School: FSS Patulo Elementary School Grade Level: 5

GRADES 1 to 12 Teacher: Jomica Maye J. Tuba-on Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: MARCH 17-22, 2019 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Listening ComprehensionSummarize information from various text types 4th Quarterly Test 4th Quarterly Test
Oral Language Use verbal and non-verbal cues in a TV Broadcast.
B. Performance Standards

C. Learning 1.Show attentiveness and
Competencies/Objectives enthusiasm to all activities.
Write the LC code for each 2. Utter each letter, word, phrase
and sentence articulately.
3. Summarize the selection
listened to, in their own words
EN5LC-IVi-3.13/ Page 78 of 164
1. Value facts/factual things to find 1.Realize that the end does not justify the
reality. means.
2. Use verbal and non-verbal cues. 2. Define vocabulary words through
3. Perform an oral activity using context clues.
denotations and connotations. 3. Read the selection with comprehension.
EN5OL- IV; -4 EN5V-IVh 20.1, 20.2 4. Write the main idea of the selection
Page 78 of 164 read.
, EN5RC-IVg- 2.12
EN5F-IVg- 2.9

II. CONTENT Listening to a selection (Black-out Verbal and Non-Verbal Cues Developing Vocabularies (Contextual Clues)
or Brown-out) Connotations and Denotations Reading a Selection: “The Jellyfish’
2. Summarizing the Selection Journey”
listened to. Giving the Main Idea of the Selection
read.

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
K-12 Curriculum Guide in K -12 Curriculum Guide in English 5 K-12 Curriculum Guide
English 5 EN5LC-Iv3.13,
Improving Proficiency in Reading New Dynamics Series in English 5pp. 49-50.
I,p.44
Materials: chart, meta cards charts, metacards chart, metacards, pictures activity sheets
,activity sheets, film

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or Setting the Stage Setting the Stage Setting the Stage
presenting the new lesson A. Using hands, the teacher acts- Tell the compound word that fits Ask the pupils to read repeatedly.
out each of the given things and each sentence. Select the answers Then instruct then do recite without
asks the pupils to identify. below the sentences. reading it.

B. Establishing a purpose for the
lesson
1. rain drop 3. lightning
5. Earthquake
2. thunder
4. flash flood
Ask: What are those identified
things?
B. Form compound words by
matching Column A and Column B
.A. B met on ____________.
1. brown- ______________
a. load
2. construction-______________
b.outs
3. over- ________________
c. material
4. motor- _______________
d. spread
5. wide- ______________
e. vehicle
Think and Tell:
Teacher reads the situation
aloud.
Situation: While watching
“Probinsyano”,suddenly there was
an electric interruption that
shot off the lights, television,
electric fan, refrigerator and other
household appliances
in your neighbor’s home.
Ask: What is that event called?
1. The policeman tries to stop the
heavy car with an ___________.
2. The people in the neighborhood
did not sleep well owing to the warmth
and darkness brought by
_____________.
3. Empty small or big containers in the
backyard to avoid the
____________dengue viruses.
4. A lot of ___________ riders had
5. The carpenter needs a
____________ for building a house.
brown-out
construction-material
overload
motor-vehicle
widespread
Think and Tell
Read the sentences aloud.
a. The farmer is very fond of
Ram, the black sheep.
b. Father is angry with Roy,
the family’s black sheep.
Ask: Do the two sentences
convey similar ideas?
If not, what is the
difference?
What kind of word is black
sheep in the first sentence?
What kind of word is black
sheep in the second sentence?
Tongue Twister
Videographers
videotape the videography
of videos
Contextual Clues:
Analyze the sentences. Underline
twice the word or words that mean (s) the
underlined
vocabulary in each sentence.
1. There was rejoicing in the palace
yesterday.
The king got married a beautiful woman.
2. Trials are test of patience. They are the
spices of life.
3. The kings wife requested for a monkey’s
liver.
4. Timothy is a mischievous boy. He
always makes his teachers angry.
5. Juan is a silly boy. He does things
that shows lack of good sense.
Check the pupils’ answers. Draw a line to
match Column A with Column B.
A. B.
1. rejoicing a. test
of patience
2. trials b. makes his teachers angry

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Find-out and learn
Ask: When a brown-out in
your own house occurs what will
you do?
Try and learn
Ask: When electrical
interruptions/failures occur in the
entire province, will you consider it
brown-out? If no, then what is
it?
Why does black out or
brown-out occur?
Do and learn
Ask: How does black-out
affect a province or city?
Fill- up the prediction chart.
People Work Household
Appliances
Find and Learn
Identify the denotative and the
connotative words.
a. Impossible! It rained cats and dogs.
b. It rained cats and dogs during
typhoon Yolanda.
a. This is a sketch of human body.
Please paint a heart of gold.
b. Here is Mr. Rico who gives
money to the needy. He has a heart of
gold.
Differentiate denotations and
connotations.
What does each of them mean?
Do and Learn
Complete the sentences with
the given connotative words. Select
the answers below.
1. You can’t go through this
street. It’s a ____________.
2. The cruel leader dictates the
people with an ____________.
3. When the speaker forgot his
line, he created __________. The
audience didn’t notice it.
4. The love story was
___________. It characters acted
unrealistic at all.
5. When caught, the thief
showed-out his ____________that the
policeman didn’t believe,
thinking that he was only bluffing
them.
3. requested
c. celebration lasted
4. mischievous
d. respond to wife’s wish
5. silly
e. lack of good sense
Explaining the pupils what to do.
Our reading selection for today is
“The Jellyfish Journey”
Can you think of words, compound
words, or remarks that we may associate to
animals?
Example: yellow chicken
Anticipated answers:
black sheep lion-hearted
crocodile tears dog tags monkey
business
Show pictures of a jelly fish,dragon and
monkey
Find out the different blended traits of
the characters in the selection.
Which among the two of you is going to
be defended and be cast out?
Read and Learn
THE JELLYFISH JOURNEY
Once upon a time, the king of the
dragons who was an old bachelor took it
into his head to get married. His
bride was a young dragonette just sixteen
years old- lovely enough to become the
wife of any king. The wedding caused much
rejoicing. The fishes both great and small
came to offer gifts to the newly wedded
pair. For many days there was feasting and
merriment.
But alas, even dragons have their
trials. Before a month has passed, the young
dragon queen fell ill. The doctors gave her
every medicine that was known to dragons,
but none helped her. At last, they said that
there was nothing more to be done. She
would probably die. But the sick queen said
to her husband, “I know of something that
 corny
crib crocodile
tears
iron hand
ad lib
dead end
Fill in the blank with the correct
denotation. Use the same choices
found above.
1. In the lake, the crocodile
lost its young. To my amazement, it
gave out ______________.
2. I have strong teeth so I
could eat ______________ foods.
3. Children love to watch
robots moving their _______________.
4. The baby is put in a
______________.
5. If the old sick man isn’t
cured, it could be his ______________.
will cure me. Get me a live monkey’s liver
and I shall get well at once.
“A live monkey’s liver!” exclaimed
the king. “What are you thinking of, my
dear? You forgot that we dragons live in the
sea, while monkey’s live on land far away
among the forest trees. A monkey’s liver!
My darling, you must be mad.”
The young queen burst into tears, “I
have asked you for only one small thing,”
she whispered, “and you won’t get it for me.
I wish I had stayed at home with my own m-
m-m-mama and my own papa-a-a-a.”
The dragon king did not like to have
it thought that he was unkind to his
beautiful young wife. So he sent for his
trusty servant, the jellyfish, and said: “I have
a rather difficult task for you. I want you to
swim across the land and persuade a live
monkey to come here with you. Tell the
monkey how much nicer everything is here
in Dragon Land than where he lives, so that
he will be willing to come. What I really want
him for is to cut out his liver to use as a
medicine for the queen.”
So the jellyfish started off on his
strange errand. In those days, he was just
like any other fish, with eyes and fins and a
tail. But he had little feet also, so that he
could walk on land. It did not take him many
hours to swim across the country where the
monkeys live. Fortunately there happened
to be a monkey jumping about among the
branches of the trees near the place where
the jellyfish landed.
“Good morning, Mr. Monkey,” said
the jellyfish. “I have come to tell you a
beautiful country where the weather is
always pleasant. There are plenty of ripe
fruits on the trees, and there are none of
those mischievous creatures called men.
Will you not get on my back and let me take
you there?”
 The monkey thought it would be
fun to see a new country. So he jumped on
the jellyfish’s back, and off they started
across the water. When they had gone
about halfway, he began to fear that there
might be some hidden danger. It seemed
rather odd for jellyfish to come so far to
carry a stranger home simply to see the
country.
“My Jellyfish, why did you think of
coming for me?”
“My master, the king of the
dragons, sent me to get you,” answered the
jellyfish.
“He wants to give your liver as
medicine to the queen.”
“Oh, that’s your little game, is it?”
thought the monkey, but he kept his
thoughts to himself, and only said, “Nothing
could please me better than to be of service
to the king and queen. But I left my liver
hanging on a branch of that big tree where
you first saw me. A liver is heavy to carry
about so I generally take mine out and play
about without it. We shall have to go back
for it.”
The jellyfish agreed that there was
nothing else to do. The silly creature did not
see that the monkey was only fooling him in
order to save his life and his liver.
When they reached the shore
again, the monkey bounded off the
jellyfish’s back and was up the tree in less
than a minute. Then he said: “I do not see
my liver here. Perhaps somebody has taken
it away. I will look for it. Go back and tell
your master what has happened. He may
become very anxious if you did not get
home before dark.”
So the jellyfish started home. When
he told the king of the dragons what
happened, the king was so angry and said:
“Away with this fellow. Take him and beat

E. Discussing new concepts and
practicing new skills #2
Modeling the pupils
Teacher reads the selection
clearly and slowly. Pause once in a
while to ask questions.
Black-out or Brown-out
We use the term black-
out to mean a widespread loss of
electric power. This usually
Happens during uncontrollable
situations such as when lightning or
tree branches hit electric wires
during storms. It also occurs after
a total electric shot down due to
an overload on the units that
generate electricity.
Brown-outs on the often
hand, are confined only to certain
small areas. They are sometimes
scheduled and announced in
advanced by an electric company
when it is necessary to save energy
or enable its crews to perform
maintenance work. But brown-outs
can also be caused by fires, floods,
man-made accidents such as a
vehicle hitting an electric post or
late getting entangled with power
line or construction-materials falling
on these lines.
Comprehension Questions
How is black-out different from
brown-out?
Learn some more
Find the meaning of the
following connotations by matching
Columns A and B.
A. B.
______1. ad lib
forceful discipline
______2. corny
old fashioned
______3. dead end
c. additional remarks
______4. crocodile tears
d. insincere grief
______5. iron hand
e. street without outlet
him to a pulp. Do not let a single bone
remain unbroken in his body.”
The officers seized the unfortunate
jellyfish and beat him as the king had
commanded. That is the reason why, to this
very day, jellyfish have no bones.
When the young queen found she
could not have the monkey’s liver, she made
up her mind to get well without it.
Modeling the pupils
Teacher reads the selection by part.
Teacher asks the pupils to read
after her.
Teacher pauses once in a while and
a. asks questions.
b. Comprehension Questions:
1. Tell the most remarkable traits of each
character.
2. Why was the jelly fish sent by the king
for an errand?
3. How did the jelly fish persuade the
monkey to go with him? Did the jelly fish
succeed?
4. If you were the monkey, what would
you do to serve yourself?
5. What became of the jelly fish after being
punished?
6. What does this story want to covey?

F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
What may cause black-out and
brown-out?
Which between black-out and
brown-out is more disturbing?
Support your answer.
How can we prepare ourselves
to any of them so that we will not
be fully affected?
Guided Practice Talk about it Guided Practice
Group the class into three. Discuss the meaning of the given Cooperative Group Activity
Then, distribute the activity sheets. connotations and denotations. Ask the Group I- Draw the dragonette and
Group I: Role play 5 activities of pupils to use them in sentences. write her characteristics.
family members during occurrence Teacher may use non-verbal Group II- Draw the jelly fish and
of a brown-out. expressions for further understanding write its characteristics.
Group II: Act-out the usual of the lesson. Group III- Draw the monkey and
5 reactions to brown-out in your write his attempts to escape his death.
house.
Group III: Pretend to be
government agencies that will
respond to call in case, a brown-out
extends longer.
Ask the pupils to present their
outputs in the class.
Independent Practice Independent Practice
Write a paragraph-summary of
the selection listened, to containing
the following; Ask: What is the story about? What is
1. difference between the main idea of the story?
black-out and brown-out
2. causes
3. effects
Rubric
5 – 3 complete ideas with a title
4 – 2 complete ideas with a title
3 – 1 complete idea with a title
2 – 1 incomplete idea with a title
1 – 1 incomplete idea without a title
0- no idea at all
REMEMBER: REMEMBER: The main idea is the point of
REMEMBER: A paragraph is * Denotation expresses literal or view or general perception of the reader
consists of an introduction, body real meaning. about the
and conclusion. The first sentence is * Connotation expresses reading material.
indented. and end concealed meaning.
 with a period, question mark or
exclamation point.
I. Evaluating learning Evaluation
Choose the best answer in each
item.
1. Brown-outs happen (
anytime, at night, at noon, in the
morning ).
2. Black-out occurs in (a
duplex, a house, an urban, a
neighbor,)
3. Brown-out is caused by
a ( fight, lightning ,graduation, party)
4 . (Appliances, Houses ,
People, Roads) are mostly affected
as their work are delayed
5. It is safer to ( break-
out, leave –on, ignore, turrn –off)
the household appliances
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to the
80% in the evaluation next objective.
Evaluation: Write Denotation or
Cooontation on each blank.
______1. When the naughty boy
was scolded by his mother he shed
crocodile tears.
______2. The mason seems to
have an iron hand while shaping up a
bolo.
______3. Your jokes are too corny,
it didn’t make me laugh at all.
______4. The river had finally
reached its dead end; the water dried
–up,fish and plants all died.
______5. When necessary, create
an ad lib to make your part very
realistic.
Home Activity
List down 5 connotative words
with their meanings. Use them in
sentences.
___Lesson carried. Move on to the next
objective.
Pick out the best answer in each sentence.
Write the letter of the answer.
___1. The king dragons wife was:
a. active, bright but stupid
b. lovely, young but spoiled
c. tall, slender but healthy
d. ugly, obese but nice
___2. When the dragonette fell ill, she
requested a
a. beef’s liver
b. cow’s liver
c. monkey’s liver
d. pork’s liver
___3. The jelly fish had persuaded the
monkey in exchange to an offer – to have
a. bananas, trees and house
b. food, mountains and park
c. country, fruits, men
d. zoo, swamp, pen
___4. The monkey was able to escape his
death by;
a. drowning the jelly fish in water
b. fooling-out the jelly fish by
dishonesty
c. giving the jelly fish, bananas
d. running to the mountain to
hide
___5. When the jelly fish failed to bring a
monkey’s liver, he was
a. beaten to pulp
b. cooked into food
c. driven from the sea
d. smash to death
Home Activity:
In a paragraph, write the main idea
of the selection,” The Jellyfish’ Journey”
___Lesson carried. Move on to the next
objective.

B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners 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 use/discover which
I wish to share with other
teachers?
 ___Bridging: Examples: Think-pair- 
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found 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 mastered the lesson
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.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
share, quick-writes, and anticipatory
charts.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found 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 mastered the lesson 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.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.  ___Bridging: Examples: Think-pair-share,
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
 ___Schema-Building: Examples: Compare
charts.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found 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 mastered the lesson 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.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
quick-writes, and anticipatory charts.
and contrast, jigsaw learning, peer teaching,
and projects.
 ___Schema-Building: Examples: ___Schema-Building: 
Examples: ___Contextualization:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning,
 Examples: Demonstrations, media,
learning, peer teaching, and projects. peer teaching, and projects. manipulatives, repetition, and local
 ___Contextualization:  ___Contextualization: opportunities.
 Examples: Demonstrations, media,  Examples: Demonstrations, media,  ___Text Representation:
manipulatives, repetition, and local manipulatives, repetition, and local  Examples: Student created drawings, videos,
opportunities. opportunities. and games.
 ___Text Representation:  ___Text Representation:  ___Modeling: Examples: Speaking slowly
 Examples: Student 
created Examples: Student created drawings, and clearly, modeling the language you want
drawings, videos, and games. videos, and games. students to use, and providing samples of
 ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking student work.
slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to use, and Other Techniques and Strategies used:
and providing samples of student providing samples of student work. ___ Explicit Teaching
work. ___ Group collaboration
Other Techniques and Strategies used: ___Gamification/Learning throuh play
Other Techniques and Strategies ___ Explicit Teaching ___ Answering preliminary
used: ___ Group collaboration activities/exercises
___ Explicit Teaching ___Gamification/Learning throuh play ___ Carousel
___ Group collaboration ___ Answering preliminary ___ Diads
___Gamification/Learning throuh activities/exercises ___ Differentiated Instruction
play ___ Carousel ___ Role Playing/Drama
___ Answering preliminary ___ Diads ___ Discovery Method
activities/exercises ___ Differentiated Instruction ___ Lecture Method
___ Carousel ___ Role Playing/Drama Why?
___ Diads ___ Discovery Method ___ Complete IMs
___ Differentiated Instruction ___ Lecture Method ___ Availability of Materials
___ Role Playing/Drama Why? ___ Pupils’ eagerness to learn
___ Discovery Method ___ Complete IMs ___ Group member’s
___ Lecture Method ___ Availability of Materials collaboration/cooperation
Why? ___ Pupils’ eagerness to learn in doing their tasks
___ Complete IMs ___ Group member’s ___ Audio Visual Presentation
___ Availability of Materials collaboration/cooperation of the lesson
___ Pupils’ eagerness to learn in doing their tasks
___ Group member’s ___ Audio Visual Presentation
collaboration/cooperation of the lesson
in doing their tasks
___ Audio Visual Presentation
of the lesson