Guro Ako - Teacher Talks



911113528GRADES 1 to 12DAILY LESSON LOGSchoolGrade LevelTeacherLearning AreasTeaching Dates and TimeQuarterMondayTuesdayWednesdayThursdayFridayOBJECTIVESObserve politeness at all times.Content StandardsThe learner...Demonstrate understanding of the various forms and conventions of print, non-print and digital materialsDemonstrate understanding of various non-verbal elements in orally communicating informationDemonstrate understanding of various linguistics nodes to comprehend various textsThe learner...Demonstrate understanding of the various forms and conventions of print, non-print and digital materialsDemonstrate understanding of various non-verbal elements in orally communicating informationDemonstrate understanding of various linguistics nodes to comprehend various textsThe learner...Demonstrate understanding of the various forms and conventions of print, non-print and digital materialsDemonstrate understanding of various non-verbal elements in orally communicating informationDemonstrate understanding of various linguistics nodes to comprehend various textsThe learner...Demonstrate understanding of the various forms and conventions of print, non-print and digital materialsDemonstrate understanding of various non-verbal elements in orally communicating informationDemonstrate understanding of various linguistics nodes to comprehend various textsWeekly TestPerformance StandardsThe learner...Evaluates effectively the message constructed and conveyed in various viewing texts.Orally communicates information, opinions and ideas effectively to different audiences using a variety of literary activitiesThe learner...Evaluates effectively the message constructed and conveyed in various viewing texts.Orally communicates information, opinions and ideas effectively to different audiences using a variety of literary activitiesThe learner...Evaluates effectively the message constructed and conveyed in various viewing texts.Orally communicates information, opinions and ideas effectively to different audiences using a variety of literary activitiesThe learner...Evaluates effectively the message constructed and conveyed in various viewing texts.Orally communicates information, opinions and ideas effectively to different audiences using a variety of literary activitiesLearning Competencies/ObjectivesWrite the LC code for eachEN5LC-If-2.8.1/2.8.2/2.8.3 Infer the speaker’s tone, mood and purpose EN5LC-If-2.8.1/2.8.2/2.8.3 Infer the speaker’s tone, mood and purposeEN5V-If-12 and 13 Infer the meaning of unfamiliar words ( blended) based on given context clues (synonyms, antonyms, word parts) and other strategies EN5V-If-12 and 13 Infer the meaning of unfamiliar words ( blended) based on given context clues (synonyms, antonyms, word parts) and other strategies CONTENTLEARNING RESOURCESReferencesTeacher’s Guide pagesLearner’s Material pagesTextbook pagesEN5LC – If – 2.B.1/ 2.B.2/ 2.B.3EN5OL – If – 3.9Enjoying Reading 5 pp. 2- 4EN5LC – If – 2.B.1/ 2.B.2/ 2.B.3EN5OL – If – 3.9Enjoying Reading 5 pp. 2- 4Curriculum Guide EN5V – If – 12 and 13Curriculum Guide EN5V – If – 12 and 13Additional Materials from Learning Resource (LR) portalOther Learning ResourcesPROCEDURESReviewing previous lesson or presenting the new lessonDo you feel the love and care of you mother? What are the instances that show your mother’s tender loving care?Do you feel the love and care of you mother? What are the instances that show your mother’s tender loving care?Ask: Have you encountered words such as brunch, motel, smog etc. Who among you knows the meaning of these unfamiliar words? Ask: Have you encountered words such as brunch, motel, smog etc. Who among you knows the meaning of these unfamiliar words? Establishing a purpose for the lessonShow tactfulness when communicating with other.Show tactfulness when communicating with other.Infer the meaning of unfamiliar words (blended) based on given context clues, synonyms, antonyms, word parts and other strategies.Infer the meaning of unfamiliar words (blended) based on given context clues, synonyms, antonyms, word parts and other strategies.Presenting examples/instances of the new lessonSay: Class our lesson for today is about inferring the speaker’s tone, mood and purpose. When we infer the speaker’s tone, mood and purpose we are giving our idea on what maybe the feeling/intention of the speaker in the poem.It is giving the feeling/intention of the speaker or writer in one scenarioSay: Class our lesson for today is about inferring the speaker’s tone, mood and purpose. When we infer the speaker’s tone, mood and purpose we are giving our idea on what maybe the feeling/intention of the speaker in the poem.It is giving the feeling/intention of the speaker or writer in one scenarioSay: Class our lesson for today is about inferring the meaning of unfamiliar words (blended). We may use context clues, synonyms, antonyms word parts and other strategies to know the meaning of these unfamiliar words (blended).Blended words are two words joined together by taking parts of both words and combining the parts into a new word.Synonyms are words with the same meaning.Antonyms are words with opposite meaning.Context clues are giving the meaning from the sentence itselfWord parts by analyzing the meaning of each word being combined.Say: Class our lesson for today is about inferring the meaning of unfamiliar words (blended). We may use context clues, synonyms, antonyms word parts and other strategies to know the meaning of these unfamiliar words (blended).Blended words are two words joined together by taking parts of both words and combining the parts into a new word.Synonyms are words with the same meaning.Antonyms are words with opposite meaning.Context clues are giving the meaning from the sentence itselfWord parts by analyzing the meaning of each word being combined.Discussing new concepts and practicing new skills #1Unlocking of difficultiesA dagger is thrust into her heart. The word thrust meansTo push B. to play C. to remainIf you feel secure when you are with your parents, you areAfraid B. confident C. angryWhen a mother caresses her child, she _____him/her.Touches B. scolds C. ReprimandSheila hurt herself when she touched the dagger. A dagger is _______.A. round and smooth objectB.An elongated and rough objectc.A pointed and sharp objectIt is for the sake of a child, then, it is for his/her own________.A.Misery B. benefit C. look outUnlocking of difficultiesA dagger is thrust into her heart. The word thrust meansTo push B. to play C. to remainIf you feel secure when you are with your parents, you areAfraid B. confident C. angryWhen a mother caresses her child, she _____him/her.Touches B. scolds C. ReprimandSheila hurt herself when she touched the dagger. A dagger is _______.A. round and smooth objectB.An elongated and rough objectc.A pointed and sharp objectIt is for the sake of a child, then, it is for his/her own________.A.Misery B. benefit C. look outRead the sentences orally. Context CluesI ate my brunch at the canteen since I haven’t eaten my breakfast and lunch.Elsa sends mail through her electronic computer last night but Anna read her email the next morning. What do you think is the meaning of brunch? Email?Say Class these are example of blended words. We can find the meaning of these unfamiliar words using context clues or we can find the meaning of words in the sentence. Such as:breakfast + lunch = brunchelectronic + mail = email Read the sentences orally. Context CluesI ate my brunch at the canteen since I haven’t eaten my breakfast and lunch.Elsa sends mail through her electronic computer last night but Anna read her email the next morning. What do you think is the meaning of brunch? Email?Say Class these are example of blended words. We can find the meaning of these unfamiliar words using context clues or we can find the meaning of words in the sentence. Such as:breakfast + lunch = brunchelectronic + mail = email Discussing new concepts and practicing new skills #2Say: What do you think is the speaker’s tone, mood or purpose in the poem?He/ She is happy.He/ She is feeling loved and cared by his/her mother.He/ She wants to show her appreciation to his/her mother.Say: Class this might be the speaker’s tone, mood or purpose in the poem?Children, these are what we call inferring the speaker’s tone, mood or purpose.Say: What do you think is the speaker’s tone, mood or purpose in the poem?He/ She is happy.He/ She is feeling loved and cared by his/her mother.He/ She wants to show her appreciation to his/her mother.Say: Class this might be the speaker’s tone, mood or purpose in the poem?Children, these are what we call inferring the speaker’s tone, mood or purpose.What do you think is the meaning of smassy? Multiplex?Say. Synonyms are words with the same meaning. Unfamiliar words can be defined through synonyms. Such as Smassy = smart but rude, Multiplex = multiple complex.Antonyms are words with opposite meaning. Unfamiliar words be defined through antonyms. Such as Smassy= unwise timid, Multiplex = multiple complex.What do you think is the meaning of smassy? Multiplex?Say. Synonyms are words with the same meaning. Unfamiliar words can be defined through synonyms. Such as Smassy = smart but rude, Multiplex = multiple complex.Antonyms are words with opposite meaning. Unfamiliar words be defined through antonyms. Such as Smassy= unwise timid, Multiplex = multiple complex.Developing mastery (Leads to Formative Assessment 3)Teacher will read again the poem to the pupils. Then they will infer the speaker’s tone, mood or purpose.Group I – Stanzas 2 and 3Group II – Stanza 4Group III – Stanza 6Group IV – Stanza 8Teacher will read again the poem to the pupils. Then they will infer the speaker’s tone, mood or purpose.Group I – Stanzas 2 and 3Group II – Stanza 4Group III – Stanza 6Group IV – Stanza 8What do you is the meaning of simulcast? Smog?Say: These are example of blended words. We can find the meaning of these unfamiliar words through their word parts. Such as Simulcast = simultaneous broadcast, smog = smoke and fog.What do you is the meaning of simulcast? Smog?Say: These are example of blended words. We can find the meaning of these unfamiliar words through their word parts. Such as Simulcast = simultaneous broadcast, smog = smoke and fog.Finding practical applications of concepts and skills in daily livingThe teacher will read the following sentences and the pupil will infer the speaker’s tone, mood or purpose.Group I – Mr. Ramirez had a dialogue with the boys. During the interview, he noticed that Arthur answered his questions politely.Group II – One of the applicants was praised as worthy of confidence by the mayor and was given a recommendation.The teacher will read the following sentences and the pupil will infer the speaker’s tone, mood or purpose.Group I – Mr. Ramirez had a dialogue with the boys. During the interview, he noticed that Arthur answered his questions politely.Group II – One of the applicants was praised as worthy of confidence by the mayor and was given a recommendation.Group I – Look for the meaning of the underlined words through context clues. Report the answer through singing.Due to the smoke of kaingin and the fog in the mountain the farmers cannot see clearly because of the smog.a.Kaingin and forestb.Fog and Mountainc.Smoke and fogMang Juan used the hybrid seedlings of squash that gave him an enormous and giant harvest; he was able to sell his ginormous products at high price.a.Giant and enormousb.Seedlings and productsc.Hybrid and squashGroup II – Arrange the jumbled letter to get the synonyms or antonyms of the following words.Report the answer through poem.INTERNATIONAL NETWORK – T E N I N E R TPICTURE ELEMENT = EXLIPGroup III – Look for the word parts of the following words inside the treasure box. Report the answer through rap.Cyborg = cybernetic + organismBash = bang + smashGroup I – Look for the meaning of the underlined words through context clues. Report the answer through singing.Due to the smoke of kaingin and the fog in the mountain the farmers cannot see clearly because of the smog.a.Kaingin and forestb.Fog and Mountainc.Smoke and fogMang Juan used the hybrid seedlings of squash that gave him an enormous and giant harvest; he was able to sell his ginormous products at high price.a.Giant and enormousb.Seedlings and productsc.Hybrid and squashGroup II – Arrange the jumbled letter to get the synonyms or antonyms of the following words.Report the answer through poem.INTERNATIONAL NETWORK – T E N I N E R TPICTURE ELEMENT = EXLIPGroup III – Look for the word parts of the following words inside the treasure box. Report the answer through rap.Cyborg = cybernetic + organismBash = bang + smashMaking generalizations and abstractions about the lessonMood is defined in poetry as the feelings or emotions that are evoked in the reader by the poem. Conversely, tone expresses the attitude the author has towards the subject or topic of the poem.Inferring the speaker’s tone, mood or purpose may be done by determining the purpose of the author in writing the poem or selection. It may be done through keen observation on the way the speaker’s read the lines and through analyzing of the words used in the poem or selection.Mood is defined in poetry as the feelings or emotions that are evoked in the reader by the poem. Conversely, tone expresses the attitude the author has towards the subject or topic of the poem.Inferring the speaker’s tone, mood or purpose may be done by determining the purpose of the author in writing the poem or selection. It may be done through keen observation on the way the speaker’s read the lines and through analyzing of the words used in the poem or selection.(Game) Complete the statement by filling in the blanks with the words that you will get inside the balloons.Unfamiliar words (blended)may be infer through ___________,___________,__________,and__________.(Real balloons)(Game) Complete the statement by filling in the blanks with the words that you will get inside the balloons.Unfamiliar words (blended)may be infer through ___________,___________,__________,and__________.(Real balloons)Evaluating learningThe teacher will read the paragraph. Pupils will analyze what will be the speaker’s tone, mood and purpose. “Their cheers energized him and after few more seconds, he was already on top. “I did it! I did it! he shouted politely”.The teacher will read the paragraph. Pupils will analyze what will be the speaker’s tone, mood and purpose. “Their cheers energized him and after few more seconds, he was already on top. “I did it! I did it! he shouted politely”.Infer the meaning of the unfamiliar words.1.Brunch2.Email3.Motel4.Simulcast5.SmogInfer the meaning of the unfamiliar words.1.Brunch2.Email3.Motel4.Simulcast5.SmogAdditional activities for application or remediationAnswer LM Page _______.Answer LM Page _______.Write another 5 unfamiliar words (blended) in your notebooks. Write another 5 unfamiliar words (blended) in your notebooks. REMARKSREFLECTIONNo. of learners who earned 80% in the evaluationNo. of learners who require additional activities for remediation who scored below 80%Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediationWhich of my teaching strategies worked well? Why did these work?What difficulties did I encounter which my principal or supervisor can help me solve?What innovation or localized materials did I use/discover which I wish to share with other teachers? ................
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