School: File Submitted by DepEd Club Member - depedclub.
com
GRADES 1 to 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
Grade Level: V
Teacher:
Teaching Dates and
MONDAY
Demonstrates understanding of
various linguistic nodes to various
texts
Analyzes text types to effectively
understand information/messages
Provide evidence to support
understanding
Comment on the evidences provided
to support understanding
Show tactfulness when
communicating with others
EN5LC-IIIc- 2.15 , EN5OL-IIIC-2.8 ,
EN5A-IIIC-17
Providing evidence to support
understanding
CG p.
English Matters Language Workbook
pp.197-199
source: https://www.google.com.ph
Chart or tarpapel, pictures, DLP,
activity cards, pocket charts, show-
me-board
Drill: Song
File created by Ma'am MELLANIE A. TAMARES
Time: NOVEMBER 13 – 17, 2017 (WEEK 3)
TUESDAY
Demonstrates understanding that
words are composed of
different parts to know that their
meaning changes depending in context
Uses strategies to decode correctly the
meaning of words in isolation and in
context
Infer the meaning of unfamiliar words
based on the given context clues
(synonyms and antonyms word parts )
and other strategies
EN5V-IIIc 20.3, 20.4, 20.5
Synonyms and Antonyms
CG p.
Lesson Guide in English V .Revised
Edition pp.230-232
https://www.superteacherworksheets.
com/
chart, DLP Laptop, activity sheets
1. Oral Language Activity
WEDNESDAY
Demonstrates understanding that
reading a wide range of texts
provides pleasure and avenue for self
– expression and personal
development
Uses literal information from texts to
make generalizations
Distinguish text-types according to
features(structural and
language) - Problem and solution
EN5RC-IIIC-3.2.5
Read grade level text with
accuracy,appropriate rate and proper
expression EN5F-IIIC1.3, EN5F-IIIC1.6,
EN5F-IIIC1.7
Distinguishing text-types according to
features
CG p.
Lesson Guide in English 5 Revised
Edition pp. 497-502
Charts, pictures, Laptop, tarpapel,
Activity Sheets
Computer / Laptop with internet
connection
LOOK-IN TO THE PAST
Learning Area: ENGLISH
Quarter: 3RD QUARTER
THURSDAY
Demonstrates understanding of
the research process/library skills
to research a variety of topics
/texts
Uses a variety of research
strategies to effectively write a
variety of
texts for various audiences and
purposes
Organize information from the
secondary sources in preparation
for writing , reporting, and similar
academic tasks in collaboration
with others
EN5SS-IIIc-4
Organize information from the
secondary sources
CG p.
Lesson Guide in English 5 Revised
Edition pp.21-25
chart, DLP Laptop, activity sheets
Look-in to the past!
FRIDAY
Demonstrates command of the
conventions of standard English
grammar and usage when
writing or speaking
Uses the particular kind of
sentence for a specific purpose
and
audience
Use a particular kind of sentence
for a specific purpose and
audience- asking permission
/making request
EN5G-IIIa-1.8.1, 1.8.3
Show tactfulness when
communicating to others
EN5A-III-c17
Using a particular kind of
Sentence for a specific purpose
and audience( Asking
Permission/Making Requests)
CG p.
dpufhttp://www.learnenglish-
online.com Materials
https://www.google.com.ph/
chart, DLP Laptop, activity
sheets
1. Oral Language Activity
presenting the new lesson
B.Establishing a purpose for the lesson
The teacher shows different pictures
of newscasters
Strategy: Picture Analysis
Who are in the pictures? What can
you say about them?
How significant are they in our
country? 2. Unlocking of Difficulties
Read the following sentences. Choose
the meaning of the underlined words
in each sentence using the context
clue.
a. Amidst different tragedies
that the Filipinos had
experienced, we remain
hopeful that we can
surmount this catastrophe.
b.The posthumous medal for
valor was the award
received after the death of
the young scout. c. The
country was devastated by
typhoon Yolanda that
caused extreme emotional
pain on every
Filipino.(through picture
clue) d. Giving meaning
through picture
Guessing Game: What’s the word!
That’s The Word!
Teacher will present sets of jumbled
letters in the pocket chart. The teacher
will use the powerpoint presentation to
flash the clue, then pupils will arrange
the letters to form the correct word as
fast as they can.
DAY 2
Vocabulary Development
1. T I A L E S S E N - it means significant
or important
2. C E L L E X E N T – similar meaning of
the word outstanding
3. F U L G H T T H O U - opposite of the
word unkind or selfish
4. C U L T I V A T E - is the contrasting
meaning of the word
discourage
5. C I A T E A P P RE – is one way of
valuing something
Show picture of a family.
How would you describe your family?
Do you have strict parents?
Playful siblings? Compare your family
with that of your seatmate’s .
Sometimes, we don’t realize how
important our family is, until we
experience difficulties. The poem that
you are about to read
discusses the meaning and importance
of the family and how must
value the people we care the most.
Recalling the different articles that
pupils have seen or have read
from any newspaper/books or
magazine
Show picture of a boy selling
different products. Ask
something about the picture, Then
lead the pupils to share
something about the words written
inside the clouds.
What image do you see? What words
are written on the
storm clouds?
Ask the pupils about the different
elements of a good story. Identify
each of the element
1. Unlocking of Difficulties
Match the words in column A
with its meaning in column B.
A B
1. vast attracted
2. possession very great or big
3. lovers structure carrying a
pathway or a roadway
4. bridge ownership
5. smitten persons in love
2. Motivation
Picture Talk-Dyad
(Group the class by two’s or by
pairs. Then on the board draw a
picture of a bridge with a boy on
one end of the bridge and a girl
on the other end. One member of
the Pair will tell something about
the drawing.
Drill: Telephone Conversation
Call two pupils and ask them to
pretend that they are talking to
one another using a telephone.
Make a conversation
asking permission that you will
go to your house‟ friend
to play.
Who among you have
experienced regret to attend
some birthday parties or any
kind of related school
activities because you were not
allowed by your parents?
What did you feel? What did you
do then? This time
children, you are going to listen
to a short dialogue of
Aimee, Ana and Mother. They
are talking about the
Fieldtrip and Ana was so sad at
that moment.
Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more

C.Presenting Examples/ instances of the
new lesson
Class, by looking at this picture, what
do you think is meaning of fluvial?
The pupils listen to the story as the
teacher reads it.
TWO HEROES
On the eve of July 2,1993, the whole
country was shocked when the news
spread that the Pagoda, a floating
shrine of Bocaue sank. This “Pagoda”
was used in the fluvial procession to
celebrate the feast of their patron
saint “Krus ng Wawa.”
In this tragedy, two young scouts
outshone all scenarios of the most
devastating disasters that ever
happened in the history of Bocaue.
They are Scouts Sahjid S.Bulig and
Richard Celestino, both active Scouts
of Troop 564 sponsored by Bambang
Elementary School, Bocaue, Bulacan.
As narrated by Richard, Sahjid’s best
friend who survived the tragedy,
Sahjid was at home when his mother
arrived crying and broke the news that
the Pagoda was sinking. He was told to
go to the scene and find out if his
three sisters were among those who
were on board to Pagoda. Upon
reaching the place, it was very dark.
Luckily, a search light was provided.
So, he swam across the lighted portion
of the water and boarded at the left
side of the sinking Pagoda. There he
found himself beside his friend who
was standing at the center of the
platform.Suddenly, he saw Sahjid dove
into the water and swam towards the
opposite riverbank with a small girl
with him. Richard also jumped into his
friend’s direction saving a small girl
and a boy. Sahjid continued diving
until he saved five more lives, all small
Pupils will read the poem.
The Essence of a Family
The family is best known as the
essential element of a
society
The cluster that compasses the world!
For its members cultivate the blessings
of this earth
And develop relations among
humankind
In your own families, where people are
reared
Interact with thoughtfulness and
increase your morals
Because the desire to be known for the
character
And excellent individually hopes to
enhance this place
So when you encounter difficulty in life
and fall astray
You can feel the loving hands of your
own family
Willing to embrace you and lighten your
burden
To stand by your side , to give their
support
Never be afraid to show how much you
value your own
family
Demonstrate all the appreciations that
you feel
Exert real effort in proving how much
you love them
Through affirmations and striving to be
the best person
you can be!
Today children, you are going to read
a selection about a
young boy whom at his young age
able to work and earn for
his survival and you will identify text
type based on the given
problem and solution.
Reading the story by the pupils
How I wish to live a life like other
children of my age
do, but I’m not as blessed as them
that everything they ask
for is within their reach; but then
again, it does not necessarily
mean I don’t have a normal life and I
spend my free time in
selling sweet delicacies in the street.
I admit, I was not born with
everything that I need is
just around me. My family lives
within the poverty line and
need to work hard just to provide our
needs but we have to
face the reality that it is not enough
to suffice a hungry
stomach.
Just like other less- privileged
children I have to help
my parents earn a little. I have to sell
mazapan and yema
after class in the afternoon and from
morning till night during
weekends. Sometimes I missed going
to school because of
that situation, However, I’ve never
taken my study for
granted because I know this will be
the armor in my battle
against the poverty that surrounds
me.
Revisiting the story about ” The
Bridge of Love”.
1. Teacher will divide the pupils
into small groups.
2. Then, distribute the copy of
story to each group.
3.Together, members of the
group will analyze and revisit
further, the given piece of story.
4.Ask pupils to identify the
central idea or concept and other
supporting details that were
introduced in the short story
“A Bridge of Love”.
5. Teacher will guide the pupils to
use concept web map in
collecting data and organizing
information.
6. Teacher explains that the Web
Map is used to describe a central
idea: a thing, process, or concept.
The map may
be used to organize or
brainstorm ideas for a writing
purpose.
Teacher will call two pupils to
read /act out the dialog.
Mother: Hey, my dear child. Do
you have something to say?
Ana: Ah..yes Mother.
But…Mother can I talk to you?
Our
school will be having a fieldtrip
next month. All of my class
mates will be joining. Mother,
can I make a request? I‟d like
also
to join with them. Would you
allow me to join with them? Can
I
go with my classmates mother?
Mother: My dear child,, I‟m so
sorry. I and your father can‟t
allow you to join with them. You
know that we don‟t have extra
budget for that. We‟re only
have enough to suffice our
everyday
living. Hope you understand my
dear.
Ana: I understand Mother. But,
hopefully next time I can join.
With a smile she kissed and
hugged her mother.
At the school…
Aimee: Hello Ana!
Ana: Hi! (feeling sad)
Aimee: Oh, What‟s wrong? Do
you have a problem? Can we
talk
about it?
Ana: My parents did not allow
me to go on a fieldtrip. We
don‟t
have extra budget as what they

D.Discussing new concepts and
practicing new skills #1
children. When Richard sensed
danger, he stopped diving and warned
Sahjid not to dive anymore but his
friend continued diving. It was in his
seventh attempt that he did not
appear anymore.
The next morning Sahjid’s dead body
was retrieved
from the deep muddy river. He was
probably pinned down by the
drowning victims.
On October 31, 1993, the National
Court of Honor of
the Boy Scouts of the Philippines
presented the Gold
Medal of Honor (Posthumos) and
Silver Medal of Honor to
Scouts Sahjid S.Buligand Richard
H.Celestino respectively,
In recognition of their courage and
heroism in saving
the lives of small children.
a. What was the most devastating
event that shocked
the whole country?
b. Where did the story happen?
c. When did it happen?
d. Why did they have a fluvial
parade/procession?
Answering the following questions:
1. What is the poem all about?
2. How is the family described in the
poem?
3. In what ways could we show our care
and love for our family
members?
In the street, I encountered different had said.
people and Aimee: We understand you. You
Problem Solution should not be mad for that
experienced different situations that friend.
widened my outlook in life. There will be next time, and for
Others look up at me with admiration sure by that time, you
but others treated me as litter in could join with us. Cheer up
the society. I’m very much thankful Friend!
with my customers although
sometimes they find me quite
annoying for forcing them to buy my
stuff because the satisfaction of our
stomach depends on them.
For me selling is better than begging
for alm from the
passersby. This is a decent job and
neither my parents nor I violate
the child labor law by doing such
thing. We just want to survive from
hunger.
This is not easy, it’s just like turning
stone to bread but what
I am doing gives meaning to my
existence. At my young age, my
experiences taught me to keep on
fighting against hardship. They
strengthened my confidence that
someday I will be able to come out
inside the box where I’m confined
now. The box of poverty where
every corner means sacrificing.
I keep on dreaming until I reach all of
my dreams. If this
happen I will be the one to buy all
the mazapan and yema of other
children in the street just to fill their
empty stomach. I know it will
take a long long way but time ticks so
fast and nothing is impossible
for a determined individual for I
believe that life always offers a
chance called tomorrow.
1. What is the story all about? Answering the following Answering the following
2. What are the problems being questions: questions:
encountered by the boy in the 1. How did the story happen? 1. What is the dialog all about?
story? 2. What kind of characters does 2. Who are talking in the dialog?
3. What can you say about the boy in the story have? 3. How did Ana talk her mother
the story? 3. Which phrase names the about the fieldtrip?
4. How does the boy able to face all setting of the story? 4. How did mother respond to

E.Discussing new concepts and
practicing new skills #2
e. In this tragedy, who outshone all
scenarios?
f. How did these two young scouts
help the victims of the sinking
Pagoda?
g. Who luckily survived in this tragedy?
h. As young boys and girls, how can
you show courage in times of danger?
i. If you were the two boys ,would you
also sacrifice
yourself to save lives of other people?
Why? or Why not?
j. What value/lesson did you learn
from this story?
a. Going back to the story of the two
heroes, What kind of boys were Sahjid
and Richard? What can you say about
them? Why do you say so?
Can you cite some evidences that will
support your
answer?
b. Why do you think they deserve the
gold medal award? Give evidences
that will support you answer.
4. How would you describe the usual
family set-up in the
Philippines?
5. How do you show your appreciation
to your family members?
Let’s go back to the pair of words that
you have read a while ago
A B
essential- important cultivate-
discourage
appreciation- value
thoughtful- selfish
Outstanding- excellent
1. What have you noticed with the pair
of words in column A?
2. What meaning does each pair
suggest?
3. How about in column B, what have
you noticed with the pair of
words?
4. What can you say about these
words?
5.What meanings do these words
suggest?
6.What do you call the pair of words
that have the same meaning?
7. How about the pair of words that
have opposite meaning?
Children, we can identify meanings of
unfamiliar words through
their antonyms or synonyms
the problems and challenges
in his life?
5. What important things or value
does this story brings us?
1. Going back to the selection above,
what do you think are the main
problems being
encountered by the boy?
2. What solution does the boy do just
to surpass the
problems?
3. What have you notice with the
kind of text that you have
read? What does it contain?
Children, the selection above is
feature story/article. The
structural and language feature of
this, focus on the
problem-solution
4. Why did the king become
angry with the newly weds?
5. How did the king punish the
newly weds?
Values Integration:
If you were the newly weds ,
would you obey and respect your
parents? What must you
remember when you make
promise?
Complete the table/grid with
details from the selection .Use
phrase
or sentences to describe these
details.Be guided with the
questions
below.
A. The prince and the princes
B. The Promise
C.The Test / Struggles they have
encountered
1. What would best describe or
tell about the characters in the
story?
2. What promises did the lovers
make ? Did they fulfill these?
3. What problems/ consequences
did they encounter?
4. Were they able to surpass all
the challenges in their lives?
5. What kind of characters does
the story have?
6. How are the events in the table
above presented or written?
7. Were you able to organize the
information from the story?
Note: What you have done is one
way of extracting and organizing
information. There are many
ways to extract and organize
information from a paragraph, a
story, or an essay. We can use
outlining as we did on the table
above.Sequencing of events
based on its happening in the
her request?
5. Did Ana get angry or mad with
her mother
6. How did her friend console
Ana? What kind of friend is she?
5. What character trait is being
portrayed by the main
character?
Are you also like the character in
the story? How can you
show that you care for your
friend?
Let‟s study the following
sentences taken from the dialog
that
you have read a while ago.
1. Would you allow me to join in
the fieldtrip?
2. Can I join with them?
3. Can I talk to you?
Let‟s read and study the
following.
a. What do these sentences
express?
b. How are the words would and
can used in the sentences?
c. What do you call the words
can and would?
d. Take note of the word “would
you” in the first sentence.
Would you and could you are
used to tell or ask someone
to do something or request in a
polite way.
Note: Can, would, may, and
could are modals that we can
use in asking permission or
making a request

F.Developing Mastery Listen to the story. Answer the
question and
provide evidence for your answer
The Big, Pink Bundle of Joy
Mother has been there for five days,
she could hardly
wait to bring the big, pink bundle of
joy to the children. Mother held the
pink bundle lovingly to her bosom
while father called a taxi.
a. What place can you picture out
where the father and the mother are?
b. What could possibly the reason why
they are there?
c. Why do you think they are there?
Give evidences that will support your
answer
story was also done.
Direction: Choose the correct meaning 1. Read the passages. Answer the Practice Exercise A. Guided Practice
of the underlined words questions that follow. Let’s recall the story of Sajhid and Pair Work/Dyad Activity
from the box Jose Rizal owned a horse when he his friends in the story “Two Directions:
1. Love should be the essence of was studying in Heroes”. Let the pupils organize Read the conversations below
every relationship. Madrid. When his allowance did not the ideas/information and lead and fill in the gaps with
value beginning need come one day, he them in writing the organized the words and phrases from the
2. The Pope was delighted to see many did not have enough money for food. information into a paragraph lists.
clusters of families a. What problem did Jose Rizal form. Do you mind if I is it OK if I could
attending the mass encounter ? 1. How did the story begin? you turn
kinds races groups b. Is there a possible solution for his ___________________________ What’s the problem here you
2. Parents try their best to problem? 2. What were the events that are telling me
cultivate their children’s What solution can you suggest? signal the highest point of thanks can I borrow go ahead
values 2. Totoy needs a new school interest of everyone? www.bogglesworldesl.com
use neglect develop bag.However, he does not ___________________________ Conversation 1
Direction: Choose the antonym of the have enough money to buy that bag. 3. How did the story end? A: Yeah?
given words. Then he heard that B: Hello,
1. soft ( gentle hard strong) his neighbor was looking for baby ........................................... turn
2. harmful (safe dangerous free) sitter for her little the music down,
B. Independent Practice child. She was willing to pay a few please? It‟s one o‟clock and I‟m
Dyad Strategy/Think-Pair – Share peso to the baby trying to sleep.
Pupils will get a partner. Together, they sitter. A: Oh, sorry. Is that better?
will think of a a. What was the problem of Totoy? B: Yes, ..................................... .
descriptive word.Then, each partner b. What do you think will he do that Perhaps I can get some
will take turn in giving the could possibly sleep now. Good night.
synonym/ antonym of the word. solve his problem? Conversation 2
Teacher will give them enough time to A: I‟m sorry, ................................
do the task. leave early today? I‟m
going to take my cat to see the
vet.
B: You‟re going to take your cat
to the vet? What‟s the
matter with her then?
A: Him. I don‟t know. That‟s
why I‟m going to take him to
the vet‟s.
B: Oh, I see. Sure,
......................................
Conversation 3
A: David, do you have your
mobile phone with you?
B: Um... yes. Why?
A: ............................ it, please? I
need to make a quick call
to my mother.
B: OK, ..............................
Conversation 4
A: ......................................
change seats?

G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
B: Yes, all right.
......................................?
A: I can‟t see because of the
sun.
B: OK, then. Why don’t you sit
there, next to Andrea.
B. Independent Practice
Direction: Match the sentences
(a-h) with the correct reactions
in
(1-8).
Activity-Based Strategy: Direct Instruction Strategy: TGA Activity Direct Instruction:TGA Activity Direction: The following details Activity Based – The 3 A’s
(Constructivism Tell: The teacher will direct the pupils Tell the pupils that they will be tell a story about the life of Activity(Act, Analyze., Apply)
Approach) to pay attention on the divided into a group of farmer.Organize the information Group Activity- Asking for
The A’s Activity(Act, Analyze and directions for the next activity. The four. by sequencing the events Permission: “A Skit
Apply) students will be given a Each group will pick out one story Provided and write it in Divide the class into groups of 2
Divide the class into four teams sheet of paper with a word and letter provided by the paragraph form. or 3. Pupils work
Posted on each corner are the on it. The letter will be teacher. ____The farmer goes home tired together to develop a skit that is
different activities “a” (for antonym) or “s” (for synonym). Guide the pupils in performing the but hopeful that someday he will grammaticallycorrect
Pupils will go to their station to Guide: Guide the pupils to find the task finally reap with joy. about guests asking for
perform their chosen antonym or synonym that Apply the concept learned by ____The farmer has to diligently permission to do something .
activity. matches the word they are holding. through answering the bring water to his rice field. The request should be denied
Team I (if an “a” appears in the sheet they following questions. ____Everyday, he has to wake up and the reasons given.
“The News Anchors “ must find the 1. What does the character like in the early to visit his fields. The guest should continue to try
Make a news report about the event antonym and vice-versa). Pupils must story? ____He enjoys his harvest happily to convince the staff
that happened match up with the 2. What is the problem in the story? when it is plenty. that their request should be
in the story. Report it in front of the correct person in the class and then 3. Was it solved? How ____He picks up patiently snails granted. Once the skit is
class. stand by that person. 4. What does the story remind you that pester his rice plants developed, pupils present it to
The activity is concluded when all pupils about? the teacher and the rest
Team 2 have found their 5. Where did the story take place? of class. The teacher judges the
“The Painters” match and are standing next to the 6. What was your favorite part of the skit based on grammar
In the story that you have listened, classmate holding story? Why? and language use, originality,
draw the part of the scene that that match. 7. Would you recommend this story and acting ability
interests you most. Tell something Apply:Pairs that match up before the to your friend? Why?
about your drawing. other pairs match up must
Team 3 think together and say aloud as many
“The Singers“ synonyms and
Create a song about the ways on how antonyms as they can for their word.
you can be a hero.
Team 4
“The Artists”
Act out the event in the story which
you think the most important
What important things have you Remember: We can distinguish the text-types Remember: Remember:
learned from Synonyms are pair of words with similar according to features Some of the ways that we can We use the modal auxilliary
today’s lesson? or almost similar (structural and language)-problem use to organize information verbs can, could and would to
meanings and solution from a paragraph. A story or an offer to do things for people or
Antonyms are pair of words with essay are the following. to invite them to do something.
opposite meanings a. Outlining- classifies main topics We also use them to make

I.Evaluating learning a. Assessing the pupils’ performance
using rubric.
b. Listen as the teacher reads the
selection and
answer the questions that follow
Insects are found anywhere. They are
either harmful or beneficial. The
butterfly and the bee are beneficial.
They help pollinate the flowers. The
dragonfly is also a helpful insect. It
eats other insects that destroy plants.
Ants, flies, cockroaches, aphids,
termites and mosquitoes are insect
pests. They destroy our crops and
homes, cause illnesses, and kill our
plants.
They are harmful to men, animals, and
plants
1. What word suggests where the
insects are ?
2. Write three beneficial insects.
3. Provide evidence that dragonfly is
also a
helpful insect.
4. Name two things that insects
destroy.
5. What can insects cause to man?
from sub-topics using requests or ask permission to do
the numerical and letter symbols something.
as indicators. When you ask for permission to
b. Sequencing events- gives a use something that belongs to
clear presentation of the someone else you have to do
chronological arrangement of your best to be polite. It is
events desirable to use the word
"please."
Would, could, please + verb are
used to request
permission
Can and other expressions are
used informally in speech
to request permission.
Here are some better phrases to
make polite requests in English:
“Do you mind…?.”
Direction: Read the following Write the problem and solution Direction: Complete the outline Direction: Read the following
sentences. Answer the questions that based on the short story. below by classifying and statements. Transform these
follow. 1. The young man is kind-hearted. organizing the given events. I. expressions into a request and
1. What are synonyms? One day, he heard a little boy How did the story begin? vice versa.
a. words that sound the same but have crying outside his window. The young a. ___________________ 1. Can I go out, please?
different meanings man found out that the b. _______________________ 2. May you open the window,
b. words that are spelled the same way child was being teased by the bigger c. _______________________ please?
c. words that are opposites boys. The young man II. What were the problems of 3. Please, can I have a look at
d. words that mean almost the same went out. the main character? your photo album?
thing Problem______________________ a. ___________________ 4. May you taste that hot spicy
2. Which pair of words are synonyms? Solution_______________________ b. _________ couscous dish?
a. giant, huge 2. Jose Rizal owned a horse when he c. ________________ 5. Would you mind if I asked you
b. tiny, huge was studying in Madrid. something?
c. cow, now When his allowance did not come III. How did the story
d. chat, cheese one day, he don’t not have end?
3. You can use synonyms to enough money for food. a. ___________
______________ Problem______________________ b. _______________
a. compare things Solution______________________ c. ________________
b. make your writing more interesting 3. Jun and Jerry started arguing over 1. Fire couldn’t tell his
c. use fewer words when you write the new toy. Jun wanted to wife that he is good. 2.
d. show differences keep it but Jerry disagreed since he Fire went down to
4. What are antonyms? wanted to keep the toy earth to provide heat to
a. words that rhyme for himself. Mother came to the living creatures. 3.
b. words that sound alike but have scene and advised the boys Fire’s wife invited Fire
different meanings to share the toy train. But the boys to swim in the spring. 4.
c. words that have almost the same went with the quarrel. The Sun God had a wife
meaning Before they knew it, mother was and two sons. 5. Fire
d. words that have opposite meanings back holding one of the dove into the water in
5. Which pair of words are antonyms? slippers. an attempt to rescue
a. horse, dog Problem______________________ his wife. 6. Sun God
b. love, like Solution______________________ entrusted the Earth to
c. weak, strong 4. The dogs were playing wildly in the his wife and sons. 7.

J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the
the evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in
activities for remediation 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
d. small, tiny
Write three pairs of words that suggest
similar meanings and
another three pairs that express
opposite meanings. Use them in
meaningful sentences
___Lesson carried. Move on to the next
objective.
___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
yard. Father drove
them away. However,the dogs ran
towards the patch of
vegetables where they continued
lunging at each
other.
Problem____________________
Solution
Direction: For each passage below,
write the problem and
solution under the proper column
1.Jonh didn’t know
what to take to school
for “Show and
Tell”. He asked his
mother for an idea.
She suggested to
take the ribbon his
dog won at the pet
parade.
2.Emily knew she had
to get to school on
time, but her mother
said she couldn’t
drive her. Emily
decided to leave
early and walk
to school.
___Lesson carried. Move on to the
next objective.
___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
Everytime Fire’s mother
sent rain to earth, Fire
had to leave his wife. 8.
Fire’s wife pretended to
be drowning and asked
for help
Write in paragraph form the
organized ideas above observing
the proper indention and correct
capitalization
___Lesson carried. Move on to
the next objective.
___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.
Direction: Read the following
sentences. Identify whether the
given statement expresses
permission or request.
1. Could you turn off the
electricity if not in use?
2. May you handle this thing for
me because it is too heavy?
3. Can I join in the in the stage
play, mother?
4. Could you allow me to attend
our batch reunion?
5.Can you give me an extra
money for the groceries
___Lesson carried. Move on to
the next objective.
___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.
 teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80%
learners who have caught up with the above
lesson
D.No. of learners who continue to ___ of Learners who require additional
require remediation activities for remediation
E.Which of my teaching strategies ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the
lesson
F.What difficulties did I encounter ___ of Learners who continue to
which my principal or supervisor can require remediation
helpme solve?
G.What innovation or localized Strategies used that work well:
materials did used/discover which I  ___Metacognitive 
Development:
wish to share with other teachers? Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 
 ___Contextualization:  ___Contextualization:
 
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 
Examples: Student created drawings,
videos, and games.
 ___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
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, quick-writes, and anticipatory
charts.
 
___Schema-Building: 
Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.

 ___Contextualization:
Examples: Demonstrations, 
media,
manipulatives, repetition, and local
opportunities.
 and local opportunities.
 ___Text Representation:

Examples: Student created drawings,
videos, and games.
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use, and
providing samples of student work.
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, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 
 ___Contextualization:
Examples: Demonstrations, media,

manipulatives, repetition, and local
opportunities.


Examples: Student created drawings,
videos, and games.  Examples:
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
___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, quick-writes, and
anticipatory charts.

___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 Examples:
Examples: Demonstrations,
media, manipulatives, repetition,
 ___Text Representation:
 Examples: Student created
___Text Representation:
Student created
drawings, videos, and games.
 ___Modeling: Examples:
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
___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,quick-
writes,andanticipatorycharts.
__Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
drawings, videos, and games.
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
 work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
File Submitted by DepEd Club Member - depedclub.com
File created by Ma'am MELLANIE A. TAMARES
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___Audio Visual Presentatio of
the lesson