School: SANGHAN ELEM.

SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: AURELIA H. BULANG Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 12 – 16, 2018 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of various
linguistic nodes to various texts
B.Performance Standards Analyzes text types to effectively
understand information/messages
C.Learning Competencies/Objectives 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
II.CONTENT Providing evidence to support
understanding
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.
2.Learners’s Materials pages
3.Textbook pages English Matters Language Workbook
pp.197-199
4.Additional materials from learning source: https://www.google.com.ph
resource (LR) portal
B.Other Learning Resource Chart or tarpapel, pictures, DLP, activity
cards, pocket charts, show-me-board
IV.PROCEDURES
A.Reviewing previous lesson or presenting Drill: Song
the new lesson
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
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.
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
Recalling the different articles that pupils
have seen or have read
from any newspaper/books or magazine
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!
Ask the pupils about the different
elements of a good story. Identify
each of the element
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
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

B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of the new
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
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
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.
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
Show picture of a boy selling different 1. Unlocking of Difficulties
products. Ask Match the words in column A with its
something about the picture, Then lead meaning in column B.
the pupils to share A B
something about the words written inside 1. vast attracted
the clouds. 2. possession very great or big
What image do you see? What words are 3. lovers structure carrying a
written on the pathway or a roadway
storm clouds? 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.
Today children, you are going to read a Revisiting the story about ” The
selection about a Bridge of Love”.
young boy whom at his young age able to 1. Teacher will divide the pupils into
work and earn for small groups.
his survival and you will identify text type 2. Then, distribute the copy of story
based on the given to each group.
problem and solution. 3.Together, members of the group will
Reading the story by the pupils analyze and revisit further, the given
How I wish to live a life like other children piece of story.
of my age 4.Ask pupils to identify the central
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
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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
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 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.
reared do, but I’m not as blessed as them that idea or concept and other to join with them. Would you allow
Interact with thoughtfulness and increase everything they ask supporting details that were me to join with them? Can I
your morals for is within their reach; but then again, it introduced in the short story go with my classmates mother?
Because the desire to be known for the does not necessarily “A Bridge of Love”. Mother: My dear child,, I‟m so sorry.
character mean I don’t have a normal life and I 5. Teacher will guide the pupils to use I and your father can‟t
And excellent individually hopes to enhance spend my free time in concept web map in collecting data allow you to join with them. You
this place selling sweet delicacies in the street. and organizing information. know that we don‟t have extra
So when you encounter difficulty in life and I admit, I was not born with everything 6. Teacher explains that the Web Map budget for that. We‟re only have
fall astray that I need is is used to describe a central idea: a enough to suffice our everyday
You can feel the loving hands of your own just around me. My family lives within the thing, process, or concept. The map living. Hope you understand my dear.
family poverty line and may Ana: I understand Mother. But,
Willing to embrace you and lighten your need to work hard just to provide our be used to organize or brainstorm hopefully next time I can join.
burden needs but we have to ideas for a writing purpose. With a smile she kissed and hugged
To stand by your side , to give their support face the reality that it is not enough to her mother.
Never be afraid to show how much you value suffice a hungry At the school…
your own stomach. Aimee: Hello Ana!
family Just like other less- privileged children I Ana: Hi! (feeling sad)
Demonstrate all the appreciations that you have to help Aimee: Oh, What‟s wrong? Do you
feel my parents earn a little. I have to sell have a problem? Can we talk
Exert real effort in proving how much you mazapan and yema about it?
love them after class in the afternoon and from Ana: My parents did not allow me to
Through affirmations and striving to be the morning till night during go on a fieldtrip. We don‟t
best person weekends. Sometimes I missed going to have extra budget as what they had
you can be! school because of said.
that situation, However, I’ve never taken Aimee: We understand you. You
my study for should not be mad for that friend.
granted because I know this will be the There will be next time, and for sure
armor in my battle by that time, you
against the poverty that surrounds me. could join with us. Cheer up Friend!
In the street, I encountered different
people and
Problem Solution
experienced different situations that
widened my outlook in life.
Others look up at me with admiration but
others treated me as litter in
the society. I’m very much thankful 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

D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
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?
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.
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?
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
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?
2. What are the problems being
encountered by the boy in the
story?
3. What can you say about the boy in the
story?
4. How does the boy able to face all 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
Answering the following questions:
1. How did the story happen?
2. What kind of characters does the
story have?
3. Which phrase names the setting of
the story?
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?
Answering the following questions:
1. What is the dialog all about?
2. Who are talking in the dialog?
3. How did Ana talk her mother
about the fieldtrip?
4. How did mother respond to 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.

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
opposite meaning? 6. How are the events in the table Note: Can, would, may, and could
Children, we can identify meanings of above presented or written? are modals that we can
unfamiliar words through 7. Were you able to organize the use in asking permission or making a
their antonyms or synonyms information from the story? request
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 story
was also done.
Direction: Choose the correct meaning of the 1. Read the passages. Answer the Practice Exercise A. Guided Practice
underlined words questions that follow. Let’s recall the story of Sajhid and his Pair Work/Dyad Activity
from the box Jose Rizal owned a horse when he was friends in the story “Two Directions:
1. Love should be the essence of studying in Heroes”. Let the pupils organize the Read the conversations below and
every relationship. Madrid. When his allowance did not come ideas/information and lead them in fill in the gaps with
value beginning need one day, he writing the organized information into the words and phrases from the lists.
2. The Pope was delighted to see many did not have enough money for food. a paragraph form. Do you mind if I is it OK if I could you
clusters of families a. What problem did Jose Rizal 1. How did the story begin? turn
attending the mass encounter ? ___________________________ What’s the problem here you are
kinds races groups b. Is there a possible solution for his 2. What were the events that signal telling me
2. Parents try their best to cultivate problem? the highest point of interest of thanks can I borrow go ahead
their children’s values What solution can you suggest? everyone? www.bogglesworldesl.com
use neglect develop 2. Totoy needs a new school bag.However, ___________________________ Conversation 1
Direction: Choose the antonym of the given he does not 3. How did the story end? A: Yeah?
words. have enough money to buy that bag. Then B: Hello, ...........................................
1. soft ( gentle hard strong) he heard that turn the music down,
2. harmful (safe dangerous free) his neighbor was looking for baby sitter please? It‟s one o‟clock and I‟m
B. Independent Practice for her little trying to sleep.
Dyad Strategy/Think-Pair – Share child. She was willing to pay a few peso to A: Oh, sorry. Is that better?
Pupils will get a partner. Together, they will the baby B: Yes, ..................................... .
think of a sitter. Perhaps I can get some
descriptive word.Then, each partner will take a. What was the problem of Totoy? sleep now. Good night.
turn in giving the b. What do you think will he do that could Conversation 2
synonym/ antonym of the word. possibly A: I‟m sorry, ................................
Teacher will give them enough time to do solve his problem? leave early today? I‟m
the task. 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, ..............................

G.Finding Practical application of concepts
and skills in daily living
H.Making generalization and abstraction
about the lesson
Conversation 4
A: ...................................... change
seats?
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: (Constructivism Direct Instruction Strategy: TGA Activity Direct Instruction:TGA Activity Direction: The following details tell a Activity Based – The 3 A’s
Approach) Tell: The teacher will direct the pupils to pay Tell the pupils that they will be divided story about the life of Activity(Act, Analyze., Apply)
The A’s Activity(Act, Analyze and Apply) attention on the into a group of farmer.Organize the information by Group Activity- Asking for
Divide the class into four teams directions for the next activity. The students four. sequencing the events Permission: “A Skit
Posted on each corner are the different will be given a Each group will pick out one story Provided and write it in paragraph Divide the class into groups of 2 or 3.
activities sheet of paper with a word and letter on it. provided by the form. Pupils work
Pupils will go to their station to perform The letter will be teacher. ____The farmer goes home tired but together to develop a skit that is
their chosen “a” (for antonym) or “s” (for synonym). Guide the pupils in performing the task hopeful that someday he will finally grammaticallycorrect
activity. Guide: Guide the pupils to find the antonym Apply the concept learned by through reap with joy. about guests asking for permission
Team I or synonym that answering the ____The farmer has to diligently bring to do something .
“The News Anchors “ matches the word they are holding. following questions. water to his rice field. The request should be denied and
Make a news report about the event that (if an “a” appears in the sheet they must find 1. What does the character like in the ____Everyday, he has to wake up the reasons given.
happened the story? early to visit his fields. The guest should continue to try to
in the story. Report it in front of the class. antonym and vice-versa). Pupils must match 2. What is the problem in the story? ____He enjoys his harvest happily convince the staff
up with the 3. Was it solved? How when it is plenty. that their request should be granted.
Team 2 correct person in the class and then stand by 4. What does the story remind you about? ____He picks up patiently snails that Once the skit is
“The Painters” that person. 5. Where did the story take place? pester his rice plants developed, pupils present it to the
In the story that you have listened, draw The activity is concluded when all pupils 6. What was your favorite part of the teacher and the rest
the part of the scene that interests you have found their story? Why? of class. The teacher judges the skit
most. Tell something about your drawing. match and are standing next to the 7. Would you recommend this story to based on grammar
Team 3 classmate holding your friend? Why? and language use, originality, and
“The Singers“ that match. acting ability
Create a song about the ways on how you Apply:Pairs that match up before the other
can be a hero. pairs match up must
Team 4 think together and say aloud as many
“The Artists” synonyms and
Act out the event in the story which you antonyms as they can for their word.
think the most important
What important things have you learned Remember: We can distinguish the text-types Remember: Remember:
from Synonyms are pair of words with similar or according to features Some of the ways that we can use to We use the modal auxilliary verbs
today’s lesson? almost similar (structural and language)-problem and organize information can, could and would to
meanings solution from a paragraph. A story or an essay offer to do things for people or to
Antonyms are pair of words with opposite are the following. invite them to do something.
meanings a. Outlining- classifies main topics We also use them to make requests
from sub-topics using or ask permission to do
the numerical and letter symbols as something.
indicators. When you ask for permission to use
b. Sequencing events- gives a clear something that belongs to
presentation of the someone else you have to do your
chronological arrangement of events best to be polite. It is
desirable to use the word "please."
Would, could, please + verb are used
to request

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?
J.additional activities for application or
remediation
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 sentences. Write the problem and solution based on Direction: Complete the outline Direction: Read the following
Answer the questions that the short story. below by classifying and organizing statements. Transform these
follow. 1. The young man is kind-hearted. One the given events. I. How did the story expressions into a request and vice
1. What are synonyms? day, he heard a little boy begin? 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 boys. c. _______________________ please?
c. words that are opposites The young man II. What were the problems of the 3. Please, can I have a look at your
d. words that mean almost the same thing went out. main character? photo album?
2. Which pair of words are synonyms? Problem______________________ a. ___________________ 4. May you taste that hot spicy
a. giant, huge Solution_______________________ b. _________ couscous dish?
b. tiny, huge 2. Jose Rizal owned a horse when he was c. ________________ 5. Would you mind if I asked you
c. cow, now studying in Madrid. something?
d. chat, cheese When his allowance did not come one III. How did the story end?
3. You can use synonyms to ______________ day, he don’t not have a. ___________
a. compare things enough money for food. b. _______________
b. make your writing more interesting Problem______________________ c. ________________ 1.
c. use fewer words when you write Solution______________________ Fire couldn’t tell his wife
d. show differences 3. Jun and Jerry started arguing over the that he is good. 2. Fire
4. What are antonyms? new toy. Jun wanted to went down to earth to
a. words that rhyme keep it but Jerry disagreed since he provide heat to living
b. words that sound alike but have different wanted to keep the toy creatures. 3. Fire’s wife
meanings for himself. Mother came to the scene invited Fire to swim in the
c. words that have almost the same meaning and advised the boys spring. 4. The Sun God had
d. words that have opposite meanings to share the toy train. But the boys went a wife and two sons. 5.
5. Which pair of words are antonyms? with the quarrel. Fire dove into the water in
a. horse, dog Before they knew it, mother was back an attempt to rescue his
b. love, like holding one of the wife. 6. Sun God entrusted
c. weak, strong slippers. the Earth to his wife and
d. small, tiny Problem______________________ sons. 7. Everytime Fire’s
Solution______________________ mother sent rain to earth,
4. The dogs were playing wildly in the Fire had to leave his wife.
yard. Father drove 8. Fire’s wife pretended to
them away. However,the dogs ran be drowning and asked for
towards the patch of help
vegetables where they continued lunging
at each
other.
Problem____________________
Solution
Write three pairs of words that suggest Direction: For each passage below, write Write in paragraph form the Direction: Read the following
similar meanings and the problem and organized ideas above observing the sentences. Identify whether the
another three pairs that express opposite solution under the proper column proper indention and correct given statement expresses
meanings. Use them in 1.Jonh didn’t know capitalization permission or request.
meaningful sentences what to take to school 1. Could you turn off the electricity if
for “Show and not in use?
Tell”. He asked his 2. May you handle this thing for me
mother for an idea. because it is too heavy?

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the
evaluation
B.No.of learners who require additional
activities for remediation
C.Did the remedial 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 helpme solve?
G.What innovation or localized materials did
used/discover which I wish to share with
other teachers?
___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 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
___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 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
She suggested to 3. Can I join in the in the stage play,
take the ribbon his mother?
dog won at the pet 4. Could you allow me to attend our
parade. batch reunion?
2.Emily knew she had 5.Can you give me an extra money
to get to school on for the groceries
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 ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
objective. objective. objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
answering their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in
their lesson. their lesson. answering their lesson.
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
of lack of knowledge, skills and interest because of lack of knowledge, skills and because of lack of knowledge, skills
about the lesson. interest about the lesson. and interest about the lesson.
___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the
despite of some difficulties encountered in lesson, despite of some difficulties lesson, despite of some difficulties
answering the questions asked by the encountered in answering the questions encountered in answering the
teacher. asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite
limited resources used by the teacher. of limited resources used by the teacher. of limited resources used by the
___Majority of the pupils finished their work ___Majority of the pupils finished their teacher.
on time. work on time. ___Majority of the pupils finished their
___Some pupils did not finish their work on ___Some pupils did not finish their work work on time.
time due to unnecessary behavior. on time due to unnecessary behavior. ___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation additional activities for remediation additional activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson
___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
remediation require remediation require remediation