DAILY LESSON LOG
School:
Teacher:
Teaching Dates:
Grade and Section:
Subject:
Quarter:
DATE OF OBSERVATION
I. OBJECTIVES
a. Content
Standards
b. Performance
Standards
c. Most
Essential
Learning
Competencies
(MELCs)
d. Learning
Objectives
II. LEARNING
CONTENT
(Subject
Matter)
III. LEARNING
RESOURCES/R
EFERENCES
a. Teacher’s
Guide Pages
b. Learner’s
Material Pages
c. Textbook
Pages
d. LRMDS
Materials
(SLMs/LASs)
Demonstrates command of the conventions of standard English grammar
and usage when writing or speaking
Uses the correct function of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in various discourse (oral and
written)
Compose clear and coherent sentences using appropriate grammatical structures (verb tenses,
conjunctions and adverbs)
1. Identify and use different verb tenses correctly.
2. Understand and apply the use of conjunctions and adverbs in sentences.
3. Compose clear and coherent sentences using appropriate grammatical structures.
COMPOSING CLEAR AND COHERENT SENTENCES
6
ENGLISH
4TH QUARTER
INDICATOR
e. Other
Learning
Resources
IV.
PROCEDURES
A.
PRELIMINARY
ACTIVITIES
B. Review the
previous
lesson/Drill
C. Establishing
a purpose for
the lesson/
Motivation
Whiteboard and markers
Chart paper with examples of sentences
Flashcards with verbs, adverbs, and conjunctions
Worksheets for individual and group activities
Storybooks featuring Philippine culture
"Grammar Adventure" game (a simple board game created for this lesson with tasks related to verb
tenses, conjunctions, and adverbs)
Warm-Up: Quick game of "Grammar Simon Says" (e.g., "Simon says, show me a past tense verb,"
where students perform an action that indicates a past tense verb).
Quick review of nouns and adjectives using flashcards.
Ask students to form simple sentences using a noun and an adjective from the flashcards.
CAT AND FLUFFY
BICYCLE AND RUSTY
SUNSET AND BREATHTAKING
HOME AND COSY
RAIN AND FAST
Storytelling: Read a short story from a Philippine storybook, emphasizing verb tenses, conjunctions, and 1.. Applied knowledge of content within and
adverbs.
across curriculum teaching areas:
Maria, the Dancing Sun: A Tale of Philippine Heritage
Once upon a time, in the heart of the Philippines, there lived a young girl named Maria. Maria grew up surrounded by the
vibrant colors and rich traditions of her culture. Every morning, Maria would wake up early and eagerly explore the bustling
streets of her barangay.
As she walked through the market, Maria would greet the vendors with a cheerful "Magandang umaga!" She would pause to
admire the colorful fruits and fragrant flowers, marveling at the diversity of nature.
One day, while exploring the market, Maria stumbled upon a group of dancers practicing their traditional Tinikling dance.
Mesmerized by their graceful movements, Maria approached them and asked if she could join. Without hesitation, the
dancers welcomed her with open arms.
From that day on, Maria became an integral part of the dance troupe, practicing tirelessly every day. With each step and
twirl, Maria felt a deep connection to her heritage, proud to be preserving the traditions passed down by her ancestors.
Within:
I engaged students in literary analysis, focusing on the
use of verb tenses, conjunctions, and adverbs to
enhance storytelling. This method integrates reading
comprehension skills with grammar, encouraging
students to analyze how language constructs narratives
and conveys cultural messages.
Across:
By using "Maria, the Dancing Sun: A Tale of Philippine
Heritage" as a central piece, I introduced students to
Philippine culture, history, and traditions. This approach
not only taught grammar through storytelling but also
educated students about the Philippines, making it a
multidisciplinary lesson that covers both language arts
and social studies.
As the days turned into weeks, Maria's confidence grew, and soon she was performing in front of large crowds at fiestas and
festivals across the region. Her graceful movements and radiant smile captivated audiences, earning her the nickname
"Maria, the Dancing Sun."
Through her passion for dance, Maria brought joy and unity to her community, bridging the generation gap and fostering a
sense of pride in their cultural heritage. With every performance, Maria celebrated the beauty of Philippine culture, spreading
warmth and positivity wherever she went.
And so, Maria's story reminds us of the importance of preserving our traditions and embracing our roots. With determination,
kindness, and a dash of Filipino spirit, anything is possible.
Discuss the importance of these elements in making the story interesting and clear.
Verbs:
Verbs drive the action of the story, depicting what characters do and how events unfold.
By using descriptive and engaging verbs, writers can create dynamic scenes that capture the reader's attention and
imagination.
Varied verb tenses help to establish the timeline of events and maintain clarity in storytelling, allowing readers to follow the
sequence of actions smoothly.
Conjunctions:
Conjunctions serve as the glue that holds different parts of the story together, linking ideas and transitions smoothly between
sentences and paragraphs.
They establish relationships between characters, events, and ideas, providing context and coherence to the narrative.
Through the use of conjunctions, writers can create complex sentences and convey nuanced relationships between
characters and plot elements, adding depth and richness to the story.
2. Ensure the positive use of ICT to
facilitate the teaching and learning process.
(PPST Indicator 1.3.2)
I incorporated ICT by displaying sentences on
screen, highlighting key grammatical elements
like verb tenses, conjunctions, and adverbs.
This visual aid helped reinforce the lesson by
making abstract grammar concepts more
concrete. The use of technology facilitated
collaborative discussion, ensuring students
could follow along with real-time examples.
3. Use a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills. (PPST Indicator 1.4.2)
To reinforce literacy skills, I used various
teaching techniques, including flashcard
activities, storytelling, sentence construction
exercises, and peer feedback sessions. These
methods ensured students could practice
reading, writing, and verbal communication,
leading to improved comprehension and
application of language rules.
Adverbs:
4. Used researched-based knowledge and
principles of teaching and learning to
Adverbs add depth and detail to the actions described in the story, providing insight into how characters perform their actions
enhance professional practice
or experience emotions.
They enhance the imagery and sensory experience for readers by painting a more vivid picture of scenes and settings.
Well-chosen adverbs contribute to the mood and tone of the story, helping to evoke emotions and engage readers on a
deeper level.
I applied researched-based principles by
incorporating interactive and engaging
activities such as games, storytelling, and
group tasks, which align with active learning
strategies. The structured progression from
review to guided practice and independent
application ensures scaffolding, helping
students gradually build their understanding of
verb tenses, conjunctions, and adverbs.
Additionally, providing corrective feedback and
peer discussions supports formative
assessment, reinforcing learning through
collaboration and self-reflection.
5. Use effective verbal and non-verbal
classroom communication strategies to
support learner understanding,
participation, engagement, and
achievement. (PPST Indicator 1.7.2)
Throughout the lesson, I used clear verbal
instructions and non-verbal cues such as
gestures, facial expressions, and tone
variations to emphasize key points. During
storytelling, I used expressive reading
techniques to engage students and maintain
their interest. Encouraging peer interaction and
providing immediate feedback also helped
reinforce learning.
D. Presenting
examples/instan
ces of the new
lesson/Motivatio
n
E. Discussing
new concepts
and practicing
new skills No. 1
Display sentences on screen, highlighting verb tenses, conjunctions, and adverbs.
Explain how these grammatical elements function within the sentences.
Group Activity:
Divide the class into small groups.
Each group receives flashcards with verbs, adverbs, and conjunctions.
Task: Create sentences using the flashcards provided, focusing on correct usage of verb tenses.
Activity Instructions:
Distribute Flashcards:
6. Maintain supportive learning
environments that nurture and inspire
learners to participate, cooperate, and
collaborate in continued learning. (PPST
Indicator 2.4.2)
I fostered a positive and supportive classroom
environment by organizing group activities and
collaborative games where students worked
Give each group a set of flashcards, ensuring a balanced mix of verbs, adverbs, and conjunctions. You can also add nouns
or adjectives for more complex sentence construction.
Group Task:
Each group’s task is to create sentences using at least one verb, one adverb, and one conjunction from their set of
flashcards. Emphasize the importance of correct verb tense usage based on the adverbs or context implied by their
sentences.
Guidelines:
Encourage creativity in sentence formation. However, remind them to focus on the grammatical correctness of verb tenses.
Groups should aim to use as many flashcards as possible within a set time frame to construct different sentences.
Allow groups to consult grammar books or online resources if they need clarification on verb tense rules.
Sharing and Feedback:
After the activity, each group presents some of their sentences to the class. This can be done verbally or by writing them on
the board.
Encourage peer feedback where students can discuss the sentences, focusing on the use of verb tenses and how adverbs
affect the meaning.
run
dance
sing
laugh
read
sleep
eat
swim
write
play
F. Discussing
new concepts
quickly and
slowly but
loudly or
softly so
eagerly because
happily although
gently while
quietly when
carefully yet
excitedly since
Group Activity:
Continue in the same groups.
together to construct and correct sentences.
The interactive nature of the lesson allowed
students to express their ideas confidently,
ensuring they felt encouraged to participate
and take ownership of their learning.
7. Apply a range of successful strategies
that maintain learning environments that
motivate learners to work productively by
assuming responsibility for their own
learning. (PPST Indicator 2.5.2)
By designing activities that required students
to form and present their own sentences, I
encouraged independent thinking and
accountability. The game-based learning
strategy, where students had to apply
grammar rules correctly to progress, helped
maintain engagement and motivation
throughout the lesson.
8. Design, adapt, and implement teaching
strategies that are responsive to learners
with disabilities, giftedness, and talents.
(PPST Indicator 3.3.2)
I ensured inclusivity by incorporating different
types of activities catering to various learning
styles. For students who needed additional
support, I provided visual aids and guided
practice. Advanced learners were given the
opportunity to construct more complex
sentences, ensuring differentiated instruction
that met diverse learning needs.
and practicing
new skills No. 2
G. Developing
Mastery (Leads
to Formative
Assessment)
This time, the challenge is to incorporate conjunctions and adverbs into their sentences to make them
more detailed and interesting.
Share sentences with the class, discussing the improvements and corrections.
"Grammar Adventure" Game: In groups, students move by answering questions or forming sentences
correctly using verb tenses, conjunctions, and adverbs.
This is like playing mathematics flashcards. But instead of answering math operations, students need to
use in a sentence the word that will appear. Whoever among the players uses the word correctly will get
the point and will step forward. First one who scores 5 will win.
talk
carefully after
jump joyfully
before
study nervously while
cook eagerly
because
fly
lazily
although
drive excitedly however
paint quietly
since
explore confidently until
build patiently unless
plant swiftly
therefore
H. Finding
Practical
Application of
Concepts and
Skills in Daily
Lives
Discuss how clear communication can help in daily situations (e.g., explaining how to get to a place,
describing a lost item).
Giving Directions:
Clear communication is crucial when providing directions to a place, whether it's giving instructions to a friend or guiding a
stranger.
Using specific landmarks, street names, and directional cues helps the listener visualize the route and navigate effectively.
Providing step-by-step instructions and clarifying any potential points of confusion ensures that the listener reaches their
destination without getting lost.
Describing a Lost Item:
When describing a lost item, clear communication is essential to convey details accurately and increase the chances of
locating it.
Providing specific descriptions of the item, such as its color, size, shape, and any distinguishing features, helps others
recognize it if found.
Clearly stating where and when the item was last seen, as well as any relevant circumstances, provides context and aids in
the search effort.
9. Plan and deliver teaching strategies that
are responsive to the special educational
needs of learners in difficult
circumstances, including geographic
isolation, chronic illness, displacement due
to armed conflict, urban resettlement, or
disasters, child abuse, and child labor
practices. (PPST Indicator 3.4.2)
Recognizing that students may face unique
challenges, I designed the lesson with
flexibility in mind. The use of digital tools
allowed for accessibility in remote learning
situations. Collaborative activities and
storytelling provided emotional connection and
motivation, making learning more engaging
and relevant to students who may be
experiencing difficulties outside the classroom.
Communicating contact information and any necessary instructions for returning the item facilitates communication between
the finder and the owner.
I. Making
Generalization
and Abstraction
Summarize the lesson, highlighting the key points about verb tenses, conjunctions, and adverbs.
Discuss how these elements contribute to making sentences clear and coherent.
Verb Tenses:
Helps readers understand sequence of events.
Maintains consistency throughout the narrative.
Conjunctions:
Connect phrases, clauses, or sentences.
Link related ideas and indicate logical relationships.
Smooth transitions between ideas for coherence.
Adverbs:
Specify details like manner, frequency, time, place, or degree.
Add descriptive nuances to the narrative.
Contribute to mood, tone, and atmosphere of the story.
J. Evaluating
Learning
Instructions: Read each sentence carefully and correct any errors in verb tenses, conjunctions, or
adverbs. Write the corrected sentence on the space provided.
The children plays outside happily.
Corrected Sentence: The children play outside happily.
I want to visit the zoo tomorrow, I can see the animals.
Corrected Sentence: I want to visit the zoo tomorrow, so I can see the animals.
Maria runned quickly to catch the bus.
Corrected Sentence: Maria ran quickly to catch the bus.
They are going to the beach yesterday.
Corrected Sentence: They went to the beach yesterday.
He read the book slow and he understood it well.
Corrected Sentence: He read the book slowly and understood it well.
K. Additional
activities for
Review answers as a class, providing feedback.
Homework:
application or
remediation
V. REMARKS
VI.
REFLECTIONS
VII. FEEDBACK
Write a short paragraph incorporating the grammatical structures learned.
.
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? 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?
PLEASE PRINT THESE CARDS FOR GROUP ACTIVITY
run
dance
sing
quickly
slowly
loudly
and
but
or
laugh
read
sleep
eat
swim
write
play
talk
jump
study
WORDS FOR GRAMMAR ADVENTURE ACTIVITY
softly
eagerly
happily
gently
quietly
carefully
excitedly
carefully
joyfully
nervously
so
because
although
while
when
yet
since
after
before
while
cook
fly
drive
paint
explore
build
plant
eagerly
lazily
excitedly
quietly
confidently
patiently
swiftly
because
although
however
since
until
unless
therefore