Grade 1 to 12
Daily Lesson Log
I.
OBJECTIVES
A.
Content Standards
B.
Performance
Standards
School
Grade
Four Teacher
Learning Area
ENGLISH
Teaching Dates and
Quarter
FOURTH
WEEK 1
Time
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons exercises and remedial activities may be done for developing content knowledge children find significance and enjoy in learning the lessons. Weekly objectives shall
be derived from the curriculum guides.
The learner demonstrates understanding of
The
learner
text types to construct feedback/demonstrate
demonstrates
The learner demonstrates
understanding of verbal cues for clear
The learner demonstrates
understanding that understanding that English is
The
learner
demonstrates
expressions
of
ideas/demonstrate
understanding of library
English is stress- stress-timed language to
understanding that word meaning
understanding of texts elements to
skills to research on a variety
timed language to achieve
accuracy
and
changes based on context.
comprehend various texs./ demonstrates
of topics.
achieve
accuracy automaticity.
understanding of English grammar and usage
and automaticity.
in speaking or writing.
The learner identifies story perspective and
text
elements/actively
creates
and
The learner reads
The learner reads aloud text participates in oral theme-based activities/use The learner uses strategies to The learner uses library skills
aloud text with
with
accuracy
and linguistic cues to appropriately construct decode the meaning of words in to gather appropriate and
accuracy
and
automaticity.
meaning from a variety of texts for a variety of context.
relevant information.
automaticity.
purposes/uses the classes of words aptly in
various oral and written discourse.
C. Learning
Competencies/Objectives
Write the LC Code for each
II. Content
III. LEARNING RESOURCE
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
Pages
3. Textbooks pages
4. Additional Mats from
(LR)portal.
EN4F-IVa-1
Story: "How the
Little Kite Learned
to Fly"
EN4F-IVa-1
EN4OL-IVa-1
EN4V-IVa-1
EN4SS-IVa-1
Tell/Retell familiar stories
Fact or Opinion
Context Clues to Find Meaning
Taking Down Relevant
Information
345-347
347-349
349-352
352-354
354-356
330-334
335-337
338-340
B.
Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skill #1
E.
Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No.of learners who require
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learn
Recitation of tongue
twister
see TG p. 345
Song about the kite.
ask questions about the
song.
Today we are going to
discuss about
How the little kite
learned to fly?
Unlocking of
Difficulties
Motivation/Motive
Questions
see TG p. 346
During Listening
see TG p. 346-347
Today we are going to
discuss
more about the little kite
through group activity.
What is the little kite
afraid of doing?
Presentation
see TG p. 349-350
Motivation
see TG p. 353
Introduction
seeTG p. 354
Today we are going to discuss about
Fact or Opinion and Prepositions
Today we are going to discuss
context clues to find meaning
of unfamiliar words and synonyms
Today we are going to learn
how
to take down relevant
information.
Teaching/Modeling
see TG p. 353
Modeling/Teaching
Group Activity
see TG p. 348
Generalization
see TG p. 350
see TG p. 353
Find Out and Learn
see Tg p. 355
Try and Learn
Group reporting
see Tg p. 350
see TG p. 353
Post-Listening
see TG p. 347
Discussion Questions
see TG p. 349
see TG p. 351
Do and Learn
Group reporting
Discussion
Group Reporting/Discussion
What information can you
give
about your family?
What do you think is
the most thrilling
How did you face your
fear?
Presentation/Introduction/Modeling/Teaching
How can you distinguish fact or opinion?
what is preposition?
How did you develop your self
of unfamiliar words and what is
synonyms?
Taching Points/Remember
see TG p. 352/see LM p. 336
see TG p. 352
Try and learn
Independent Practice
see TG p. 352
What did you learn
from the story?
Draw a Kite and write a
sentence
about it.
How did the little kite
face his fear?
Use scoring rubrics to
assess the
pupils' performance.
What do you think is the most
thrilling
What did you learn from the
story?
Independent Practice
additional activities for
Remediation
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?
F. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Grade 1 to 12
Daily Lesson Log
School
Teacher
teaching Dates and
Time
Grade
Learning Area
Quarter
Four English
Fourth
WEEK 2
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons exercises and remedial activities may be done for developing content knowledge children find significance and enjoy in learning the lessons. Weekly objectives shall
be derived from the curriculum guides.
I.
OBJECTIVES
A.
Content Standards
ORAL LANGUAGE – The
learner demonstrates
understanding of verbal
cues for clear expression
of ideas
LC – the learner
demonstrates an
understanding of the
elements of literary and
informational texts for
comprehension
SS – The learner
demonstrates an
understanding of library
skills to research on a
variety of topics
V - The learner demonstrates
an understanding that word
meaning can be derived
from different sources
The learner demonstrates
an understanding that
words are composed of
different parts and their
meaning changes depending
on context
A – The learner
demonstrates an
understanding of verbal and
nonverbal elements of
communication to respond
back
*READING COMPREHENSION –The learner
demonstrates understanding of various
linguistics nodes to comprehend various texts
ORF – The learner demonstrates an
understanding that English is stress-timed
language to achieve accuracy and
automaticity
G – The learner demonstrates a
command of the conventions of
standard English grammar and
usage when writing or speaking
WC – the learner
demonstrates an
understanding of the
importance of using varied
sources of information to
support writing
B.
Performance
Standards
OL – The learner
efficiently delivers oral
presentations
LC – The learner
identifies story
perspectives and text
elements
SS – The learner uses
library skills to gather
appropriate and
relevant information
V – The learner uses
different resources to find
word meaning
The learner uses
strategies to decode the
meaning of words
A – The learner uses
paralanguage and
nonverbal cues to respond
appropriately
RC – The learner uses knowledge of text
types to correctly distinguish literary from
informational text
ORF- The learner reads aloud text with
accuracy, automaticity, and prosody
G – The learner speaks and
writes using good command of
the conventions of standard
English
WC- The learner uses
varied sources of
information to support
writing
LC – Distinguish fact
from opinion in
informational text
V- Use knowledge of
context clues to find the
meaning of unfamiliar
RC- Distinguish fact from opinion in an
informational textEN4RC-IVb-42
ORF- Read grade-level texts with accuracy
G- Use prepositions in sentences to
and from
EN4G-IVb-7.3
WC –Write a 2-point
sentence outline
EN4WC-IVb-35
C.
Learning
Competencies/Objectives
Write the LC Code for each
EN4LC-IVb-31
OL – State a fact and
opinion about a
particular topic
(announcement)
EN4OL-IVb-21
SS- Get information
from an
announcement EN4SSIVb-16
words (antonyms)
EN4V-IVb-13.2
A-Express interest in text
reading available print
materials(informational)
EN4A-IVb-34
rate of 95%-100%
II. Content
-Distinguishing Fact From
Opinion in Informational
Text
_Stating a fact and Opinion
about a Particular Topic
(Announcement)
-Getting Information from
an Announcement
-Using Knowledge of Context
Clues to Find Meaning of
Unfamiliar Words (Antonyms)
-Expressing Interest in Text
Reading Available Print
Materials (Informational)
-Distinguishing Fact from Opinion in an Informational
Text
*Reading Grade level Texts with Appropriate speed,
Accuracy and Expression
-Using Prepositions in Sentences to and
from
- Writing a 2-Point Sentence Outline
III. LEARNING RESOURCE
Ppt, LED tv, pictures, Ppt, LED tv
charts
Chart, Pictures, PPTx, foldables, stories
Ppt, LED tv
Ppt, LED tv
B. References
1. Teacher’s Guide pages
2.Learner’s Materials
Pages
2. Textbooks pages
4Additional Mats from
(LR)portal.
B.
Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose for
the lesson
TG pp. 349-351
LM txpp 330 - 331
TG pp
LM pp.
EN4F-IVb-1.6
TG pp. 404-405
LM pp. 381-384
TG pp. 364-365
LM p. 349
TG pp. 150-151, 154-155
LM pp 153- 156, 176- 177,
Pictures, Chart, PPTx, foldables
Chart, PPTx, foldables
Reading for Meaning 4 tx pp. 219-230
Phillipine Star
Pictures, Chart, PPTx,
foldables
Pictures, Chart, PPT, task
cards, foldables
Pictures, Chart, PPTx, foldables
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learn
Review about
prepositions.
Use the following
prepositions in
sentences. Among,
between, against, in
front, beside, behind
Have you heard about an
announcement? When
and where can you hear
Talk about facts and opinions
in an informational text like
an announcement.
Review about antonyms.
Hot- (cold, sour, sweet)
Pretty-(beautiful, lovely, ugly)
Scarce- (full, few, none, some)
Review about fact and opinion
Use the prepositions to and
from in sentences. Call
pupils to do this.
Let the pupils read the
informational text
‘Bayong’ or cloth bag
Let the pupils read the following sentences from
LM p. 381
The five fishermen went to the sea to fish.
In the sentence “I went to the store
before I made dinner”, what does
Have you done outlining?
What did you do then?
brigade
Precycling means buying things in
packages which can be re-used or
are made of recycled materials,
such as gray egg carton boxes.
Avoid Styrofoam, a material used
for throw-away cups and ‘food to
go’ boxes from fast-food chains.
Imagine how thousands of
young grade school students of a
school can form a ‘bayong ‘
brigade to a huge supermarket
and do the weekly family
purchase, then refuse the plastic
bag offered at the cashier stand
saying , “I do not want to add to
the inorganic garbage that hurts
the earth”.
When they got back, they counted themselves?
Maybe one of us fell into the sea.
They must be very happy.
Which sentences express facts?
Which sentences express opinions?
Present an announcement
in a form of an
informational text to class.
Let the pupils listen to an
announcement.
‘Bayong’ or cloth bag
brigade
Precycling means buying
things in packages which
can be re-used or are made
of recycled materials, such
as gray egg carton boxes.
Avoid Styrofoam, a material
used for throw-away cups
and ‘food to go’ boxes from
fast-food chains.
Imagine how
thousands of young grade
school students of a school
can form a ‘bayong ‘
brigade to a huge
supermarket and do the
weekly family purchase,
then refuse the plastic bag
offered at the cashier stand
saying , “I do not want to
add to the inorganic
garbage that hurts the
earth”.
List the difficult words from
the informational text.
Re-used
Young
Huge
Refuse
Add
Inorganic
Fast-food chain
Buying
Avoid
Say: Let us write the
opposite meaning of those
words listed.
Let the pupils read the informational text.
Group seeks health promotion law vs smoking
Which are facts from that
Discussion about the opposite
meaning of words.
Which are facts?
an announcement?
Unlock difficult words
from the announcement
to be listened to
Throw-away food to
go etc
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
the underlined before described?
In the sentence, My mother gave
me a new dress. She gave it to me
on my birthday.
Which is the preposition used in the
sentence?
Let the pupils read the
selection on LM p. 153
BAMBOOS
Answer the questions after
reading it.
She brought it from a store in
Singapore. I was so happy when I
received it.
Which is the preposition used in the
sentence?
An anti-tobacco advocate is seeking a health promotion
law to
institutionalize campaigns on the harmful effects of
smoking.
Health promotion must be institutionalized to ensure
the continuity of the campaign despite a change of
leadership in government, according to Emer Rojas,
New Vois Association of the Philippines (NVAP)
president.
Poor Filipinos would mostly benefit from the law
since tobacco consumption is higher among those in
the lower socio-economic class compared to developed
countries, Rojas said.
“Increase in taxes imposed on the tobacco industry
must be used on education and awareness so as to
reduce if not to prevent the rise of non-communicable
diseases,”he said.
Explain about prepositions to and
from
Prepositions
Meaning
Example
From
*Refers
to getting
things
from a
source
*follows
the word
different
From
the boy
Differed
from
your
book
To
*in the
*Going
direction to the
of
program
*to the
sky
When do we use the preposition to?
What is the topic of the first
paragraph? The second
paragraph?
Read the sentence that tells the
topic of the second paragraph.
The third paragraph.
Let the pupils do Do and Learn
on LM p. 154.
Go back to informational text
entitled “Bamboos.” Write a
two-level sentence outline about
it. Use the template below.
Bamboos
I.______________________
A.____________________
B.____________________
C.____________________
II.______________________
A.____________________
B.____________________
C.____________________
What is an outline?
and practicing new skill #1
informational text?
Which are considered
opinions?
E. Discussing new concepts and Guided Practice
Let the pupils listen or read
practicing new skills #2
the informational text.
Metrobank donates new
classrooms to Quezon
Metrobank Foundation
donated P440,000 to the
DOLE “Classroom
GalingsaMamamayang
Pilipino Abroad” Project
during the Outstanding
Workers of the Republic
(TOWER) awards held
recently at Makati ShangriLa.
The donation was
made in support of the
government’s efforts in
building as many classrooms
as possible in the
elementary and secondary
public schools nationwide
especially in areas with
classroom shortage as
identified by the DepEd.
The donations will be
used to build two
classrooms in the Quezon
Province, one of the areas
with acute classroom
shortage.
Which are facts? Which
are opinion?
F. Developing mastery
(Leads to Formative
Assessment 3
Independent
Practice
Write an announcement
about the waste
management in your school.
Use factual information.
Tell about antonyms.
Which are opinions?
When do we use the preposition from?
Guided Practice
Group I – Answer the
following.
Which word is the opposite
of the word
add?____________
Which word is the opposite
of broken?_____________
Group II – Write the
opposite meaning of the
following words.
Full
shiny
sour
black
Sharp
wild rich
exit
Group III – Make sentences
using the opposite meaning
of these pair of words.
Lost - found
Whisper ---shout
Quenn - king
Guided Practice
Guided Practice
Group I- Use to and from.
I am going ____ the program this
afternoon.
Cardo is very much different ______
Joaquin.
She willgo_____the market today.
Group II
I received a letter_____AuntYolly.
He is _________Cebu.
Group III_Use in sentences.
To______________________
From____________________
from Laguna______________
to Singapore______________
Independent Practice
Circle the pair of antonyms in
each box, then complete each
sentence with the circled words.
I________ my old bike to my
neighbor. Mother ______ me a
new one.
Bought decorated sent sold
Did you _______the keys I lost?
Do not go to the mall alone you
might _______your way.
Independent Practice
Read the paragraph. Pick out the
sentences that express opinions. Write
them on a piece of paper.
LM p. 384
Let the pupils read the informational text
Group seeks health promotion law vs
smoking
An anti-tobacco advocate is seeking a health promotion
law to institutionalize campaigns on the harmful effects
of smoking.
Health promotion must be institutionalized to ensure
the continuity of the campaign despite a change of
leadership in government, according to Emer Rojas,
New Vois Association of the Philippines (NVAP)
president.
Poor Filipinos would mostly benefit from the law
since tobacco consumption is higher among those in
the lower socio-economic class compared to developed
countries, Rojas said.
“Increase in taxes imposed on the tobacco industry
must be used on education and awareness so as to
reduce if not to prevent the rise of non-communicable
diseases,”he said.
Write facts taken from the informational text.
Write opinions taken from the text.
Group IVMake a paragraph using
prepositions to and from
Group V- Compose a jingle using
prepositions to and from
Independent Practice
Fill in the blanks with the correct
prepositions to and from.
1.I am ______ Negros Oriental.
2.I’d like ____ talk to my grandmother.
3.Please give this letter ___your
parents.
4.Everyday, I walk ______home to
school.
5.Ryann was late______his first class in
How is the topic written?
How are the subtopics
written?
Guided Practice
Let the pupils do Learn Some
More on LM p. 155
A and B
Write a two-level sentence
outline about this.
Dogs help people in a lot of
ways. They help blind people find
their way. Others help the
policemen solve a crime. They
alarm the house owners when
there are strangers around.
I.__________________________
A.______________________
B.______________________
C.______________________
Independent Practice
Here is a paragraph. Write a twopoint outline on your notebook.
Spiders catch food in different
ways. They spin silk to catch
insects. Some leap into the air
to catch their prey. Some
spiders use sheets of silk to
wrap their prey like
the morning.
mummies.
When do we use facts?
How about opinion, when do we usually
use them?
When do we use prepositions?
Are they important?
Why?
When do we use the
outline? Is it important? In
what ways in our everyday
life?
A fact is something that is true and
supported by evidence.
An opinion is only a belief. It is also an
expression of a person’s feelings. Clue words
like think, believe, feel, probably, or seems
signals an opinion.
To and from are prepositions.
To indicates a movement toward
a direction or place.
From indicates a place where
something or someone comes
from
An outline is a very brief
summary of a particular topic
that helps you organize ideas.
It has two parts.
The topic is written in Roman
Numerals.
The subtopics that give the
details are marked with a
capital letters.
Directions: Read the informational text.
Write the sentences on its proper column.
fact
opinion
Directions: Complete the
sentences. Use the appropriate
prepositions to and from.
Answer LM p. 349 ( 1 – 5 )
Directions: Read the
paragraph on LM p. 162.
Write a two-level outline of
the selection using the
template on the next page.
HONEY BEES
Laugh sleepy lose found
G. Finding practical application of
concepts and skills in daily living
How do you feel
when you had heard
some facts and
opinions in life?
Are they important?
When do we use
antonyms?
In what particular part of
your life do you use
antonyms?
Are they important?
H. Making generalizations of
concepts and skills in daily living
A fact is something
that is true and
supported by
evidence.
An opinion is only a
belief. It is also an
expression of a
person’s feelings. Clue
words like think,
believe, feel, probably,
or seems signals an
opinion.
Antonyms are words
that have completely
different or opposite
meanings.
I. Evaluating learning
Directions: Listen to the
informational text. Write
the sentences on its
proper column.
fact
opinion
Directions: Read the
story below. Rewrite the
story by replacing each
underlined word with an
antonym from the box
Low-income
below.
govtemployes urged to
closed glad under
avail themselves of GSIS
her
scholarship program
tame fat warm
Low-income
government employees
smooth kitten
are urged to avail of the
Pipo is lonely today. He
GSIS College Scholarship
found a thin puppy that
Program which is offering
is wild. The puppy
200 grants this school
opened its mouth. Pipo
year.
“As part of celebrating
put his hand over the
our 80th anniversary this
puppy’s face. The puppy
year, the current Board of
licked Pipo with its cold,
Trustees revised the
rough tongue.
scholarship program to
The Chinese believe that there are things
that will bring prosperity and good luck.
They wear red clothes or polka-dotted
ones for good luck. They also use
firecrackers to drive away bad spirits.
Before the Chinese New Year, they have
a general cleaning of their homes. They
eat and serve a cake made of radish and
tikoy for prosperity.
I showed my card_____ my
parents.
Dr. Jose Rizal is _____ Calamba,
Laguna
I’d like ____ be a millionaire
someday.
My favorites are very much
different ______ your favorite.
ensure that our lowincome members will be
given the opportunity to
send their children to
colleges and universities
that provide quality
education, said the
president of GSIS.
Which are facts?
Which are opinion?
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
G. No.of learners who earned
80% in the evaluation.
H. No.of learners who require
additional activities for
remediation
I. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
J.
No. of learners who
continue to require
remediation
K. 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
use/discover which I wish to
share with other teachers?
Grade 1 to 12
Daily Lesson Log
I.
Objectives
A.Content Standards
B.Performance
Objective
C.Learning
Competencies/
Objectives
( Write the LC code
for each)
II. CONTENTS
III.LEARNING RESOURCES
A.References
1.Teachers Guide pages
2.Learners Material
Pages
IV. PROCEDURES
A. Daily Routine
B. Review
School
Grade
Four Teacher
Learning Area
ENGLISH
teaching Dates and Time
Quarter
Fourth
WEEK 3
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons exercises and remedial activities may be done for developing content knowledge children find significance and enjoy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
Demonstrates an understanding
demonstrates an understanding
demonstrates an understanding demonstrates an
SUMMATIVE TEST
of the elements of literary and
of the elements of literary and
that words are composed of understanding of English
informational texts for
informational texts for
different parts and their grammar and usage in speaking
comprehension
or writing
comprehension
meaning changes depending on
context
recalls details, sequence of
uses strategies to decode the uses the classes of words aptly
recalls details, sequence of
meaning of words
events, and shares ideas on texts
events, and shares ideas on texts
in oral and written discourse
listened to
listened to
Appreciate kite flying as a
worthwhile activity
Admire the creativity of different
countries in making kite
Show respect for the customs of
different countries in kite flying
Participate in group activity
Selection: “Kite Flying”
367-371
352
Evaluate the likelihood that a
story/event could really happen
Explain if a story/event could
really happen
EN4V-IVc-41
EN4G-IVc-7.3
Identify the meaning of words Use prepositions in sentences
with multiple meanings
– among and between
Likelihood that a Story can Really
Happen
Words with multiple meanings
Prepositions Among and
Between
371-372
352
373-374
353-357
374-375
357-360
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learn
Greetings/Energizer
Greetings/Energizer
Greetings/Energizer
Greetings/Energizers
Greetings/Energizer
What do you think of when you
Recall the important details in the Phonics drill on dr( reading of
Why do some objects get hot
Checking of assignments
see or hear the word famous?
biography of Randy Halasan
the poem)
easily when placed under the
sun?
C. Lesson Development
Reading of the selection about a
teacher. Find out who he is and
why he has been given a worldknown award
D. Application
Reading of the story by
group/individual
IV. EVALUATION
V.HOMEWORK
III. PROCEDURES
A.Reviewing past lesson
or Presenting the new
lesson
Answer the following questions.
1. Where does Randy
Halasan teach?
2. How does he travel to
school? What does this
show of him?
3. Why did he choose to
stay in that very far
school for years?
4. When was he given the
Ramon Magsaysay
award?
5. Described his sacrifices
mentioned in his
biography.
Read again the biography of
Randy Halasan
Group the pupils into four. Assign
tasks to each group. Refer to TG p
233-234
Do activity A. Give the correct
order of events.
Read the incomplete sentence.
Write first, next, then, and
finally, to show the correct
_____________ She dressed up
order.
_____________ Lina woke up
1. ______, it was tiny egg
early in the morning.
______, the egg
_____________ She went straight
became a caterpillar.
to the bathroom.
______, a pupa was
_____________ She had her
formed
breakfast, then she went to school
______, a pretty
butterfly came out.
2. _______, heavy rain
poured
_______,the place got
flooded
_______, we looked for
big puddles
_______, we played
with paper boats
Try to examine yourself, What Complete these sentences: I am Do exercise D, LM page 249.
qualities do you possess that will proud that I am goo at ___I will do
make you popular, too? Explain
my
best
to
become
________someday
Unlocking of Difficulties
 Carp
 Lantern
Write 1-4 before the items to
show the sequence of events.
Many significant events
happened in the life of Randy
Halasan. Let us try to recall
them. Make a list of all
responses the pupils will give.
Have the pupils read the
sentences. Introduce the signal
words
Review the story of “Kite Flying”
Set up classroom in a way that
pupils can move from one
station to another. If the
classroom is not spacious
enough, you can go to a wider
area.
Divide the class into 4 groups.
Assign each group a specific
station.
Set A. Guide questions
1.What happened to the
margarine on the nail?
2.Why do you think the change
too place even if it was not
directly exposed to flame?
3.If we are using a metal tong
and continue to expose the nail
to the flame, what do you think
will happen to the metal tong?
Set B. Guide Questions
1.What happened to the
exposed end of the spoon after
5 minutes?
2.What did you notice about
the surface of the mug when
you touched?
Showing of an example of a
timeline. It is about the
significant events in the life
of Randy Halasan as
enumerated in the LM.Let
the pupils try to complete
the details
Bring out your pictures.
Arrange them in proper
order, according to your
age.
Make a timeline using your
pictures from Grades 1-4.
Try to recall one important
event happened in your life
in that year.
Grade 1
Grade 2
__________________
_____________________
_________________
_____________________
Grade 3
Grade 4
____________________
___________________
____________________
____________________
How does heat travel through Make a timeline about the
liquid materials?
Presidents of the Philippines
Review
Review:
Give the antonyms of the Some words have multiple
following word.
(Drill/Review/Unlocking
of difficulties)
 Battle
 Victory
1. Tall
2. Expensive
B.Establishing a
purpose of the new
lesson (Motivation)
Ask: What do you do during your Show a picture
free time?
Ask: Do you think this kind of
Which of your hobbies do you event happen in real life? Why?
enjoy more?
C.Presenting Examples/
instances of the new
lesson (Presentation)
Present the story “Kite Flying”
Listen attentively as I read to you
different
stories.
Distinguish
which among them can really
happen. When do we say that a
story is likely to happen
D.Discussing new
concepts and practicing
new skills no.1.
(Modeling)
Comprehension Check
Ask questions based from the
story listened to
Ask: Which of the two stories
really happen? Why do you say
so? Which of them is a reality or
fantasy? Present the Teaching
Tips
E. Discussing new
concepts and
practicing new skills
no.2 (Guided Practice)
Group Activities
Group 1: Complete me
Group 2: Dear Diary
Group 3: If you were
Listen as I Read again some of the
details from the selection “Kite
Flying”. Explain if they are likely to
happen in reality. Refer to TG
p.372
Read the following short stories
carefully and examine if they
could really happen in real life.
Refer to LM Do and Learn p 352
F.Developing Mastery
(Leads to Formative
Assessment 3.)
(Independent Practice)
Group Presentation
STAR
meanings but how can we
identify the meaning of words?
What can you say about the
pictures?
What do the word star means
to you?
Here is one of the sentences
taken from the selection “Kite
Flying” Let us read and study
He made them think that a
new star had appeared as a
sign of divine help.
Ask: What is the meaning of the
word star and sign as used in
the sentence. Choose from the
given meanings in the boxes.
Present the Teaching Chart
Refer to TG p.373
Refer to LM Try and Learn p.
354-355
Let us look at the pictures and
read the sentences that follow
them. Refer to LM, Find Out
and Learn p.357-358
What are the underlined words?
When do we use between?
When do we use among?
Present the Teaching Chart
Refer to LM Try and Learn
p.359
Refer to LM Learn Some More Refer to LM Talk about it LM
p.356-357
p.359-360
G. Finding practical
application of concepts and
skills in daily living
(Application/Valuing)
How do you show respect to the
customs of different countries on
kite flying?
H. Making
Generalization and
abstraction about the
lesson (Generalization)
What makes kite flying
enjoyable?
I. Evaluating learning
Kite making.
Read the following
Just like the creativity of other sentences. Draw a
countries in kite flying make your
if it can happen in
own kite to show also your
real life and
admiration
to
them. if not.
Are some of the events in the
stories are likely to happen in real
life?
1. There is a fairy that is
guarding our house.
2. My father cooks delicious
food.
3. Mother loves her children
more than anyone else.
4. There is an elf digging the
soil in the garden.
5. My brother’s dream is
bigger than my dream.
IV REMARKS
V. REFLECTION
A. No. of learner who
earned 80%
B .No. of learner who
scored below 80% (
needs remediation)
C. No. of learners who
have caught up with
the lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Some words have multiple
meanings but how can we
identify the meaning of words?
When do
prepositions
between?
Choose the correct meaning of
the underlined word in each
sentence. Write the letter of the
correct answer in your
notebook.
A. station
_____ 1. Christ commands us to
love one another whatever our
station in life is.
_____ 2. The cadet took his
station at the Rizal Shrine.
_____ 3. The suspects were
brought to the police station.
a) a social position
Make your own sentences using
the guide words and the
suggested prepositions.
1. money – among –
group members
2. fruits – between – Jam
and Bryan
3. secret – between two of
us
4. motorcycle – among –
all vehicles
5. Mr.
Mendoza
–
b) a place to stand in
c) a building for a
definite purpose
we use
among
the
and
among – all male
teachers
Why?
F. What difficulties did I
encounter which my
principal /supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share w/other
teacher?
F. What difficulties did I
encounter which my
principal /supervisor
can help me solve?
Grade 1 to 12
Daily Lesson Log
I.
OBJECTIVES
A.
Content Standards
B.
Performance
Standards
C.
Learning
Competencies/Objectives
Write the LC Code for each
School
Grade
Four Teacher
Learning Area
ENGLISH
teaching Dates and Time
Quarter
Fourth
WEEK 4
MONDAY
TUESDAY
Wednesday
THURSDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons exercises and remedial activities may be done for developing content knowledge children find significance and enjoy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
Demonstrates an understanding
demonstrates an understanding demonstrates an understanding of demonstrates an
of the elements of literary and
that words are composed of
English grammar and usage in understanding of library
informational texts for
skills to research on a
different parts and their
speaking or writing
comprehension
variety of topics
meaning changes depending on
SUMMATIVE TEST
context
recalls details, sequence of events, uses strategies to decode the uses the classes of words aptly in
uses library skills to
and shares ideas on texts listened meaning of words
gather appropriate and
oral and written discourse
to
relevant information



II. Content
III. LEARNING RESOURCE
F. References
1.Teacher’s Guide pages
3. Learner’s Materials
Pages
4. Textbooks pages
To understand the
importance of early
bedtime for a child
To understand
grandfather’s clever way
of solving the problem
Give conclusions to
narrative heard
EN4LC-IVe-33
EN4V-IVd-42
Identify meaning of words with
prefixes un-, in-, im-, dis-, misand re-
EN4G-IVd-7.3
Use index to locate
Use prepositions in, on, under, and information
above in sentences
Story “ Tubby, the Pot Bellied Cat”
Prefixes un-, in-, im-, dis-, misand re-
Prepositions in, on, under, and
above in
Use of Index
377-381
381-383
370-372
383-386
366-369
388
5. Additional Mats from
(LR)portal.
B.
Other Learning
Resources
IV. PROCEDURES
A.Reviewing past lesson or
Presenting the new lesson
(Drill/Review/Unlocking of
difficulties)
B.Establishing a purpose
of the new lesson
(Motivation)
Powerpoint Presentation
Powerpoint Presentation
Powerpoint Presentation
Chart, Pictures, big book
Chart, Pictures, big book
Chart,pictures
Powerpoint
Presentation
Pictures, chart,, stories,
Powerpoint Presentation
Chart, pictures
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learn
Unlocking of Difficult Words
Phonics Drill: Reading words Review: Give examples of words Review: What is an
(belly, potbellied cat, sprawled with –ir controlled vowel.
with prefixes and tell their Index?
out, pushed over)
meanings
Ask: What time do you sleep at
night? Why do you sleep early or
late?
Show a picture of a cat. What can Show a picture of a
you say about the cat?
book. Ask something
about it.
C.Presenting Examples/
instances of the new
lesson (Presentation)
Present the story “ Tubby, the Pot
Bellied Cat”
Read some points from the story Present the following sentences Say: Study the index of
about a cat.
with illustrations. Refer to LM Read any available book in
and Learn p.366-367
your school.
D.Discussing new concepts
and practicing new skills
no.1. (Modeling)
Comprehension Check
Ask questions based from the
story listened to
E. Discussing new
concepts and practicing
new skills no.2 (Guided
Group Activities
Group 1: Draw the characters in
the story and label each.
Ask the following questions to
come up with the following
answers to be written on a
chart.
Present the Charting Technique
Refer to LM Find Out and Learn
p.371
Let the pupils read each sentence.
Then ask the following questions
refer to TG p. 384
Present the things to REMEMBER
Lm p. 367
Refer to LM Do and Learn LM p.369
How are the topics in
the Index arranged?
What are the topics that
start with A? Ask more
about the given index.
Refer to LM Do and
Learn
Study the above index in
Practice)
F.Developing Mastery
(Leads to Formative
Assessment 3.)
(Independent Practice)
G. Finding practical
application of concepts and
skills in daily living
(Application/Valuing)
H. Making Generalization
and abstraction about the
lesson (Generalization)
I. Evaluating learning
J. Additional activities for
application and
remediation (Assignment)
V. REMARKS
Group 2: Act out how the parents
of Andy convinced him to sleep on
time.
Group 3: Draw mask for grandpa
and Tubby then act out the scene.
Group 4: Act out how Tubby
sleeps on Andy’s bed during the
first and second nights.
Group 5: Write a three or four
sentence paragraph about how
the story will end.
Group Presentation
the Read and Learn and
answer the following
questions.
Refer to LM Try and Learn p 371
Refer to LM Try and Learn p. 368
Refer to LM
Work in a group. Give
different textbooks with
an index to each group.
Teacher will prepare in
advance questions to be
answered.
The commonly used prepositions
of place are on, in, over, above and
under.
How are the topics in
the index arranged?
Use in, on, under, above, below or
over. Refer to LM p.369 Work on
your own
Study the following
index
Answer the following
questions.
What can be the effect of going to Refer to LM Learn Some More p.
bed late at night?
372
What did you learn from the story
listened to?
What do we call the syllables
added before the root word?
(Prefix-it changes the meaning
of the word)
Write 2 sentences why a child Add a prefix to a root word in
should sleep early.
the parentheses to complete the
sentence.
Refer to LM Do and Learn p.372
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 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
use/discover which I wish to
share with other teachers?
Grade 1 to 12
Daily Lesson Log
I.
A.
OBJECTIVES
Content Standards
B.
Performance
Standards
School
Teacher
Teaching Dates and Time
MONDAY
TUESDAY
Grade
Learning Area
Quarter
WEDNESDAY
Four ENGLISH
Fourth
THURSDAY
WEEK 5
FRIDAY
OL – The learner demonstrates understanding
of verbal cues for clear expression of ideas
LC – the learner demonstrates an
understanding of the elements of literary and
informational texts for comprehension
V - The learner demonstrates an
understanding that word meaning
can be derived from different
sources
The learner demonstrates an
understanding that words are
composed of different parts and
their meaning changes depending
on context
A – The learner demonstrates an
understanding of verbal and
nonverbal elements of
communication to respond back
RC –The learner demonstrates
understanding of various
linguistics nodes to comprehend
various texts
ORF – The learner demonstrates
an understanding that English is
stress-timed language to achieve
accuracy and automaticity
SS – The learner
demonstrates an
understanding of library
skills to research on a variety
of topics
G – The learner
demonstrates a command
of the conventions of
standard English grammar
and usage when writing or
speaking
WC – the learner
demonstrates an
understanding of the
importance of using varied
sources of information to
support writing
OL – The learner efficiently delivers oral
presentations
LC – The learner identifies story
perspectives and text elements
V – The learner uses different
resources to find word meaning
The learner uses strategies
to decode the meaning of words
A – The learner uses
paralanguage and nonverbal
cues to respond appropriately
RC – The learner uses
knowledge of text types to
correctly distinguish literary
from informational text
ORF- The learner reads aloud
text with accuracy,
automaticity, and prosody
SS – The learner uses library
skills to gather appropriate
and relevant information
G – The learner speaks and
writes using good command
of the conventions of
standard
WC- The learner uses varied
sources of information to
support writing
C.
Learning
Competencies/Objectives
Write the LC Code for
each
LC – Draw conclusion in informational text
heard
EN4LC-IVe-33
OL – State conclusion to informational
text
EN4OL-IVe-24
V- Identify meaning of word
with suffixes –ful and -less
EN4V-IVe-43
A-Express interest in text
reading available print
materials(informational)
EN4A-IVe-34
RC- Make inferences and draw
conclusions based on
informational text
EN4RC-IVe-44
ORF- Read grade-level texts with
118 words correct words per
minute EN4F-IVe-1.13
SS- Interpret a map
EN4G-IVe-5.4
G – Use prepositional phrases
in sentences
EN4G-IVe-7.2
WC-Write 5 – 6 sentence
paragraph about a given topic
(Writing)
EN4WC-IVe-38
II. Content
-Drawing Conclusion in Informational Text heard
-Stating Conclusion to Informational Text
-Identifying Meaning of Word With
Suffixes –ful and –less
-Expressing Interest in Text Reading
Available Print materials
-Making Inferences and Drawing
Conclusions Based on Informational
Text
-Reading Grade-Level Texts with 118
Words Correct Words per Minute
-Interpreting a Map
- Using Prepositional Phrases in
Sentences
-Writing 5-6 Sentence Paragraph
About a Given Topic (Writing)
III. LEARNING RESOURCE
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
Pages
3. Textbooks pages
LM pp.
Reading for Meaning 4 tx pp. 196-206
4. Additional Mats
from (LR)portal.
http://www.poetry4kids.com/classic27html#.VSuq6fDRi4A
B.
Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
B. Establishing a purpose
for the lesson
TG pp. 390-392
Pictures, Chart, PPTx, foldables
TG pp 394-395
TG pp. 390-392
TG pp.
TG pp. 396-397
LM pp. 376-378
LM pp. 380
LM p. 345, 348,
LM pp 379-380
Reading for Meaning 4 tx pp. 7582
Reading for Meaning 4 tx pp. 196206
Pictures, Chart, PPTx, foldables
Chart, PPTx, foldables
http://www.poetry4kids.com/classic27html#.VSuq6fDRi4A
Pictures, Chart, PPT, task cards,
foldables
Pictures, Chart, PPTx, foldables
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learn
Pictures, Chart, PPTx, foldables
Pre-Listening Activities
Unlocking of difficulties
Swallowed, catch, absurd
Pictures, Chart, PPT, task cards,
foldables
Let the pupils read the
following sentences taken from
the poem.
The old woman was so powerful
that she could swallow a lot of
animals.
The old woman was careless to
have swallowed a fly.
The old woman is beautiful.
She had a sleepless night when
she swallowed a fly.
Let the pupils study the
underlined words in the
sentence.
Pictures, Chart, PPTx, foldables
Pre-reading Activities
Unlocking of difficulties
Swallowed, catch, absurd
Pictures, Chart, PPTx, foldables
Ask: Do you know how to
read a map?
Do you want to know how to
interpret a map?
This is a map showing the
Pacific Ring of Fire.
Chart, PPTx, foldables
Let the pupils answer LM p.
378.
Underline the prepositional
phrases in each sentence.
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skill #1
E. Discussing new
concepts and
practicing new skills
#2
Motivation
What will happen if you accidentally
swallowed a fly?
Motive Question
What happened to the old woman who
swallowed a fly?
Let the pupils listen to the poem the
teacher will read, THERE WAS AN OLD
LADY WHO SWALLOWED A FLY on TG pp.
391-392
Motivation
Show to class an array of
What
will happen if you accidentally
suffixes on LM p. 376. Study
swallowed
a fly?
them. Explain to pupils how they
Motive
Question
are formed.
What do you think will be the next animal
the old woman will swallow?
What is the next after the cat?
Can you swallow a dog? What do you think
will be the next animal?
What do you think will happen next?
What happened at the end of the story?
Why did the old woman die after she
swallowed a horse?
Let the pupils know about drawing
conclusions. It is a reasonable judgement
you form based on details you listen or
read.
What is the root word of the
word powerful?
What syllable was added at the
end of the root word?
What does the suffix ful- mean?
What is the meaning of the
word?
In what way does a suffix
change the meaning of the
word?
What does the suffix less- mean
in the word careless?
What is the root word?
Let the pupils notice the suffix
used in the examples on LM p.
376
What do you think will be the next
animal the old woman will swallow?
What is the next after the cat?
Can you swallow a dog? What do you
think will be the next animal?
What do you think will happen next?
What happened at the end of the
story?
Why did the old woman die after she
swallowed a horse?
Let the pupils know about drawing
conclusions. It is a reasonable
judgment you form based on details
you read.
To draw conclusions from the
selection/text, look for supporting
details and combine details with
what you know.
Guided Practice
Guided Practice
Let the pupils/group answer Try
and Learn on LM p. 377
Circle the words with the
suffixes less- and ful-.
Guided Practice
Read the paragraph and answer
the questions.
Ryann stepped on the edge of
the board. He curled his toes over
the edge, as if for safety. He
wanted to hold his nose, but he
knew he couldn’t. He felt fear as
he looked down in the water. He
Listen to this informational text.
Mrs. Samson went back to her desk and
sat down. After switching on the machine,
she put her fingers on the keyboard. The
menu flashed on the screen. She would
finish the report now.
Where was Mrs. Samson?
What was she doing?
What happened to the old woman
who swallowed a fly?
Let the pupils read THERE WAS
AN OLD LADY WHO SWALLOWED A
FLY on TG pp. 391-392
This is the world map.
What places are in the
east/?west? North?south?
Ask questions about the
map.
Guided Practice
Let the group interpret and
answer the questions.
Show sentences taken from
the sentences they had
answered.
The old woman drives away
the flies around the table.
While waiting, she heard the
screech of the car from the
garage.
Her son told the family that they
saw a beggar along the road.
Tell: A prepositional phrase is
made up of a preposition and a
noun or pronoun which is called
object of the preposition.
Tell: More often, a preposition
is not immediately followed
by its object. A determiner,
such as the, a, and an, comes
before a noun, as well as
adjectives that describe the
noun.
Therefore, a prepositional
phrase has two basic parts: a
preposition and a noun or a
pronoun. Its object may be
accompanied by a determiner
and an adjective or adjectives.
We can also write a
paragraph using the
prepositional phrase about a
certain topic.
Guided Practice
Let each group write a
paragraph compose of 5-6
sentences about a certain
topic using prepositional
phrases.
I – flowers
II – hobbies
Story clues:
wasn’t sure he could do it, but
he’d try.
Where was Ryann? What was he
going to do?
Story clues:
III- favorites
IV - pets
Ask questions about it.
F. Developing mastery
(Leads to Formative
Assessment 3
G.
Finding practical
applications of concepts
and skills in daily living
Independent Practice
Let the pupils listen to this.
Sarah waited nervously. She knew the
nurse would call her next. She looked at the
models of healthy teeth. She hoped her
own teeth would be healthy.
Where was Sarah?
What does the story tell?
What I already know?
Conclusion or inference_____
Listen to this.
Lewis wanted to wear his new jeans but
they were dirty. He put all his dirty clothes
in a pile. Then he picked them up and put
them in the machine. He read the directions
on the box of soap, poured some into the
machine, and pressed the start button.
How did Lewis solve the problem? Cite
evidences.
Independent Practice
Let the pupils answer Find Out
and Learn on LM p. 377 (1-10)
Match the words in column A
with their correct meaning in
column B.
Let the pupils write sentences
using suffixes less- and ful-.
Use the Think-Pair and Share
strategy.
Hope
Care
meaning
Independent Practice
Read the passage. Then draw
conclusion or make inference
about the passage.
Samuel woke up and saw
the sun shining in the sky. He
packed his swimsuit, a towel, a
beach ball and his sandals in his
bag. Then he went to the kitchen
and made sandwiches for lunch.
Samuel is likely going to _____
Independent Practice
Let the pupils answer the
questions.
What bodies of water are in the
north?
What countries are in the west?
Analyze the situation.
what shall you do if your
If you were in this situation, what place is in the Pacific Ring of
shall you do.
Fire?
Tony called Danny last Tuesday
Solicit pupil’s answers.
after school and told him that he
would be available to work on his
school project after dinner. After
dinner, Tony rode his bike over to
Danny’s house. When Tony arrived
he rang the bell, but there was no
answer. Tony got back on his bike
and went home.
What conclusion did Tony
make?
Independent Practice
Pick out the prepositional
phrases and write them on
your paper.
1.Put up a TECHNO
grandfather clock in your
home today!
2. Let it stand by the main
door of your spacious room.
3. This clock with amazing
features wakes you up on the
dot.
4. Don’t miss it. This clock sale
will last only within a week.
Where do we use prepositions
in our daily living?
Are they helpful to us?
In what ways?
H. Making generalizations
and abstractions about the
lesson
Drawing conclusions is a reasonable judgment you
form based on details you listen/read. To draw
conclusion from a selection, look for supporting
details and combine details with what you know.
Ask yourself the following questions:
-What is the selection about?
-What do you know about the selection based on
your own experience?
-What conclusion can you draw?
A suffix is a word ending. It is a
group of letters you can add to
the end of a root word.
Adding suffixes to words can
change or add to their
meanings, but most importantly,
they show how a word will be
used in a sentence and what
part of speech the word is.
Drawing conclusions is a reasonable
judgment you form based on details you
listen/read. To draw conclusion from a
selection, look for supporting details and
combine details with what you know.
Ask yourself the following questions:
-What is the selection about?
-What do you know about the selection
based on your own experience?
-What conclusion can you draw?
In interpreting directions
using map, do the following:
 Read and
understand the
directions carefully
 Take note of the
important words.
I. Evaluating learning
Directions: Listen to the passage the teacher will
read. Answer the questions afterwards.
Jose Abad wants to lower city taxes and offer
financial incentives to bring in new business. He also
wants to recognize city departments to save money
and to improve the quality of services offered to
Manila citizens. Jose Abad would make a great
mayor, and I think everyone should vote for him.
1.From this passage, you can infer
that____________
a.Jose Abad would be an awful mayor.
b.He believes that city taxes are too low.
c.He will work to improve the city when he becomes
a mayor.
2. From the same passage, it is impossible to
conclude that
a. the city is doing well under the current mayor.
b. The city has been experiencing financial crisis.
c. He believes that everyone will vote for him.
Directions: Let the pupils do
Do and Learn on LM p. 378 A.
( 1- 10 )
Add the suffix –less or –ful to
the word inside the
parenthesis to make the
sentence correct.
Directions: Read the passage. Then
draw a conclusion or make an
inference about the passage.
1.My sister and I went to the circus.
We saw the funny clowns. We
watched the lion act. We ate a lot of
treats and popcorn. This story is
about___________
a.eating treats of popcorn
b. clows
c. lions
d. going to the circus
2.Mary is standing on the sidewalk.
Then she sees a butterfly. She gets a
net. She chases a
butterfly._________
a.Mary will try to catch a moth.
b. Mary will try to catch a spider.
c. Mary will try to catch a butterfly.
d. Mary will run and play.
Directions: Using the map,
write the directions in going
to three different places.
Take note of the starting
point.
1. Ronald’s Gym
2. Bookstore
3. Toy Store
See LM p. 348
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
5. No. of learners who
earned 80% in the
evaluation.
6. No. of learners who
require additional
activities for
remediation
Construct sentences using
suffixes –less and –ful
A prepositional phrase is
made up of a preposition, an
object of the preposition, and
all the words in between.
A prepositional phrase that
functions like an adjective is
called an adjectival, one that
functions like an adverb is
called an adverbial.
Directions: Study the
following sentences.
Underline the prepositional
phrases.
1.I traveled for hours in a
train.
2. Classes don’t begin until
Monday morning.
3. I have been thinking about
you a great deal this summer.
4. We eat and study by bells.
5. My room is on the
northeast corner with two
windows and a view.
Make a 5-6 sentence
paragraph using prepositional
phrases.
7. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
8. No. of learners who
continue to require
remediation
9. 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
use/discover which I wish
to share with other
teachers?
Grade 1 to 12
Daily Lesson Log
I.
A.
OBJECTIVES
Content Standards
B.
Performance
Standards
C.
Learning
Competencies/Objectives
Write the LC Code for
each
II. Content
School
Teacher
teaching Dates and Time
MONDAY
Demonstrates an
understanding of the elements
of literary and informational
texts for comprehension
recalls details, sequence of
events, and shares ideas on
texts listened to
EN4LC-IVf-34
-Give conclusions to realistic
fiction listened to
-Admire the little girl’s smart
way of solving the problem
Story “The Five Foolish
Fishermen”
TUESDAY
Grade
Learning Area
Quarter
Wednesday
Four ENGLISH
Fourth
THURSDAY
WEEK 6
FRIDAY
demonstrates an
understanding of the
elements of literary and
informational texts for
comprehension
recalls details, sequence of
events, and shares ideas on
texts listened to
demonstrates
an
understanding of library
skills to research on a variety
of topics
EN4OL-IVf-25
-State one’s conclusion to
realistic fiction listened to
-Participate in group activity
EN4RC-IVf-45
EN4G-IVf-22
EN4V-IVf-44
Give conclusions to realistic Use simple sentence: Simple Identify meaning of words
fiction read
subject and simple predicate
with suffixes -er and -or
EN4SS-IVf-19
Interpret bar and line graphs
Story “The Five Foolish
Fishermen”
demonstrates an
understanding that words are
composed of different parts
and their meaning changes
depending on context
uses library skills to gather uses the classes of words uses strategies to decode the
appropriate and relevant aptly in oral and written meaning of words
information
discourse
Distinguish Fact From
Opinion
demonstrates an
understanding of English
grammar and usage in
speaking or writing
Simple Sentences with Simple
Subject and Simple Predicate
Suffixes –er and –or
405-406
407
Interpreting Bar and Line
Graphs
III. LEARNING RESOURCE
1. References
2. Teacher’s Guide
pages
3. Learner’s Materials
Pages
4. Textbooks pages
5. Additional Mats
from (LR)portal.
B.
Other Learning
400-402
402-403
403-405
Resources
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learn
A.Reviewing past lesson Unlocking of Difficulties
Phonics Drill:
Phonics Drill:
Review: Underline the subject What is a simple sentence?
or Presenting the new
(foolish, fell into the sea, Reading words with r- Reading words with r- once and the predicate twice.
lesson
basket full of fish)
controlled vowels –ur as in controlled vowels –ur as in Refer to TGp.405
(Drill/Review/Unlocking
fur
fur
of difficulties)
B.Establishing a
purpose of the new
lesson (Motivation)
Call five pupils in front.
Show a picture of a fish
Ask: Will you count yourselves?
How many are you?
C.Presenting Examples/
instances of the new
lesson (Presentation)
Present the story “The Five
Foolish Fishermen”
D.Discussing new
concepts and practicing
new skills no.1.
(Modeling)
E. Discussing new
concepts and
practicing new skills
no.2 (Guided Practice)
The teacher will read the story
while the pupils listen.
F.Developing Mastery
(Leads to Formative
Assessment 3.)
(Independent Practice)
Comprehension Check
Answer the questions based
from the story.
Read the story by group, pair,
individual
Reading of the story by the Say:
Here
are
some
teacher/pupils.
sentences from the story.
Ask: Which are opinions?
What makes them opinion?
Which are facts? What
makes them facts?
Did you understand the
Present the Teaching Chart
content of the poem? Let’s
TG.p.404
have some Cooperative
Group Activities
Divide the pupils into 4
Refer to LM Try and Learn p.
group. Give each group a
381-382
task to perform
Group 1- Draw it
Group 2- Act it out
Group 3- Write it
See TG p.403
Group
Presentation/Discussion
Study the following
sentences. These are
examples of simple
sentences.
Read the sentences taken
from the story “The Five
Foolish Fishermen”. Study the
underlined word.
Present the Teaching Chart Present the poem “Work” Pick
TG. p.406
out the words that show roots
with suffix –er/-or.
Present the Chart.
Refer to LM Read and Learn Refer to LM Do and Learn
p.386-387
A.p.389
Refer to LM Do and Learn p. Refer to LM Do and Learn
383
p.387
Refer to LM Do and Learn B.
p.389
G. Finding practical
application of concepts and
skills in daily living
(Application/Valuing)
Count your group members? What is the importance of
How many are you? How do participating
in
group
you count your members?
activities?
H. Making Generalization
and abstraction about the
lesson (Generalization)
Do you enjoy reading the
story? What did you learn from
the story?
I. Evaluating learning
Draw your own conclusion Write 2-3 sentences showing
about the story heard. One to your conclusion about the
two sentences.
story “The Five Foolish
Fishermen”
J. Additional activities for
application and
remediation (Assignment)
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
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
What did you learn from the
story?
What is the difference
between fact and opinion?
How do you interpret bar
graph and line graph?
Refer to LM Learn Some
More p.384
What is a simple sentence?
What do suffixes –er/-or do to
a word?
Underline the simple subject Read the paragraph. Add the
and encircle the simple suffix –er/-or on the space
predicate.
provided.
1. The girl is wrong.
2. The
fisherman
catches fish in the
sea.
3. Tubby is a fat cat.
4. The horse runs fast.
5. Anna loves to dance
all night.
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
use/discover which I wish
to share with other
teachers?
Grade 1 to 12
Daily Lesson Log
I.
A.
OBJECTIVES
Content Standards
B.
Performance
Standards
C.
Learning
Competencies/Objectives
Write the LC Code for
each
II. Content
School
Teacher
teaching Dates and Time
MONDAY
TUESDAY
Grade
Learning Area
Quarter
WEDNESDAY
Four ENGLISH
Fourth
THURSDAY
WEEK 7
FRIDAY
Demonstrates an understanding of verbal
cues for clear expression of ideas.
Demonstrates an understanding
of verbal cues for clear
expression of ideas.
Demonstrates
an
understanding of library skills
to research on a variety
of topics.
Demonstrates an understanding of library skills
to research on a variety
of topics.
Demonstrates an understanding that words are
composed of different parts
and their meaning changes
depending on context.
Recalls details, sequence of events, and
shares ideas on texts listened to
Recalls details, sequence of
events, and shares ideas on
texts listened to
EN4OL-IVg-26
-Express one’s reaction to an
event or issue.
-Distinguish fact and opinion
from an informational text.
-Use simple sentences in
expressing fact and opinion.
Story “Will You Go to School this
Summer?”
Uses library skills to
gather appropriate and
relevant information
EN4SS-IVc-17
Use the encyclopedia
to get information.
Decode words with ie
and ei sounded as /iy/.
Uses library skills to
gather appropriate and
relevant information
EN4SS-IVc-17
Use the encyclopedia to
get information.
Uses strategies to decode the
meaning of words
Reading Words with -ie
and -ei
Using Encyclopedia to
Get Information’s
Decode Words with Prefixes –
de and dis
EN4LC-IVg-35
-Give one’s reaction to an event or issue
heard.
-Realize that one should feel proud of
those who express their own reasons.
Selection: “Will You Go to School this
Summer?’
EN4V-IVg-45
Identify meaning of words
with prefixes -de and -dis
Using Encyclopedia to
Get Informations
III. LEARNING RESOURCE
1. References
2. Teacher’s Guide
pages
3. Learner’s Materials
Pages
4. Textbooks pages
5. Additional Mats
from (LR)portal.
B.
Other Learning
409-411
409-411
416-419
419-420
420-422
390-392
390-392
398-400
402-404
405-407
Pictures, graphic organizer
chart
Activity cards
pictures
chart
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
B. Establishing a
purpose for the lesson
c. Presenting
Examples/ instances
of the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learn
Unlocking of Difficulties
Recalling back on yesterday’s Review of the lessons Recalling on the
What are prefixes?
(all year long/round, vacation breaks, selection:
discussed
yesterday selection:
boring, summer)
“Will you go to school this and the selection:
“Will you go to school
summer?”
“Will you go to school this summer?
this summer?”
Show pictures of pupils’ activities during
summer.
Ask:
What activities do each of the children do?
When do they usually do such activities?
Will you go to school this summer?
Present the selection: “Will you go to
school this summer?”
D. Discussing new
concepts and practicing
new skills #1
Say:
Read the selection silently.
Refer to LM
Read and Learn
E.Discussing new
concepts and practicing
new skills #2
Reading of the selection aloud.
Ask:
What did you find out in the selection you
read?
Are the reasons in the selection the same
with the reasons you have in yourselves?
F. Developing
mastery(Leads to
Ask:
What do you think will happen if
pupils will go to school this
summer?”
Reading of words with
–ie and –ei.
Refer to LM
Find Out and Learn p.
399
How are the words
with-ie and –ei being
read?
Divide the text or selection into Read a short story
4 parts.
Refer to LM p. 393
Say:
Look for words with –ie
Let us analyze the selection to and –ei.
know what sentences are facts
and opinions.
Which sentences do you think
Show a picture of or a
are facts?
real encyclopedia.
Which sentences do you think
Ask:
are opinions?
If we want to learn
more about summer
where do we look for
the information that
we need?
What activities will you What do prefix de mean?
do this coming summer? What do prefix dis mean?
Ask:
Can you add more facts or
opinions to this topic?
Ask:
How are the
arranged
in
encyclopedia?
Read:
Do and Learn
Answer the Individual
Assessment Sheet
Ask:
What information can
we
find
in
an
encyclopedia?
Ask:
How are the different
Read:
Try and Learn
Refer to LM p. 402
Read words with prefix de and
dis
Refer to LM p.405
Write on the blank the Give the new meaning of the
volume number where word with prefix de and prefix
you can find the given dis.
topic.
Refer to LM p. 402
Read and identify the prefixes
topics and the rootwords.
the Refer to LM p.405
Read the words and write
prefix de or dis
Formative Assessment
3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about the
lesson
Ask:
Do you want to go to school this summer?
I. Evaluating learning
Answer the questions on
Talk about It
LM p. 391
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
B. No. of learners who
earned 80% in the
evaluation.
C. No. of learners who
require additional
activities for
remediation
D. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
E. No. of learners who
continue to require
Is going to school in summer good or bad?
Why?
Why not?
Show and tell:
Picture or drawing of what you did last
summer.
Refer to LM
Do and Learn
Exercise 1 p.393
Answer:
Do and Learn
Exercise 2 p.394
kinds of information
presented
in
an
encyclopedia?
Ask:
Can you understand
the contents that are in
the encyclopedia?
Read
Say:
Do and Learn
An encyclopedia is a
Exercise 3-A p.394
reference work that
contains information
about many different
subjects or information
about a particular
subject.
Read and answer what is asked
Refer to LM
in Exercise 3-B and Exercise 3-C
Do and Learn
Let the children read
the words with -ie and
–ei once again.
Write
2
sentences
that Write 2 sentences with
expresses a fact and an opinion. ie/ei words.
Refer to LM p. 403
Refer to LM p. 406
Choose the correct topic
for each item then write
the volume number in
the box.
Say:
An encyclopedia is a
reference work that
contains
information
about many different
subjects or information
about
a
particular
subject.
Answer the questions
prepared by the
teacher.
Write the meaning of the
word with prefix de or dis
Refer to LM p. 406
What are prefixes?
What is the meaning of words
with de and dis?
Choose the word from the box
that best completes each
sentence.
Answer the questions Write 5 sentences with prefix
prepared
by
the de and prefix dis.
teacher.
remediation
F. 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
use/discover which I wish
to share with other
teachers?
Grade 1 to 12
Daily Lesson Log
I.
A.
OBJECTIVES
Content Standards
B.
Performance
Standards
School
Teacher
teaching Dates and Time
MONDAY
TUESDAY
Grade
Learning Area
Quarter
WEDNESDAY
Four ENGLISH
Fourth
THURSDAY
WEEK 8
FRIDAY
OL – The learner demonstrates understanding
of verbal cues for clear expression of ideas
LC – the learner demonstrates an
understanding of the elements of literary and
informational texts for comprehension
V - The learner demonstrates an
understanding that word meaning
can be derived from different
sources
The learner demonstrates an
understanding that words are
composed of different parts and
their meaning changes depending
on context
A – The learner demonstrates an
understanding of verbal and
nonverbal elements of
communication to respond back
RC –The learner
demonstrates
understanding of
various linguistics
nodes to comprehend
various texts
ORF – The learner
demonstrates an
understanding that
English is stress-timed
language to achieve
accuracy and
automaticity
SS – The learner
demonstrates an
understanding of library
skills to research on a
variety of topics
G – The learner
demonstrates a command of
the conventions of standard
English grammar and usage
when writing or speaking
WC – the learner
demonstrates an
understanding of the
importance of using varied
sources of information to
support writing
OL – The learner efficiently delivers oral
presentations
LC – The learner identifies story
perspectives and text elements
V – The learner uses different
resources to find word meaning
The learner uses strategies
to decode the meaning of words
A – The learner uses
paralanguage and nonverbal
cues to respond appropriately
RC – The learner
uses knowledge of
text types to
correctly distinguish
literary from
informational text
ORF- The learner
reads aloud text with
accuracy,
automaticity, and
prosody
SS – The learner uses
library skills to gather
appropriate and
relevant information
G – The learner speaks and
writes using good command
of the conventions of
standard
WC- The learner uses varied
sources of information to
support writing
C.
Learning
Competencies/Objectives
Write the LC Code for
each
LC – Identify cause-and-effect relationship
EN4LC-IVh-2.16
OL – State the effects of a given cause
EN4OL-IVh-27
V- Identify meaning of words
with suffixes –ly and -y
EN4V-IVh-46
A-Browse and read books for
learning or for pleasure
EN4A-IVh-32
RC- Identify cause-andeffect relationship
EN4RC-IVh-2.16
ORF- Read grade-level
texts with 118 words
correct words per
minute EN4F-IVh1.13
SS- Use a glossary to get
the meaning of words
EN4G-IVh-21
G – Use simple sentence:
simple subject + compound
predicate
EN4G-IVh-24
WC-Write 5 – 6 sentence
paragraph about a given topic
(Publishing)
EN4WC-IVh-41
II. Content
- Identifying Cause-and-Effect Relationship
-Stating the Effects of a Given Cause
-Identifying Meaning of Words with
Suffixes –ly and –y
-Browsing and Reading Books for
Learning or for Pleasure
- Identifying Cause and
Effect Relationship
-Reading Grade-Level Texts
with 118 Words Correct
Words per Minute
-Using a Glossary to Get the
Meaning of Words
- Using Simple Sentence
-Writing 5-6 Sentence Paragraph
About a Given Topic (Publishing)
TG p. 434 - 435
LM pp. 421-423
TG pp. 244 - 248
LM pp.258 - 262
TG pp. 374 - 375
LM p.274, 361 - 365
TG pp.428 - 429
LM pp. 417
Pictures, Chart, PPT, task cards,
foldables, dictionary
Pictures, Chart, PPTx,
foldables
Pictures, Chart, PPTx,
foldables, dictionary or
book with glossary
TG pp. 374 - 375
Chart, PPTx, foldables
III. LEARNING RESOURCE
1. References
2. Teacher’s Guide
pages
3. Learner’s Materials
Pages
4. Textbooks pages
5. Additional Mats
from (LR)portal.
B.
Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
B. Establishing a
purpose for the lesson
TG pp. 244- 248
LM pp. 258-262
Soaring High With Reading 4
Pictures, Chart, PPTx, foldables, text for
generalizarion
TG pp. 244- 248
TG p. 434 - 435
TG pp. 244 - 248
TG pp.428 - 429
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learn
Do you have dreams in your life? What is
Let the pupils read the words
Do you have dreams
Do you know what a
Recall about simple sentences
your dream when you grow up? Call pupils that the teacher will flash.
in your life? What is
glossary is? Where can
with simple subject and simple
to answer.
Orderly properly meaningfully
your dream when you
you find a glossary? In
predicate.
Gracefully carefully easily
grow up? Call pupils to what part of the book?
Let the pupils make their own
Rainy sunny cloudy breezy
answer.
sentences with compound
etc.
subjects and simple predicate.
How did Eduardo intend to become rich?
Ask: What did you notice about How did Eduardo
A glossary is a small
Show pictures to class. Ask: Can
Tell: We will find out in the story the
the group of words? How do
intend to become rich? dictionary usually found you make sentences using
teacher will tell.
they end? What letters are
Tell: We will find out in at the back of the book. simple subject
added to the root words?
the story that we are
It gives the meaning and and
going to read.
pronunciation of words
compound
used in the selection.
These are entry words
which are alphabetically
arranged.
C.Presenting Examples/
instances of the new
lesson
Unlocking of difficulties
Basi spilled over dream
Let the pupils listen the teacher will read.
EDUARDO’S DREAM on LM p. 258
Present the words on LM p. 421
Find Out and Learn
What o you notice about the
words?
What kind of words are in the
first box? Second box?
Unlocking of
difficulties
Basi spilled over
dream
Let the pupils read the
story. EDUARDO’S
DREAM on LM p. 258
D. Discussing new
concepts and practicing
new skills #1
Let the pupils answer the questions on LM
p. 259. Talk About It. ( 1 – 6 )
Discuss about cause and effect
relationship.
The cause brings out an event called its
result. The result is also called an effect.
The cause effect relationship describes
something that happens and why it
happens.
The cause is the reason and the effect is
the result of an event.
Let the pupils notice that the
first group of words ends in –ly
and the second group of words
ends in –y. The letters –ly and –y
are suffixes.
Explain to pupils that the root
words in the first column are
adjectives. By adding –ly the
adjectives become adverbs.
The root words in the second
column are nouns. By adding –y,
the nouns becomes adjectives.
Let the pupils answer
the questions on LM p.
259. Talk About It. ( 1 –
6)
Discuss about cause
and effect relationship.
The cause brings out an
event called its result.
The result is also called
an effect.
The cause effect
relationship describes
something that
happens and why it
happens.
The cause is the
reason and the effect is
the result of an event.
Present a glossary to
pupils.
advertisement(ad’ver
tiz mant)- a public
notice to call
attention to a product
aft(aft)- the rear of a
ship
aspen (as,pen)- a type
of popular tree
audience (o,deans)- a
formal meeting with
people
Where can you see an
aft?
To whom do you
address your speech?
What do you call
someone great?
When you place a
commercial, what do
you call such?
Can you name an
example of popular
tree?
predicate?
The children
are reading
and standing in
class.
The members of the group are
singing and standing in the
room.
Present sentences to class.
The pupils are dancing and
singing in the program.
Which is the simple subject?
Which is the compound
predicate?
Discussion about simple sentences
with simple subject and compound
predicate.
Tell the pupils that these
sentences can be used in writing a
paragraph about a certain topic.
E.Discussing new
concepts and practicing
new skills #2
F. Developing
mastery(Leads to
Formative Assessment
3)
Guided Practice
Get a partner and ask the following
questions. Let the pupils listen to the
teacher.
Why do you go to school?
Why do you take a bath every day?
Why do you water the plants?
Why do you wear warm clothes during the
month of December?
Why do you stay at home during a
typhoon?
Independent Practice
Look at each pair of pictures. Say
something about them. Identify the cause
and the effect.
Guided Practice
Get a partner and ask
the following
questions. Let the
pupils listen to the
teacher.
Why do you go to
school?
Why do you take a
bath every day?
Why do you water the
plants?
Why do you wear
warm clothes during
the month of
December?
Why do you stay at
home during a
typhoon?
Guided Practice
Let the group do the
following.
Group I – Do Find Out
and Learn on LM p.
361
Independent Practice
Independent Practice
Independent Practice
Use the following in sentences.
Be guided with the pictures
Sadly
Let the pupils do Find
Out and Learn on LM
pp. 259 – 260.
Look at each pair of
pictures. Say
something about them.
Identify the cause and
the effect. ( 1 – 5 )
This is a glossary.
Answer the questions
afterwards.
Guided Practice
Let the group answer the
following.
Group I – what can you do
easily?
Group II – what can you do
patiently?
Group III –what can you do
loudly?
Group IV – what can you do
slowly?
Group V – what can you do
clearly?
Refer to LM p. 423.
attentively
sunny
Group II – Do Try and
Learn. Refer to LM p.
362 ( 1 – 5 ).
Guided Practice
Each group will write a
paragraph using simple
sentences with simple subjects
and compound predicate.
Group I – write about your
favorite pet
Group II – your unforgettable
trip
Group III – your precious gift
from a friend
Group IV – your hobbies
Group III- Refer to LM
pp. 364 – 365 ( 1 – 10
)
echo – a sound wave that
is reflected when it hits a
high obstacle such as hill
erosion – the process by
which the uppermost part
of the soil is washed away
by wind or water
fertilized egg- a very small
cell in the mother’s womb
from which a baby
develops
fog – a cloud that lie near
the ground
friction- the rubbing of
two things together which
produces heat
Which word will
produce heat and fire?
What do you mean by
echo?
Independent Practice
Let the pupils do Learn Some
More on LM p. 417. Use simple
sentences with simple subject
and compound predicate.
G. Finding practical
applications of
concepts and skills in
daily living
Listen to this.
Andrew got perfect score in the test
because he studied his lessons very well.
Which is the cause/ Which is the effect?
Use the following words in
Sentences.
Sunny
Gloomy
Patiently
Religiously
Chilly
Stormy
H. Making
generalizations and
abstractions about the
lesson
The cause is an action or an event that
makes something happen. An effect is
something that happens as a result of the
action.
Cause is the reason and the effect is the
result of an event. A cause-effect
relationship describes something that
happens and why it happens..
The root words like slow, quick,
loud are adjectives. By adding –
ly, the adjectives become
adverbs (these indicate how an
action happened or is done.
The root words like chill, fog,
mist are nouns. By adding –y,
the nouns becomes adjectives
(these indicate having or like
something).
What is a fertilized egg?
What is a cloud that lie
near the ground?
Read the situation.
Do this in pairs.
The children must
fax- n. facsimile; a
eat nutritious foods
machine used to send
every day so that they
or receive facsimile
will become strong and
communication
healthy.
fierce –adj. Violently
Which is the cause?
hostile or aggressive
Which is the effect?
in temperament,
Let the pupils do Learn
given to fighting or
Some More on LM p. 262
killing
(1–5)
fossil- n. Remnants;
traces or remains of
organisms in the past
glisten- v. To give off
sparkling reaction
What term refers to
the remains in the
past?
What do you mean by
fierce?
What is used to
receive facsimile?
The cause is an action The glossary is a part of
or an event that makes a book which lists key
something happen. An words found in the
effect is something that book.
happens as a result of
The entry word in a
the action.
glossary are arranged in
Cause is the reason and alphabetical order.
the effect is the result
Some glossaries include
of an event. A causethe pronunciation of
effect relationship
words.
describes something
It is usually found on
that happens and why
the last page of a book.
it happens..
Make a paragraph using simple
subject and compound
predicate.
The picture will guide you.
If a sentence is composed of a
simple subject and a simple
predicate, it is called a SIMPLE
SENTENCE.
If there are two subjects, it is
called a compound subject.
If there is a compound subject
and simple predicate, it is still a
SIMPLE SENTENCE.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
B. No. of learners who
earned 80% in the
evaluation.
C. No. of learners who
require additional
activities for
remediation
Directions: Listen to the statements the
teacher will read then supply the missing
phrases to complete the thought.
1.The audience could not hear the message
of the speaker
because_________________.
2. the group of girls finished their task in 30
minutes because________________.
3._______________ because she ate a lot
of chocolates.
4. _______________ so the teacher will be
very happy.
5. the school ground is clean because
_________________.
Directions: Read each
sentence. Choose from the
box the correct word to
complete the sentences.
Refer to LM p. 422.
(1–5)
Directions: Complete
the following
sentences by writing
the letter of the
correct cause for
each effect. Refer to
LM pp. 261 – 262 ( 1
–5)
Directions: Read the
glossary entry. Answer
the questions that
follow.
attendant-n. waiter;
servant
brigade- n.
subdivision of army
exile – v. expel;
deport
implement- v. carry
out
limb- n. a large
branch of a tree
1. What is the first word
in the list?
2. How many definitions
were given for the word
exile?
3. What does implement
mean?
4. What word means a
large branch of a tree?
5. How many syllables
are there in the word
“limb”?
Directions: Look at the pictures
below. Use simple subject and
a compound predicate for the
pictures.
D. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
E. No. of learners who
continue to require
remediation
F. 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
use/discover which I wish
to share with other
teachers?
Grade 1 to 12
Daily Lesson Log
I.
School
Teacher
teaching Dates and Time
MONDAY
Grade
Learning Area
Quarter
WEDNESDAY
TUESDAY
Four ENGLISH
Fourth
THURSDAY
WEEK 9
FRIDAY
OBJECTIVES
I. OBJECTIVES
A.Content Standards
Demonstrates an understanding of the
elements of literary and informational texts for
comprehension
demonstrates an understanding of
the elements of literary and
informational texts for
comprehension
demonstrates
an
understanding of library
skills to research on a
variety of topics
B.Performance Objective
recalls details, sequence of events, and shares
ideas on texts listened to.
recalls details, sequence of events,
and shares ideas on texts listened
to
uses library skills to
gather appropriate and
relevant information
C.Learning Competencies/
Objectives
( Write the LC code
for each)
EN4LC –IVi - 9
Distinguish between fact or opinion in an
informational text.
EN4RC – IVi – 9 Distinguish
between fact or opinion in an
informational text.
EN4SS – IVi – 9
Follow steps in a process.
EN4G – IVi - 9
Use compound sentences
in
comparing
and
contrasting.
Using Compound
Sentences in Comparing
and Contrasting
CONTENT
( Subject Matter)
Selection:
“Bicycle, a Wonderful Machine”
Distinguish Fact from
Opinion
Following Steps in a
Process.
II.LEARNINGRESOURCES
A.References
1.Teachers Guide pages
2.Learners Material Pages
B. Other Learning
Resources
III. PROCEDURES
A.Reviewing past lesson
437 - 440
424 -426
Unlocking of difficult words:
440 -446
426-427
Review of the selection presented
446 - 450
428-430
Review
of
yesterday’s
Fourth Grading
Examination
Fourth Grading Examination
or Presenting the new
lesson
(Drill/Review/Unlocking
of difficulties)
-dangerous
- inventors
-cyclists
yesterday.
“Bicycle, a Wonderful Machine”
lesson.
B.Establishing a purpose
of the new lesson
(Motivation)
Call five pupils in front.
Say:
Complete the parts of a bicycle.
What are the advantages and
disadvantages of riding a bicycle?
Reading of words written
in a chart.
Refer to TG p. 446-447
Reading of compound
sentences written in a
chart.
C.Presenting Examples/
instances of the new
lesson (Presentation)
Present the selection:
“Bicycle, a Wonderful Machine”
Presentation of sentences stating
facts and opinions.
D.Discussing new
concepts and practicing
new skills no.1.
(Modeling)
Ask:
Did you understand the selection?
How many of you here had seen and rode a
bicycle?
Group Activities:
Group 1:
Write 5 sentences that states a
fact.
Group 2:
Write 5 sentences that states an
opinion.
Group 3:
Write 2 sentences that states a fact
and 2 sentences that states an
opinion.
E. Discussing new
concepts and practicing
new skills no.2 (Guided
Practice)
F.Developing Mastery
Comprehension Check
Answer the questions based from the story.
Refer to LM p.425
Presentation of group outputs.
Read the story againand find out what
Checking of groups outputs.
Ask:
What is a compound
sentence?
What are the words
connected to make the
sentence compound?
Group activities:
Group 1:
Compare and contrast:
What are the difference
between the bicycles
today and before?
Group 2:
Write a Thank You Letter
for the inventors of
bicycle.
Group 3:
Write a Safety Tips Chart
when riding a bicycle.
Presentation of group
outputs.
Ask:
(Leads to Formative
Assessment 3.)
(Independent Practice)
G. Finding practical
application of concepts and
skills in daily living
(Application/Valuing)
H. Making Generalization
and abstraction about the
lesson (Generalization)
sentences states a fact or an opinion.
Discussion of facts and opinions.
Answer Try and Learn
Refer to LM p. 426-427
Ask:
How do you know a sentence is a fact or an
opinion?
Ask:
How do you know a sentence is a
fact or an opinion?
I. Evaluating learning
Identify whether the sentence is a fact or
opinion.
Refer to LM p. 426
.
Identify whether the sentence is a
fact or opinion.
Refer to senteces made the
teacher.
J. Additional activities for
application and
remediation (Assignment)
Write 2 sentences that states a fact and 2
sentences that states an opinion.
Write 2 sentences that states a fact
and 2 sentences that states an
opinion.
IV REMARKS
V. REFLECTION
A. No. of learner who
earned 80%
B .No. of learner who
scored below 80% ( needs
remediation)
C. No. of learners who
have caught up with the
lesson
D. No of learner who
What is a process?
How do you follow steps
in a process?
Answer Do and Learn
Refer to LM p. 430
Ask:
What is a compound
sentence?
How do you form a
compound sentence?
What is a process?
How do you follow steps
in a process?
Write CS on the blank if
the sentence is a
compound sentence and
write NCS if the sentence
is not a compound
sentence.
Refer to the chart
presented by the teacher.
Write
5
compound
sentences. Encircle the
word that connects the
two sentences.
1.
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share w/other teacher?