? situation?
Original File Submitted and
Formatted by DepEd Club
Member - visit
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C.Presenting Examples/ instances of the Listen to the recorded article Read the short story and find
new lesson “Coyotes Invade Downtown” out the comparison and
The discovery of a wild coyote in late differences of the idea in the
1997 in the Henry M. Jackson passage.
Federal Building in downtown Seattle Earthquakes and Tsunamis By:
should come as a wake-up call. The Sue Peterson
United States has a serious coyote Earthquakes are the sudden
problem! From their traditional shock of the earth’s surface that
enclaves in the western desert, these result in the earth shaking and
opportunistic canines have now rolling. They can be felt over
invaded the entire continental United large geographical areas for
States. They have taken over parks, brief moments of time. This is a
farms, vacant lots, and now perhaps natural way for the earth to
the downtown areas of major cities. release stress. Did you know
Homeowners report losing cats and that more than a million
dogs to the beasts, and young earthquakes shock the world
children are under attack. Enough is each year? Let’s look at what
enough. Since humans are the only causes this unpredictable
natural enemy of coyotes, we demand phenomenon. There are nearly
that state and federal agencies 20 tectonic plates that are along
institute coyote trapping programs. the earth’s surface that
That is the only way to decrease the continuously move past each
number of coyotes to a manageable other. When these plates stretch
level. or squeeze, huge rocks form at
their edges and the rocks shift
causing an earthquake. You can
visualize an earthquake by
holding a pencil horizontally in
the air and applying force to
both ends by pushing down on
them. Eventually, the pencil will
break somewhere
Vocabulary tectonic plates
subsided terrifying horrified
anxietyridden urgent panic
reassemble equipped disorder
imperative winding aftershocks
treacherous between the two
pencil ends to release the stress
placed on it. This is exactly how
the earth’s crust reacts to
produce an earthquake. The
plates move and put forces on
each other so the earth’s crust
breaks for this stress to be
released in the form of energy.
This energy then moves at a
terrifying rate through the earth
as an earthquake. A
seismograph is an instrument
used to record the strength of
the earthquake. It also measures
how long the earthquake occurs.
Other significant terms to know
concerning the topic of
earthquakes include the
“epicenter” which is the point
on the earth’s surface above the
source of the earthquake;
“seismic waves” which is the
energy created by the quake
that causes building, structures,
and the earth to move
horizontally; and the Richter
Scale, a measurement of an
earthquake’s intensity. The
points on the Richter Scale
correspond to the amount of
shaking of the earth (ten times
the amount of shaking and 33
times the amount of energy). It
has been reported that the
energy released by a large
earthquake may be equal to
10,000 times the energy of the
first atomic bomb and cause
anxiety-ridden victims to panic.
Following is a chart that shows
the types of earthquakes and
the rating of each on the Richter
Scale: Richter Scale 4 Minor
Earthquake 5 Moderate
Earthquake 6 Strong Earthquake
7 Major Earthquake 8 Great
Earthquake.
If you live in a region of the
world that has been known to
have a history of earthquakes, it
is advised that you assemble a
well-equipped safety and
emergency kit. It is also
imperative to have an
established disaster plan so
everyone remains safe. During
an actual earthquake, it is
advisable to get under a sturdy
piece of furniture where nothing
can fall on you and to stay clear
of glass windows and larger
objects. If you are outdoors, you
need to stay far away of
 buildings, trees, and power lines.
If you are in a car, it is important
to drive to a safe area and stay
in the car until the trembles
stop. There may be aftershocks,
movements after the
earthquake. Check for personal
injuries
and damage to your home
when all movement has
subsided. Depending on the
strength of the earthquake, you
may be horrified and need
someone for reassurance. It is
urgent that you remain calm.
You may be able to reassemble
some of the items that were
tossed about and repair the
disorder that has occurred
during this disaster at a later
time.
Tsunamis are formed by the
displacement of water, either a
landslide, volcanic eruption or
by the slippage of the earth’s
plates, rock about 15-200
kilometers (50,000-650,000 feet)
deep that carry the continents
and seas of the earth on an
underground ocean of hot, semi-
solid material. Tsunamis are
large ocean waves that flow
straight avoiding any winding
and circular turns like most
every day waves. Tsunamis
travel up to 965 kph (600 mph),
thus capable of causing severe
damage with their treacherous
speed alone. They travel the
fastest in deeper water, yet hit
near the shoreline at 48-64 kph
(30-40 mph). © Sue Peterson
2012
D.Discussing new concepts and practicing a. Why is it considered that the Why do earthquakes occur?
new skills #1 discovery of wild coyote come as a How do an earthquake occurs?
wake-up call? Explain the purpose of the
b. What was the problem brought by Richter Scale. What do the
the opportunistic canines? numbers mean?
c. How will the problem become How do tsunamis formed?
manageable? What are the likeness and
d. What is the author’s purpose in differences of earthquakes and
writing the story? tsunamis?
e. What is the author’s point of view? Use Venn diagram in getting the
How can you tell? answer from the pupils
( Let the pupils know that they are
already giving their own point of
view upon telling their reactions. )
E.Discussing new concepts and practicing Which do you think is the best point of 1. When you compare and
new skills #2 view from the article? contrast two characters, what is
a. To guard the area from NOT something you look at? A.
opportunistic canines what the characters say B. what
b. Let the people manage the the author says C. what the
downtown areas. characters look like 2. What are
c. To manage the the growing the signal words used in
problems on the number of coyotes in comparing and contrasting?
the Signal words and phrases that
town show similarities
What do we mean by point of Similarly
view/author’s purpose? Like
Author’s Purpose All authors have a Still
reason why they write what they likewise
do. This is called the author’s purpose. in the same way
Since all authors have in comparison
experiences or beliefs that influence at the same time
the way that they write they also in the same manner
have a point of view. Signal words and phrases that
There are four main reasons why show contrasts
people write: P = to Persuade (goalto However
convince the reader) I = to Inform on the other hand
(goal- to state the facts) E = to but
Entertain (goal- to make us laugh, cry, nevertheless
scream, have fun) S = to Share while
a personal experience (goal- to share Rather
memories, hopes or dreams) on the contrary
There are some clues that help you to yet
determine for which reason the more (than)
article was reason. Comparative forms (er)
d. 1. “We must guard our town against in contrast
the attack of the enemy!” 3. A debate: Take sides on the
2.”Homeowners look every were to issue “ compare and contrast
find their pets”. students from public school and
What emotion does the sentence private school”
gives you? Use the signal words/phrases for
similarities and differences.
F.Developing Mastery A. Guided Practice A. Differentiated activities
Group Activity(Brainstorming) Musical group: Create a song
Read the story below and answer the about similarities and
questions that follow: differences of two concept
Most people that have pets, have a cat Spatial group: Do a theme
or a dog. People disagree collage divided into two sides of
all the time as to which pet is best. urban and rural area
Cats make the best pet! There are Linguistic group: Using concept
many reasons why cats are the best map. Determine the similarities
pet. Cats are very independent. If and differences of rainy days
you go on vacation, you can leave and stormy days
extra food and water and have a Kinesthetic group: Compare and
friend occasionally check on the cat. contrast the condition of our
On the other hand,dog need to world before and today
be kenneled, which cost a lot of B. Independent Practice
money. Watching a cat play with a Compare and contrast your
string or a ball is very entertaining. experience in dining at Jollibee
You can sit back and enjoy the cat and Mc Donalds or at any
However, a dog needs a person to play restaurants.
with and usually won’t play
alone. On a cold winter’s night, there
is nothing better than to have
 your cat snuggled up on your lap
purring contentedly. If you are trying
to choose between a dog or a cat for a
pet, cats make the best pet!
1.What do you think is the best pet?
Why?
2. What is the author’s point of view in
writing the passage?
3. How are you going to show your
care to your pet?
B. Independent Practice
1. From the story you had brainstorm
create 4 kinds of sentence that
stimulates your attention.
2. What will be your emotion in the
following sentence?
a. Cats make the best pet.
b. Don’t play with cats, it may bite
you.
c. Why people like dogs than cat?
d. Amazing! Cats and dogs are now
best friends.
G.Finding Practical application of concepts Point Me The View ! Who are you?” Find the
and skills in daily living How will you express your point of similarities and differences you
view in this situation? have with your classmate
1. You are told not to cross the street partner.
when a black cat cross the street 1. Using the image compare and
but you are in a hurry that time. How contrast the life in rural and
will react with this situation? urban area.
(image of urban and rural living
condition)
H.Making generalization and abstraction What is the author’s purpose in What is the distinction between
about the lesson writing an article? comparing and contrasting?
REMEMBER
To compare and contrast is to
find what is alike and different
I.Evaluating learning Read and understand the following Read the story and answer the
statements. Pick out the appropriate questions that follow:
point of view. The Trail Ride
1. What is it called when the author Anna is going on a trail ride. She
expresses his opinions and views? will ride fifty miles on horseback.
a. entertainment The weather will be cold, and it
b. point of view might rain. Anna has two horses,
c. climax Sugar and Ringer. Anna is sure
2. All of the following are three main that both horses are in good
reasons why an author writes a story, shape. However, she wants to
EXCEPT to choose the better one for the
a. inform. trail ride.
b. persuade. Sugar is a tall white horse. She is
c. entertain. always eager to obey Anna’s
d. to make sure the reader enjoys commands, but she likes to run
what he or she is reading. fast. Sometimes it is hard for
Identifying the author's pupose. Read Anna to make Sugar walk slowly.
the following passages and answer Sugar doesn’t like to walk in
the questions. mud.
3. Lisa always looked forward to the Ringer is a tall brown horse. He
fall because of the Harvest Festival. is sturdy, patient, and
Of course, she loved the rides, but she sometimes stubborn. He is more
 really enjoyed the shows. This comfortable to ride than Sugar.
year would be the best. Lisa had a He can walk all day without
special opportunity to perform in the getting tired, and he likes to run.
talent show. He does not like to be around
a. The author's purpose is to other horses.
b. entertain. 1. How are Sugar and Ringer
c. persuade.. inform. alike?
d. create a mysterious mood. a. They are both white.
4. What do you do with aluminum b. They like other horses.
cans? Do you throw them in the trash, c. They are stubborn.
or do you recycle when you are d. They are in good shape. .
finished with them? At the rate we are 2. How is Ringer unlike Sugar?
filling our landfills, we will not have a. Ringer is more comfortable
anywhere else to put our trash. If you b. Ringer belongs to Anna.
recycle, you will help the c. Ringer gets tired easily.
environment. The next time you throw d. Ringer likes to walk in rain
away your 3. Sugar and Ringer are both
_____.
Coke can, think about putting it in a a. white
recycling bin. Your effort will help save b. brown
your community. c. short
The author's purpose is to d. tall
a. entertain. 4. How is Sugar different from
b. persuade. Ringer?
c. inform. a. Sugar is in good shape.
d. create a mysterious mood. b. Sugar likes to run.
5. Tomatoes were once considered c. Sugar obeys commands. .
poisonous. Some brave people finally 5. The signal words for
took a bite of a tomato, and they comparing and contrasting are …
survived. Now, we use tomatoes in a. mostly about, sums up,
our another title
salads and sandwiches. Do you ever b. first, next, then, last
use tomato sauce or ketchup? c. alike, different, similar, same
These products are made of tomatoes. d. cause, effect, because, as a
If it weren't for these brave result
individuals, you might not be able to
enjoy ketchup with your french-fries.
The author's purpose is to
a. entertain.
b. inform.
c. create a mysterious mood.
d.persuade
J.additional activities for application or Write your own answer to this Using the image compare and
remediation question. Why do you think the writer contrast the life in rural and
wrote urban area.
this passage? (image of urban and rural living
Use particular kind of sentence that condition)
expresses your opinions.
I wonder if you know that the smallest
insects you see about you all
have tools that were given to them
with which they do their work. There
is
a little fly called a sawfly, because it
has a saw to work with. It is really a
much nicer saw than you could make,
if you were ever so bold.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to
evaluation next objective. the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties
activities for remediation answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills lesson because of lack of
and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the about the lesson.
lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the the lesson, despite of some
questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson despite answering the questions asked
of limited resources used by the by the teacher.
teacher. ___Pupils mastered the lesson
___Majority of the pupils finished despite of limited resources
their work on time. used by the teacher.
___Some pupils did not finish their ___Majority of the pupils
work on time due to unnecessary finished their work on time.
behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.

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

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

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No

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