School: Tambo Central School Grade Level: V
GRADES 1 to 12 Teacher: ODYSSA MAE S. PUSOD Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
SEPTEMBER 26-30, 2022(WEEK 5) Quarter: 1ST QUARTER
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A.Content Standards Listening Comprehension SUSPENSION OF
LOCAL HOLIDAY
CLASSES
B.Performance Standards
C.Learning 1. Analyze elements of poetry as rhymes, sound devices (onomatopoeia, alliteration,
Competencies/Objectives assonances) and imagery based on the listening text
2. Infer the meaning of unfamiliar words based on the given context clues EN5LC-Ie-
2.11.1/2.11.2/2/2.11.13
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.69
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource Picture, chart
IV.PROCEDURES
A.Reviewing previous lesson Ask the class to listen to the rhymes to be read by the teacher
or presenting the new lesson Pat
He is called Pat,
The boy sitting on the mat,
For all the day, he eats and eats,
Now, all his clothes, nothing fits.
B.Establishing a purpose for Let the pupils answer the given question in the topic wheel
the lesson
C.Presenting Examples/ Unlocking of Difficulty
instances of the new lesson Say: ―Identify the word or phrase which has the same meaning as the underlined word‖.
a. She likes the stage decoration filled with lovely flowers. It makes the presentation more
beautiful.
b. Oh! The big lantern is shining. The room is sparkling.
c. The fragrant smell of sampaguita is as sweet as my favorite perfume.
D.Discussing new concepts Read the poem to the pupils. Stop/Pause at some parts and ask predicting questions.
and practicing new skills #1 My Native Land
How beautiful are her mountains grand
The peaceful valleys between
Her sparkling sun and cooling rains
That bathe the fertile plains—
How graceful are her stately plains
Her towering emerald trees
How pliant her rustling bamboos green
Dancing blissfully in the breeze—
How pretty her white sampaguitas
And fragrant orchids so rare
How modest and sweet her daughters
Who harvest the golden grain—
How I love her rainbow birds
Her blue skies and sparkling waves
How I love this dear Philippines
Home on this troubled earth.
Engagement Activities
Group the class into three and give each group a task card.
Group I
Draw our native land as described in the poem.
Group II
On each side of the dice, write the ways on how we can appreciate the beauty of our land.
Group III
Compose a jingle on how we can maintain the beauty of our land
What are found between grand mountains?
How will you describe the plains?
(Call Group 1 to present their drawing)
Say: ―Let us see how our native land looks like‖.
(Ask Group 2 to present their dice of appreciation)
Ask: What are the beautiful places in our country?
What are the ways of appreciating the beauty of our country?
(Call Group 3 to present their jingle)
Ask: What are the ways to maintain the beauty of our land?
E. Discussing new concepts ―I will read examples of poem. Tell me the words that rhyme.‖
and practicing new skills #2 a. Across the world
Two boys are crying,
Both wanting more,
And tired of trying. b. Black bug bit a big black bear. But where is the big black bear that the
big black bug bit?
c. I must confess that in my quest
I felt depressed and restless.
d. How much wood would a woodchuck chuck;
If a woodchuck would chuck wood?
F.Developing Mastery ―What words rhyme in the given poems/verses? ―
―How do these words rhyme?‖
Expected Answers:
crying – trying (rhymes)
bug – bit (same initial sound-alliteration)
confess – restless (same vowel sound-assonance)
wood – would (imitation of sound- onomatopoeia)
G.Finding Practical application Ask volunteers to complete the following short poems using the words inside the
of concepts and skills in daily parenthesis.
living a. Rhymes
One morning, Pretty Little _____ (lane, garden, hen)
Was walking in the _______
b. Alliteration
Sheep should _______ in a shed. (sleep, away, sway)
c. Assonance
I lie down by my side for my _____. (lady, bride, baby)
Fleet feet sweep by sleeping _____.(goose, geese, guest)
d. Onomatopoeia
Whoosh, passing breeze
Whoosh, whoosh _______. (splash, sparks, sprinkle)
H.Making generalization and Elements of a certain poetry piece can be analyzed through rhymes and sound devices.
abstraction about the lesson Alliteration is identified by the repeated sound of the first consonant in a series of multiple
words. Assonance is the repetition of vowel sound to create rhyming. Onomatopoeia refers
to imitation of sound or formation of words resembling in sound.
I.Evaluating learning Complete the following verses with appropriate rhyming words.
a. Rhymes
Because she’s sporty
In a kindly sort of _____. ( clay, way, bay)
b. Alliteration
The fair breeze blew
The white foam _______. (blow, flew, flee)
c. Assonance
I never heard before of a ship
Furbished with battle _____ (beetle, tackle, pixel)
d. Onomatopoeia
The _______ bee flew away. (busy, buzzing, barking)
J.additional activities for Write at least one example of each. Sound devices
application or remediation
V.REMARKS
VI.REFLECTION
