School ADELA ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher ANGELI A. LIM Learning Areas: ENGLISH

DETAILED LESSON Teaching Dates / Time: June 3-7, 2019 Quarter: FIRST
PLAN

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES June 3, 2019 June 4, 2019 June 5, 2019 June 6, 2019 June 7, 2019
A. Content Standards Demonstrates understanding of Demonstrates understanding of Demonstrate understanding that Demonstrate understanding that
various linguistics nodes to various non-verbal elements in words are composed of words are composed of different
comprehend various texts orally communicating different parts to know that parts to know that their meaning
information their meaning changes changes depending in context
depending in context

B. Performance Standards Analyzes text types to Orally communicates Uses strategies to decode Uses strategies to decode correctly
effectively understand information, opinions, and ideas correctly the meaning of words the meaning of words in isolation
information/ message(s) effectively to different audiences in isolation and in context and in context
using a variety of literary
activities

C. Learning Note significant details Use appropriate facial Infer the meaning of unfamiliar Infer the meaning of unfamiliar Answer the questions with 80%
Competencies/Objectives (Write expressions words (compound) based on words (compound) based on given proficiency
the LC code for each) Code: EN5LC-Ia-2.1 given context clues (synonyms, context clues (synonyms,
Code: EN5OL-IVa-2.6.1 antonyms, word parts) and antonyms, word parts) and other -Diagnostic Test
other strategies strategies

Code: EN5V-Ib-12 and 13 Code: EN5V-Ib-12 and 13

II. CONTENT Noting significant details Using appropriate facial Inferring the meaning of Inferring the meaning of unfamiliar Answering the questions with
expressions unfamiliar words (compound) words (compound) based on given 80% proficiency
based on given context clues context clues (synonyms,
(synonyms, antonyms, word antonyms, word parts) and other -Diagnostic Test
parts) and other strategies strategies

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Teachers Manual pp. 2-3 Teachers Manual pp. 3 Teachers Manual pp. 4 Teachers Manual pp. 4 Table of Specification
2. Learner’s Materials pages
3. Textbook pages Joy in Learning English pp. 5-9 Joy in Learning English pp. 6-7 Joy in Learning English pp. 6-7
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Pictures, selections, graphic Chart, Flashcards, Copy of a Short paragraph, activity Short paragraph, activity sheets, Table of Specification, test paper,
organizer Story, Graphic Organizer sheets, pictures pictures paper, pen

IV. PROCEDURES
A. Review previous lesson or 1. Pronunciation Drill 1. Pronunciation Drill 1. Spelling Drill 1. Spelling Drill
presenting the new lesson Juvenile Quotation
Knowledge Wrapped
2. Review 2. Review 2. Review
Fascination Islet
Ask the class to say what they Kneel Drowsy
Give example of facial Give example of facial expression.
like most about themselves. expression.
The following sentence frames 2. Review
may be given: What is noting details? How do
I am _____________________. we note details?
Others say I am ____________.

B. Establishing a purpose for the Show a picture of a dog. Why Ask the pupils. How do they feel Have you experienced riding a Have you experienced riding a
lesson are dogs called “man’s best when you eat something sour? bus? Did you experience bus? Did you experience
friend”? Have you had an How will you react? witnessing a commotion on witnessing a commotion on your
experience with a dog that will your community? What did you community? What did you feel?
support or contradict that feel?
statement?

Unlocking of Difficulties
Match the meaning of the
words.

C. Presenting examples/instances Listen to the story entitled Two Present a poem on the board. The pupils will read the The pupils will read the paragraph.
of the new lesson Were Left by Hugh B. Cave. Be Answer the comprehension paragraph. Answer the Answer the comprehension
able to answer the check-up. comprehension questions that questions that follow.
comprehension question in the follow.
story heard.

D. Discussing new concepts and Copy the semantic map in your Look at the following pictures. Read the following words. How Read the following words. How
practicing new skills #1 notebook. Write the answer for Have them identify the message are the three types of are the three types of compound
each question inside. of each picture. compound words different from words different from one another?
one another?

E. Discussing new concepts and Group Activity Group Activity Group Activity Group Activity
practicing new skills #2 Group I – Dramatize the story Group I – Sing a Song using an
 Group II – Think of a song you appropriate facial expression Group the pupils into four Group the pupils into four working
know Group II – Acting out Words working groups. Be able to give groups. Be able to give them task
Group III – Rap these lines from Group III – Draw the appropriate them task to do. to do.
the story. facial expression for the given
Group IV – Pretend each of you is
sentences
Noni. Give each one a name and
Group IV - Write a sentence
say something about each man you
made.
showing an appropriate facial
expression

F. Developing mastery (Leads to Read each paragraph. Complete Give the facial expressions based on Box the meaning of the Box the meaning of the compound
Formative Assessment) each sentence. the feelings expressed. compound word through word through context clues.
1. David is quite shy so he doesn’t context clues.
like talking to people he doesn’t
know.
2. They are the proud parents of a
hero.

G. Finding practical applications Choose the letter of the word Use/show the facial expression Write the compound words that Write the compound words that
of concepts and skills in daily group that best answers the based on the given situations. mean the following. mean the following.
living question or completes the 1. Jay is a naughty boy. Allan,
sentence. his classmate is afraid of frogs.
When Allan is cleaning the
garden, he throw the frog to him.
Give the facial expression of
Allan.

H. Making generalizations and Noting details of a story means You can associate facial Compound words or Compound words or compounds
abstractions about the lesson pointing out the characters expressions on the compounds are words formed are words formed by putting
around which the story feelings/emotions been shown in by putting together to form a together to form a new word with a
revolves, the place and when it the sentences. new word with a new meaning. new meaning. There are three
happened and the series of There are three types of types of compound words: closed,
actions that make the story compound words: closed, open, open, and hyphenated.
itself. and hyphenated.

I. Evaluating learning Read story “The Donkey and Group the pupils into four groups. There Write each compound word in Write each compound word in the
will be one situation for each group.
the Sponges” and answer the the sentence and give its sentence and give its meaning.
exercises that follow. meaning. 1.The time zone of the Philippines
Group I – The grade V-Santan pupils
will be having their school field trip in 1.The time zone of the differs from that of Japan which is
1.What was the donkey’s Boracay. What facial Expression will Philippines differs from that of one hour ahead.
burden on his first journey? you show? Japan which is one hour ahead. 2. The golden rule states that one
Group II – Ana’s parents prepared a 2. The golden rule states that should do to others what he or she
2. Why was he happy after birthday party for her. What facial
falling into the stream? expression will you show? one should do to others what he wants others do to him or her.
3. What happened the second Group III – Cindy’s favorite pet hit by or she wants others do to him 3. There is no place so sweet and
time he crossed the stream? the truck. Give the facial expression of or her. comfortable like one’s own
Cindy. 3. There is no place so sweet motherland.
4. Why was the donkey sorry in Group IV – Mrs. Mariano’s favorite
the end? flower vase was broken. She asked her and comfortable like one’s own 4. Food fests bring out the culinary
5. What is the lesson of the pupils who broke the flower vase. motherland. artists in many young people.
story? Nobody answered. Give the facial 4. Food fests bring out the 5. My brother’s mother-in-law
 expression of Mrs. Mariano. culinary artists in many young from Canada has just arrived to
people. visit her grandchildren.
5. My brother’s mother-in-law
from Canada has just arrived to
visit her grandchildren.

J. Additional activities for Read a short story. Then, copy Watch a news in the television. Using your own understanding Using your own understanding of
application or remediation the graphic organizer below and Be able to give the facial of the words, define the the words, define the following
fill out the elements of the expression of the person involve following words and compound words and compound words. Use
narrative. in the news. words. Use the compound the compound words in meaningful
words in meaningful sentences. sentences.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.

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 used/discover
which I wish to share with other
teachers?