Daily Lesson Plan In English 5 - Quarter 2 Week 1 - October 2024

**Daily Lesson Plan in English 5** **Quarter 2** **Week 1** **October 1, 2024** **Tuesday** **I. Objectives** **A. Grade Level Standards** **B. Unpacked Competency** Identify the verb **c. From Most Essential Learning Competency:** Compose clear and coherent sentences using appropriate gra...

**Daily Lesson Plan in English 5** **Quarter 2** **Week 1** **October 1, 2024** **Tuesday** **I. Objectives** **A. Grade Level Standards** **B. Unpacked Competency** Identify the verb **c. From Most Essential Learning Competency:** Compose clear and coherent sentences using appropriate grammatical structures: **aspects of verbs**, modals and conjunction **II. Subject Matter** Identifying the Verb **References:** PIVOT MELC p.77, PIVOT MODYUL p.14-19, BoW, p. 97 ADM-CO\_Q1\_Eng5\_Module1-Lesson 1 pp. 1-10 English Encounters: Language 5, pp 61- 65, Integrated English for Effective Communication 5 **Materials**: powerpoint presentation, modules, pictures and video **III. Procedure** A. **Preparatory Activities** 1. **Oral Language Activity** 2. **Review** **Directions: Tell whether if the underlined word is a subject or predicate in each sentence.** 1. **[Camille] plays the piano.** 2. **The boy [broke the baseball bat].** 3. **Engr. Zamora [constructs a twenty-storey building].** 4. **[Jim] made the props.** 5. **The cast members [say their lines well.]** 3. **Motivation** Directions: Perform the action the teacher instructs. 1\. Standing up straight. 2\. Raising hands on both sides. 3\. Put the hand on both sides of the body. 4\. Jumping in place. 5\. Clap your hands five times. 6\. Shout, \"We are ready,\" pointing at the teacher. **Say:** What you did, children, was follow the directions in which you performed the following actions or movements, and this is related to our topic to be discussed today, the action words. In the activity, what actions did you perform? B. **Developmental Activities** 1. **Presentation** Samantha and Samson are twins. They always work together at home or at school. Samantha was **sweeping** the floor while Samson was **wiping** the windows. When it\'s time to eat at noon, everyone has their own work to do. Samantha was **preparing** the dining table. His brother, Samson, was **washing** the food. Every afternoon, Samantha was **folding** clothes, and Samson was **watering** the plants in the yard. I can see the cooperation between the siblings, so I know that their parents are very happy with them. They sleep with a smile on their lips. 2. **Comprehension Check Up** - **What is the passage about?** - **Who are the characters mentioned in the paragraph?** - **How are the two characters described in the passage?** - **What is Samantha doing on the floor? What is Samson doing at the windows?** - **When it\'s meal time, what do Samantha and Samson do?** - **What do they both do every afternoon?** - **Were their parents happy with their behavior?** - **Is their behavior impressive? Why?** 3. **Discussion and Analysis** **Notice the words in bold in the paragraph.** - **What are these words? Tell me what these words are.** - **What does each word show or describe?** - **Do they show action or movement?** - **Can you give some more words that show actions?** **Here are some of the words that indicate action or movement:** - Run Dance - Slide Jump - Think Do - Go Stand - Smile Listen **Activity:** **Directions:** Underline the action word used in the following sentence. 1. I run faster than David. 2. He does it well. 3. She thinks about poetry all day long. 4. I know the answer. 5. She recognized me from across the room. 6. **Generalization** 7. **Application** 8. **Evaluation** **Directions:** Identify the **verb or verb phrase** in each sentence. Write the answer in your notebook. 1. Melissa is dancing on stage. 2. The children are running in the park. 3. Visitors tour the school rooms all day. 4. The teacher teaches the children every day. 5. Alice bought a lot of toys for the children in the orphanage. **Reflection** **GRADE AND SECTION** --------------------------------------------------------- ----------------------- -- -- -- Number of learners with high mastery level Number of learners with average mastery level Number of learners with below average/needs remediation **Daily Lesson Plan in English 5** **Quarter 2** **Week 1** **October 2, 2024** **Wednesday** **I. Objectives** **A. Grade Level Standards** **B. Unpacked Competency** Distinguish the tenses of the verb **c. From Most Essential Learning Competency:** Compose clear and coherent sentences using appropriate grammatical structures: **aspects of verbs**, modals and conjunction **II. Subject Matter** Tenses of the Verb **References:** PIVOT MELC p.77, PIVOT MODYUL p.14-19, BoW, p. 97 ADM-CO\_Q1\_Eng5\_Module1-Lesson 1 pp. 1-10 English Encounters: Language 5, pp 61- 65, Integrated English for Effective Communication 5 **Materials**: powerpoint presentation, modules, pictures and video **III. Procedure** A. **Preparatory Activities** **1. Oral Language Activity** 2. **Review** 1. **Motivation/Motive Question** Classify the following words into the correct column they belong to. **SET A** **SET B** **SET C** ----------- ----------- ----------- **Guided Questions:** - What are the words you classify called? - When did the verbs occur? - When did this happen? 2. **Developmental Activities** 1. **Presentation** 1. The students of Teacher Malou often [organize] programs for the school. They [design] and [decorate] the stage and they [look] for performers as well. Teacher Malou [motivates] her students by constantly recognizing their efforts. She [gives] extra credit to the students who [show] initiative and responsibility. 2. The students of Teacher Malou [organized] programs for the school last month. They [designed] and [decorated] the stage and they [looked] for performers as well. Teacher Malou [motivated] her students by constantly recognizing their efforts. She [gave] extra credit to the students who [showed] initiative and responsibility. 3. The students of Teacher Malou [will organize] programs for the school next month. They [will design] and [will decorate] the stage and they [will look] for performers as well. Teacher Malou [will motivate] her students by constantly recognizing their efforts. She [ will give] extra credit to the students who [will show] initiative and responsibility. 2. **Discussion and Analysis** - What did you notice about the underlined words? - How were the verbs used differently in the three paragraphs? - What do they show? 3. **Generalization** 4. **Application** **PRESENT** **PAST** **FUTURE** ------------- ----------- -------------- will need saw uses shall return delivered 5. **Evaluation** **Directions:** Distinguish what tenses of the verb used in the following sentences. Write **PRESENT, PAST o FUTURE**. 1. Leah [wrote] the script for the play. 2. She always checks on the materials before the class starts. 3. The students prepare for the project by researching. 4. Our class will help the school's employee tomorrow. 5. I shall donate the things I don't need in our garage sale. **Reflection** **GRADE AND SECTION** --------------------------------------------------------- ----------------------- -- -- -- Number of learners with high mastery level Number of learners with average mastery level Number of learners with below average/needs remediation **Daily Lesson Plan in English 5** **Quarter 2** **Week 1** **October 4, 2024** **Friday** **I. Objectives** **A. Grade Level Standards** **B. Most Essential Learning Competency:** Compose clear and coherent sentences using appropriate grammatical structures: **aspects of verbs**, modals and conjunction **II. Subject Matter** Composing Clear and Coherent Sentences using appropriate **Simple Aspects of Verbs** **References:** PIVOT MELC p.77, PIVOT MODYUL p.14-19, BoW, p. 97 ADM-CO\_Q1\_Eng5\_Module1-Lesson 1 pp. 1-10 English Encounters: Language 5, pp 61- 65, Integrated English for Effective Communication 5 **Materials**: powerpoint presentation, modules, pictures and video **III. Procedure** A. **Preparatory Activities** **1. Oral Language Activity** ***Show the class picture of a beach resort. Let them tell something about the picture.*** **2. Motivation/Motive Question** Who among you have gone to the beach last summer? Describe your experience. Can you recall beaches in Batangas City/Province that you had visited already? B. **Developmental Activities** 1. **Presentation** **Let the class read the "Summer Escapade in Batangas" by Jerramie E. De Guzman. Ask some volunteers to read the selection by paragraph. Use appropriate facial expression, intonation and pronunciation in reading. Allow them to correct themselves whenever errors are committed.** **Summer Escapade** **By: Jerramie E. De Guzman** **Summer heat has started to burn us out so our family had decided to go to the beach before we felt the total exhaustion.** **At first, we were undecided on the place where we really want to go and get a sort of refreshment and relaxation. We almost have gone to the beaches in Batangas and we wanted something new. My sister browsed the internet and her eyes were captivated by the image of Acuatico Beach Resort in Laiya, san Juan, Batangas.** **We agreed on the place out of curiosity and excitement for the new experience that Acuatico may bring to all of us.** **We reached the place after a two-hour travel from home. The place seems a perfect destination for people who seek solace and serenity.** **There are rooms and villas which boast style and comfort. I loved the infinity pool that seems to meet the sea.** **Personnel and staff were respectful and very accommodating.** **We really enjoyed our stay there.** **We will surely comeback to this haven. We will have told our friends and relatives about the beauty of the place by the time the next vacation comes. Who knows, we might be together in Acuatico Beach Resort next summer.** 2. **Comprehension Check-Up** **a. Why had the family decided to go to the beach?** **b. Why were they undecided at first on the place to go?** **c. What did the sister do to find the perfect beach resort where the family would go?** **d. Where did they decided to have a sort of refreshment and relaxation?** **e. Why did they agree on the place?** **f. How was Acuatico Beach Resort described by the narrator?** 3. **Discussion and Analysis** **Read the sentences taken from the narration.** **a. We reached the place after a two-hour travel from home.** **b. The place seems a perfect destination for people who seek solace and serenity.** **c. We will surely comeback to this haven.** **Ask: What are the verbs used in the sentences?** **When did the action happen?** **What are the tenses of those verbs?** **Let the pupils read and study the chart.** **Past Tense Present Tense Future Tense** **reached seems will comeback** **Ask: How was the past tense, present tense and future tense of the verb formed?** **Say: We call these three tenses of the verbs as Simple Aspect of the verb.** +-----------------------------------+-----------------------------------+ | **The [[Simple | **Example** | | Aspect]](http://gramm | | | ar-monster.com/glossary/simple_as | | | pect.htm)** | | | | | | **(Indefinite Aspect)** | | +===================================+===================================+ | [[simple past | I went | | tense]](http://gramma | | | r-monster.com/glossary/simple_pas | | | t_tense.htm) | | +-----------------------------------+-----------------------------------+ | [[simple present | I go | | tense]](http://gramma | | | r-monster.com/glossary/simple_pre | | | sent_tense.htm) | | +-----------------------------------+-----------------------------------+ | [[simple future | I will go | | tense]](http://gramma | | | r-monster.com/glossary/simple_fut | | | ure_tense.htm) | | +-----------------------------------+-----------------------------------+ - - - - 4. **Application** -- -- -- -- -- -- -- -- 5. **Evaluation** **Directions:** Compose clear and coherent sentences by writing the appropriate verb in the following sentence. (like) a. The boys \_\_\_\_\_\_\_\_\_\_ fishing every summer. (creep) b. The girls quietly \_\_\_\_\_\_\_\_\_\_ under the table yesterday. (scare) c. The dog \_\_\_\_\_\_\_\_\_\_\_\_ the visitors. (come) d. Aunt Liza \_\_\_\_\_\_\_\_\_\_\_\_ here next month. (prepare) e. Jessica \_\_\_\_\_\_\_\_\_\_\_\_ the merienda for the visitors. **Reflection** **GRADE AND SECTION** --------------------------------------------------------- ----------------------- --------------- -------------- ---------------- **5 - ORCHIDS** **5 - CAMIA** **5 - ROSE** **5 - TULIPS** Number of learners with high mastery level Number of learners with average mastery level Number of learners with below average/needs remediation **Daily Lesson Plan in English 5** **Quarter 2** **Week 1** **October 3, 2024** **Thursday** **I. Objectives** **A. Grade Level Standards** **B. Most Essential Learning Competency:** Compose clear and coherent sentences using appropriate grammatical structures: **aspects of verbs**, modals and conjunction **II. Subject Matter** Composing Clear and Coherent Sentences using appropriate **Perfect Aspects of Verbs** **References:** PIVOT MELC p.77, PIVOT MODYUL p.14-19, BoW, p. 97 ADM-CO\_Q1\_Eng5\_Module1-Lesson 1 pp. 1-10 English Encounters: Language 5, pp 61- 65, Integrated English for Effective Communication 5 **Materials**: powerpoint presentation, modules, pictures and video **III. Procedure** C. **Preparatory Activities** **1. Oral Language Activity** **2. Review** **Directions: Complete the following table below:** **Base Form** **Present Tense** **Past Tense** **Future Tense** --------------- ------------------- ---------------- ------------------ **Brush** **clean** **Sing** **Drink** **water** D. **Developmental Activities** 1. **Presentation** **Let the class recall the selection "Summer Escapade in Batangas.** 2. **Discussion and Analysis** Let the pupils read and study the chart. Teaching Chart +-----------------------------------+-----------------------------------+ | **The [[Perfect | **Example** | | Aspect]](http://gramm | | | ar-monster.com/glossary/simple_as | | | pect.htm)** | | | | | | **(Completed Aspect)** | | +===================================+===================================+ | | | +-----------------------------------+-----------------------------------+ | [[past perfect | I had gone | | tense]](http://gramma | | | r-monster.com/glossary/simple_pas | | | t_tense.htm) | | +-----------------------------------+-----------------------------------+ | [[present perfect | I have gone | | tense]](http://gramma | | | r-monster.com/glossary/simple_pre | | | sent_tense.htm) | | +-----------------------------------+-----------------------------------+ | [[future perfect | I will have gone | | tense]](http://gramma | | | r-monster.com/glossary/simple_fut | | | ure_tense.htm) | | +-----------------------------------+-----------------------------------+ Aspects of Verb Forming the Perfect Aspect ========================== - They had played. - We have played - He will have played 3. **Generalization** 4. **Application** -- -- -- -- -- -- -- -- 5. **Evaluation** **Directions:** Compose clear and coherent sentences by writing the appropriate verb in the following sentence. (try) a. Government officials \_\_\_\_\_\_\_\_\_ to improve the flow of traffic in Batangas City. (remain) b. Yet, traffic flow in some street \_\_\_\_\_\_\_\_ a great problem. (come) c. The postman \_\_\_\_\_\_\_\_\_ when we left the house. (go) d. When we reached the pier, the boat \_\_\_\_\_\_ already. (begin) e. Aren't all the participants here yet? The program \_\_\_\_\_\_\_\_\_ before they arrive. **GRADE AND SECTION** --------------------------------------------------------- ----------------------- -- -- -- Number of learners with high mastery level Number of learners with average mastery level Number of learners with below average/needs remediation **Daily Lesson Plan in English 5** **Quarter 2** **Week 1** **I. Objectives** **A. Grade Level Standards** **B. Most Essential Learning Competency:** Compose clear and coherent sentences using appropriate grammatical structures: **aspects of verbs**, modals and conjunction **II. Subject Matter** Composing Clear and Coherent Sentences using appropriate **Progressive Aspects of Verbs** **References:** PIVOT MELC p.77, PIVOT MODYUL p.14-19, BoW, p. 97 ADM-CO\_Q1\_Eng5\_Module1-Lesson 1 pp. 1-10 English Encounters: Language 5, pp 61- 65, Integrated English for Effective Communication 5 **Materials**: powerpoint presentation, modules, pictures and video **III. Procedure** A. **Preparatory Activities** **1. Oral Language Activity** Read the following sentences. **2. Review** **Directions: Complete the following table below:** **Base Form** **Present Perfect Tense** **Past Perfect Tense** **Future Perfect Tense** --------------- --------------------------- ------------------------ -------------------------- **brush** **clean** **sing** **drink** **water** B. 1. **Presentation** A. **I [am playing] for my team today.** **Therese [is cheering] for her brother's team** **Anthony's classmates [are praying] for his success.** B. **I [was watching] the basketball game the whole afternoon.** **We [were reviewing] the various defensive plays when our coach arrived.** C. **I [will be helping] the other students set up the gym tomorrow.** **We [will be playing] against the other section next week.** **When you arrive, I [shall be preparing] lunch for the team.** 2. **Discussion and Analysis** 3. **Generalization** **Progressive Tenses of the Verb** **Progressive tenses are --ing verbs with helping verbs am,is,are,was,are,will be. The progressive tenses may be differentiated according to form and use. Verbs in such tenses may express continuing actions or conditions in the present, past and future.** **Present Progressive Tense am expresses an action happening at the time of speaking. It is also used to show a future action. Am/is/are + -ing** **Past Progressive Tense shows an action at a time when another action happened. Was/were + -ing** **Future Progressive Tense shows a future action in progress of a certain period of time in the future. will be + shall be + - ing** 4. **Application** 5. **Evaluation** **GRADE AND SECTION** --------------------------------------------------------- ----------------------- ----------------- --------------- ---------------- -------------- **5 - ROSAL** **5 - ORCHIDS** **5 - CAMIA** **5 - TULIPS** **5 - ROSE** Number of learners with high mastery level Number of learners with average mastery level Number of learners with below average/needs remediation