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School NAVOTAS ELEMENTARY SCHOOL -I Grade and Se

GRADES 1 TO 12
DAILY LESSON Teacher MARISS TIFFANY ANNE TEVES-ASIL Learning Area
LOG June 24-28 3:00 - 3:50 4:30 - 5:20 5:20 - 6:10
Date and Time Quarter

Monday Tuesday Wednesday

I. Objectives
A. Content Standard
Objectives must be met over one week and connected to the curriculum standards. To meet the objectives, necessary procedu
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative As
and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived fro
Compose clear and coherent Compose clear and coherent
Analyze sound devices
sentences using appropriate sentences using appropriate
(personification) in a text heard
grammatical structures: grammatical structures:

B. Performance Standard

Compose clear and coherent Compose clear and coherent Read aloud grade level
sentences using appropriate sentences using appropriate appropriate text with an
grammatical structures: grammatical structures: accuracy rate of 95 –100%

C. Learning Competencies/
Objectives
Write the LC Code for
each Change Regular nouns to Change Irregular nouns to Analyze sound devices
Plural form Plural form (personification) in a text heard

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content ca

II. Content
Pluralization of Regular nouns Pluralization of irregular nouns Personification

List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learnin
III. Learning Resources well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher's Guide pages

2. Learner's Materials
pages
Monday Tuesday Wednesday
3. Textbook pages
4. Additional Materials
from Learning Resources AS-EN6-Q1-W2-D2
(LR) Portal

B. Other Learning Resources

There steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
IV. Procedures from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new thin
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment fo
 2

A. Reviewing the previous Spelling Drill No. 5

lesson or presenting the new Read the poem orally.
lesson Spelling Drill No. 6
Write the
plural form of each nouns.
1.
vegetable Spelling Drill No. 7
2. plant 1. quality
3. weed 2. enliven
4. glass 3.
5. bench attributes
6. bus 4. literary
7. cherry 5. personification
8.
rosary
9. toy
10. day

B. Establishing a purpose for

the lesson Listen as your teacher reads a
short poem “Dinnertime
Chorus” by Sharon Hendricks.

Based on your assignment. "Dinnertime Chorus"

Study the underlined words.
How do we change irregular The teapot sang as the water
What did you notice? boiled
nouns to plural form?
The ice cubes cackled in their glass
The teacups chattered to one another
While the chairs were passing gas
The gravy gurgled merrily
As the oil danced in a pan
Oh my dinnertime chorus
What a lovely, lovely clan!

Monday Tuesday Wednesday

C. Presenting examples/
instances of the new lesson Guide Questions:
Activity 1
Write the plural form of Read the paragraph below and
1. What is the poem all about?
these nouns. write the nouns that you will
2. What emotion did you feel
1. pencil 6. fruit come across. Write them only
while listening to the poem?
2. envelope 7. once.
3. Why do you think the poem
chico 3. notebook "MAYA THE BIRD AND
is entitled “Dinnertime Chorus?”
8. guava 4. eraser TAHONG THE MUSSEL"
4. What do you think is the
9. banana 5.
writer’s purpose for writing this
ballpen 10. apple
poem?

D. Discussing new concepts

and practicing new skills #1
Group Activity.
Task 1. Listen and Jot
Down!
Listen as your teacher recites
the poem “Bicycling” by Alan
Loren. As you listen, jot
down all examples of
Activity 2
personification from the poem.
Direction: Change the
Write your answers inside the
underlined words in the
Activity 1. Most nouns end with wheels of the bicycle
sentence to its plural form.
f or fe form their plural form by Task 2. Build Up a Tree!
Write your new sentence in
changing f or fe to v and Listen again to your teacher as
your paper.
adding es. he/she reads the poem “Trees”
1. The garden is planted with
1. life by Joyce Kilmer. List
green vegetable.
6. thief 2. wife down all examples of
2. Mang Ramon waters the
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
( Leads to Formative
Assessment)
3
Group Activity.
Task 1. Listen and Jot
Down!
Listen as your teacher recites
the poem “Bicycling” by Alan
Loren. As you listen, jot
down all examples of
Activity 2
personification from the poem.
Direction: Change the
Write your answers inside the
underlined words in the
Activity 1. Most nouns end with wheels of the bicycle
sentence to its plural form.
f or fe form their plural form by Task 2. Build Up a Tree!
Write your new sentence in
changing f or fe to v and Listen again to your teacher as
your paper.
adding es. he/she reads the poem “Trees”
1. The garden is planted with
1. life by Joyce Kilmer. List
green vegetable.
6. thief 2. wife down all examples of
2. Mang Ramon waters the
7. elf 3. personification from the poem.
plant everyday.
wolf 8. leaf Task 3. Are You Ready for
3. He pulls the weed growing
4. shelf 9. self the Choral Reading?
around the plants.
5. loaf Work with your groupmates to
4. He applies fertilizer.
10. wharf present a choral reading of the
5. Mang Ramon and his
following selection.
neighbor sell vegetables in the
Task 4. Say Yes? Say No?
market.
Read the following statements
taken from the selection titled
“Oh No!”. Write Yes on
the blank before the number if
the sentence shows
personification and write No if it
does not.
Monday Tuesday Wednesday
Activity 3. Write the plural form
of the following nouns.
Examples: dress-dresses Activity 2
mass _____ Study these words.
match _____ Singular Plural
fox _____ child children
bus ______ man men
branch_____ woman women
tax _____ mouse mice
class _____ tooth teeth
brush _____ foot feet
wax ____ goose geese
Activity 4. ox oxen
Presentation of output.
Write the plural form of each A. Direction: Write the correct
noun that ends with y. form of the word in
1. story parentheses to complete the
2. puppy sentence.
3. fairy 1. The teacher like good
4. diary (child).
5. lady 2. Many (man) work hard for
6. country their sons and daughters.
7. 3. My brother is afraid of
butterfly (mouse)
8. dictionary 4. The (ox) lived the forest.
9. fly
10. fry
Activity 3 WRITING ACTIVITY
Rewrite the following
paragraph changing the underlined
words to its plural form.
Eric stays with his uncle in the
WRITING ACTIVITY province during summer. His
uncle‟s house is far from the
Copy a paragraph from a poblacion. You could reach his home
book, magazine or a by riding on a horse or a carabao. Call 4 pupils randomly. Let

F. Developing Mastery
( Leads to Formative
Assessment)
WRITING ACTIVITY
Copy a paragraph from a
book, magazine or a
newspaper in your notebook.
Underline all the nouns. Then
copy the nouns and opposite
each write singular or plural.
Monday
G. Finding Practical
Applications of concepts and
skills in daily living Is it important that we learn
when to use the singular and
plural form of nouns? Why?
H. Making generalizations and
abstractions about the lesson
A singular noun names one
person, place, or thing.
A plural noun names
more than one person, place,
or thing.
Nouns form their plural
in different ways.
Some nouns
form their plural by adding s or
es. Nouns
ending in s, sh, ch, x form their
plural by adding es
Nouns ending in y and a
consonant before it form their
plural by changing y to I and
adding es
4
Activity 3 WRITING ACTIVITY
Rewrite the following
paragraph changing the underlined
words to its plural form.
Eric stays with his uncle in the
province during summer. His
uncle‟s house is far from the
poblacion. You could reach his home
by riding on a horse or a carabao. Call 4 pupils randomly. Let
Eric like to play them write a sentence with
with the horse in his uncle's ranch. He personification.
envies the man who look after the
animal in the farm. He enjoys listening
to the honking of the goose, the
cackling of the hen. At night, he could
hear the squeaking of the mouse. He
does not fear the big monkey living in
the nearby trees. His uncle has a book
on how to take care of animals.
Tuesday Wednesday
How do you treat the animals?
As a grade 6 pupil, how can What is the importance of
you help in saving the cooperation?
animals?
Personification is the attribution
of human qualities, nature or
characteristics to
inanimate objects or something
nonhuman. It is also the
representation of an abstract
quality in human form.
Examples:
"And then one day the boy
came back and the tree shook
with joy."
(excerpt from “The Giving Tree”
Irregular nouns form their
by Shel Silverstein)
plural by changing their
The little dog laughed to see
spelling
such sport, And
the dish ran away with the
spoon.
(nursery rhyme)
The night was creeping on the
ground!
She crept and did not make a
sound
(excerpt from “Check” by
James Stephens)
attributes to inanimate objects.
It adds beauty and creativity to
any literary piece.
 5

Monday Tuesday Wednesday

I. Evaluating Learning
Use the plural form of the
words in parentheses to
complete the sentence.
Write the plural form of each
1.
noun.
Father took a picture of the
1. brother
___________ in the Ilocos
2. child Listen as your teacher reads
Region. (church)
3. foot two sets of sentences in each
2. The boxes were
4. woman number. Put a check ( / )
placed near the ___________.
5. mouse mark inside the column of the
(stair) 3. Many of the
6. man appropriate letter if the
books were donated to the
7. sentence exemplifies
Grade IV _. (class)
tooth personification.
4. Some of the
8. ox
factories make toys for
9. hoof
________(baby). 5.
10. goose
There are many _________
establishment in the city.
(factory)
J. Additional activities for
Identify the following:
application or remediation Take a note of the rules to be
Study the pluralization of 1. Prefixes
followed in pluralization of
irregular nouns. 2. Suffixes
nouns.
3. Affixes
V. Remarks

VI. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students' program this week. What works? What e
your instructional supervisiors can provide for you so when you meet them, you can ask them relevant questions.

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

Monday Tuesday Wednesday

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?
 6
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?
 7

e and Section SIX

ning Areas ENGLISH

ter FIRST GRADING

Thursday Friday
ary procedures must be followed and if needed, additional lessons, exercises and
ormative Assessment strategies. Valuing objectives support the learning of content
e derived from the curriculum guides.

Decode meaning of unfamiliar

words using stuctural analysis

Use affixes to complete

sentences. Answer test questions
independently

Decode meaning of unfamiliar

words using stuctural analysis

e content can be tackled in a week or two.

Affixes First Summative Test

nd in learning. Ensure that there is a nix of concrete and manipulative material as

Thursday Friday

DLP 6 Module 4

. Always be guided by demostration of learning by the students which you caninfer

arn new things, practice their learning, question their learning processes and draw
allotment for each step.
 8

Spelling No. 8
1. structural
2. decode
3. affixes
4. prefixes
5.
analysis

Complete each word in the

parenthesis by adding the appropriate
prefix (under-, over-, ex-, and super-)
to it. 1. (abundant) There is an
__________ harvest of corn in the
province of Isabela this year.
2. (supply) It is expected then that
there will be an __________ of corn in
this province.
3. (governor) The __________ of
Isabela was responsible for the
successful corn farming.
4. (estimated) The farmers
__________ the volume of corn
harvest they would have.
5. (fine) Modern corn grinders tend to
produce __________ corn flour.

Thursday Friday

Read and analyze these

sentences:
1. The freshness and
sweetness of our local white
corn make me overeat boiled
ones.
2. Overjoyed because of the
bountiful harvest, the farmers
shared sacks of sweet corn to
their neighbors.

Group Activity.
Pick out the words that contain
the prefix indicated in each
group.
1. under – (less than)
a. underage
b. underarm
c. undergo
d. undermanned
e. underchange
2. over – (too much)
a. overture
b. overtime
c. overripe
d. overdraw
e. overt
 9
Group Activity.
Pick out the words that contain
the prefix indicated in each
group.
1. under – (less than)
a. underage
b. underarm
c. undergo
d. undermanned
e. underchange
2. over – (too much)
a. overture
b. overtime
c. overripe
d. overdraw
e. overt
3. 3. ex
– (former)
a. ex-secretary
b. examine
c. ex-governor
d. excavate
e. ex-mayor
4. super – (superior)
a. superfine
b. superfluous
c. supersonic
d.
supervisor
e. superb

Thursday Friday

Add the appropriate suffix to

each word to form a new one.
Note the given clue. Write your
answers on a separate sheet.
1. taste (lacking flavor)
2. book (a little book)
3. explore (the action of
travelling in or through an
unfamiliar area in order to
learn about it)
4. treat (medical care given to
a patient for an illness or injury)
5. pay (able to be paid)

Rewrite each sentence adding

the suffix –let or –ish to the
root word inside the
parentheses.
1. The sky looks (blue) today.
2. The children presented a
 10

Rewrite each sentence adding

the suffix –let or –ish to the
root word inside the
parentheses.
1. The sky looks (blue) today.
2. The children presented a
(play) in front of their parents.
3. The man’s behavior is
(child).
4. Rose looks (boy) in the new
haircut.
5. Anna wears a (yellow) gown
on her birthday party.

Thursday Friday

What benefits can you get from

this lesson?

Affixes are letters or syllables

added at the beginning or end
of a root word. Prefixes are
letters or syllables placed
before the root word or the
base form of a word. A root
word is the form of a word after
all affixes are removed. A prefix
changes the meaning of a
word.
 11

Thursday Friday

Complete each sentence

below. Write your answer on a
separate sheet of paper.
1. The potato chips I bought
was __________.
2. I read the __________ you
gave me.
3. The United States is
planning for the __________ of
Mars.
4. The survivors of the plane
crash were given __________
for their injuries.
5. Mario’s new cellphone is
_________ in two months

Review our previous lesson for

3 weeks and be ready for our
summative test tomorrow.

rks? What else needs to be done to help the students to learn? Identify what help

Thursday Friday
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