School Grade Four -

Grade 1 to 12 Teacher Learning Area ENGLISH

Daily Lesson Log Teaching Dates and Time WEEK 1/JUNE 5-9, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Realize that the world is made up of people of different races and colors.
I. OBJECTIVES 2. Appreciate and respect the differences of people in the world.
3. Feel proud of being a Filipino as a member of the brown race
The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
A. Content Standards understanding of the elements of understanding of the elements of understanding of the elements of understanding of the elements of understanding of the
informal text for comprehension informal text for comprehension informal text for comprehension informal text for comprehension elements of informal text
for comprehension
The learner recall details of The learner recall details of The learner recall details of events The learner recall details of events The learner recall details of
B. Performance events and shares ideas on text events and shares ideas on text and shares ideas on text listened and shares ideas on text listened events and shares ideas on
Standards listened to listened to to to text listened to
1.Note details in a selection 1.Note details in a selection 1.Note details in a selection 1.Note details in a selection 1.Note details in a selection
listened to listened to listened to listened to listened to
C. Learning 2. Show willingness and 2. Show willingness and 2. Show willingness and 2. Show willingness and 2. Show willingness and
Competencies/Objectives enthusiasm in reading/ listening enthusiasm in reading/ listening enthusiasm in reading/ listening to enthusiasm in reading/ listening to enthusiasm in reading/
Write the LC Code for each to a literary text. to a literary text. a literary text. a literary text. listening to a literary text.
EN4 CL Ia -1,Eng4A-Ia-1 EN4 CL Ia -1,Eng4A-Ia-1 EN4 CL Ia -1,Eng4A-Ia-1 EN4 CL Ia -1,Eng4A-Ia-1 EN4 CL Ia -1,Eng4A-Ia-1
II. Content Black, White, Brown by Nemah Me and My World 1 Me and My World 1 a. Plural form of regular Black, White, Brown by
N. Hermosa, A cake for Kate by Gretel Laura a. Long a sound with the nouns Nemah N. Hermosa, Me
M. Cadiong final silent e and My World 1
III. LEARNING RESOURCE
A. References Page 9-11 P.13-15
1. Teacher’s Guide pages
2. Learner’s Materials Pages
3. Textbooks pages
4. Additional Mats from Laptop, TV, LED projector Laptop, TV, LED projector
(LR)portal.
B. Other Learning Resources Oral Language Activity Oral language Activity Oral Language Activity Review Oral language activity
 Say what like about you/  Read the sentences  Name each picture  News for the Day
yourselves correctly
 Unlocking of Difficulties
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 previous lesson Reading the Story, Lets add an e-at the end of Reading the Story Find out and learn Present a poster
 or presenting the new lesson “Black, White and Brown” each word “ A cake for Kate”  Read the short story
Ex. mat +e=mate
B. Establishing a purpose for the  Answer comprehension Read the following word Talk about it  What kind of words are What is a poster?
lesson question: correctly  Answer the following shown in the picture
1. Date question
2. gate
C. Presenting examples/ instances Engagement Activity Vocabulary Development Engagement Activity Try and Learn Group Activity:
of the new lesson Group Activity:  Match the picture/  Group Activity  Write the words in the  Read the information
1. Dramatize the story object with the following images about a poster
2. Think a song correct word.
3. Pretend you as Kabunian Try and Learn:
 Read & Answer the
questions?
D. Discussing new concepts and Try and Learn Write about it Think-Pair-Share Independent Practice:
practicing new skill #1 Have the class rehearse for  Write the word for each  Write at least two sentences  Prepare a dialog. One will  What information is
presentation for the following day illustration about the ffg. pronoun act our thr buyer and the given in the poster
other one the vendor.
E. Discussing new concepts and Appreciate and respect the Do and Learn Find out and Learn: Make a poster about
practicing new skills #2 differences of people/ classmate. “Ice Cream Cake” Write the correct form of the protection of the
Being proud of our own race, plural nouns of the following. environment.
F. Developing mastery Remember: What information do we
(Leads to Formative Assessment 3  Many nouns are there in the get from posters.
picture?
G. Finding practical applications Refer to LM, Learn Some Do and Learn Draw a poster about
of concepts More Write the plural form of the environmental protection.
and skills in daily living following.
 Read the riddles and
complete the puzzle
H. Making generalizations and Look around your house. List
abstractions about the lesson down 20 nouns and write their
plural form of it.
I. Evaluating learning Reading the Story, Lets add an e-at the end of Reading the Story Find out and learn Present a poster
“Black, White and Brown” each word “ A cake for Kate”  Read the short story
Ex. mat +e=mate
J. Additional activities for application  Answer comprehension Read the following word Talk about it  What kind of words are What is a poster?
or remediation question: correctly  Answer the following shown in the picture
3. Date question
4. gate
V. REMARKS Lesson last Friday Sept 9 was Lesson was not taught. Conduct PHIL- Lesson was not taught. Conduct of Lesson for Wednesday was
 not taught because. Of District IRI PHIL-IRI taught
Meet
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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 2/JUNE 12-16, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1 Show willingness and enthusiasm in listening.
I. OBJECTIVES 2. Realized that kindness begets kindness
3 Realized that not all information in an advertisement can be taken as true.

A. Content Standards The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
understanding of the elements of understanding of the elements of understanding of the elements of understanding of the elements of understanding of the
informal text for comprehension, informal text for comprehension, informal text for comprehension, informal text for comprehension, elements of informal text
for comprehension,

B. Performance The learner recall details of The learner recall details of The learner recall details of events The learner recall details of events The learner recall details of
Standards events and shares ideas on text events and shares ideas on text and shares ideas on text listened and shares ideas on text listened events and shares ideas on
listened to listened to to to text listened to
1.Note details in a selection 1.Read words, phrases poems, or 1.Use context clues (synonyms) to 1.Use plural form of regular
listened to stories with long vowel –e find the meaning of unfamiliar noun ending in - f/fe and –
C. Learning EN4LC-1b-2 2.Speak clearly using appropriate words. y.
Competencies/Objectives pronunciation & intonation 2.Analyze a narrative in terms of EN4G-Ia-b-1
Write the LC Code for each ENOL-Ia_d-1, EN4F-Ib-2 setting
EN4V-Ia-d2, EN4RC-Ia-b-2
II. Content “Androcles” “Androcles” “Big Feet- Big Heart”
( adapted from Aesop’s Fable) ( adapted from Aesop’s Fable) Adapted from Chicken Soup
for the Soul
by Jack Canfield and Mark Hansel
III. LEARNING RESOURCE
B. References
1. Teacher’s Guide pages 22-24 24-26 27-29 29-31
2. Learner’s Materials Pages 13 15-17 18-19 20-22
3. Textbooks pages
4. Additional Mats from
(LR)portal.
B. Other Learning Resources Laptop, tv, printed materials Laptop, tv, printed materials Laptop, tv, printed materials Laptop, tv, printed
materials
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
F. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3
H. 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
Unlocking of Difficulties
a. Imprisoned, escape
b. Moaning, groaning
c. Chase, lick
Have you ever helped someone?
What did you feel after dping so?
Reading the Story
“Androcles”
Answering the motive question
Group Activities
Why must we be kind to others?
Lesson last Friday Sept 9 was not
taught because. Of District Meet
 Review the part where
Androcles helped the Lion?
 How they become friends?
Read the ffg. sentences.
Take note of the underline words
 What are the underline words
in the sentence?
Read words with long-e sound.
 Match the picture with the
words on the board.
Answer
Whats the Word
Lesson was not taught. Conduct
PHIL-IRI
 Tongue Twister Name the pictures
 Unlocking of Difficulty -Give the name of its
objects in the picture
-relief, -tightly
In the story that we will read, find Have you gone for a picnic?
out how a big man helped a little What are the things that
girl. you usually bring on picnic?
Reading the story Find out and Learn
“Big feet-Big Heart”  Read and act out the
dialog
Talk about it What are the thing that
 Why did the little want an ice Vicky and mother
cream? prepared for the picnic?
Engagement activity  What are the this
-Draw about your own experience words?
of helping other.  Do they refer to one
noun?
Do and Learn
 Read the Story and answer
the question.
How many of you helped
someone whom you don’t know?
How does it feel?
Study the chart.
How is the plural of noun in
column A formed? In
Column B?
Write two sentences about a place Do and Learn:
you want to visit. Write the plural form of
the following nouns.
Lesson was not taught. Conduct of Lesson for Wednesday was
PHIL-IRI taught
 F. No. of learners who earned
80% in the evaluation.
G. No.of learners who
require additional activities for
remediation
H. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

I. No. of learners who continue to

require remediation
J. 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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 3/JUNE 19-23, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

- demonstrates understanding of - demonstrates understanding - demonstrate understanding of - demonstrate understanding of -demonstrate
I. OBJECTIVES the elements of informational that English is stress-timed text elements to comprehend English grammar and usage in understanding of library
text for comprehension language to achieve accuracy and various texts speaking or writing skills to research on a
- demonstrates understanding of automaticity variety of topics
text types to conduct feedback
- recalls details in a selection - reads aloud texts with accuracy
- use knowledge of text types to -uses the classes of words aptly in - Uses library skills to
A. Content Standards listened to and automaticity correctly distinguish literary from various oral and written discourse gather appropriate and
informational texts. relevant information
The learner recall details of The learner recall details of The learner recall details of events The learner recall details of events The learner recall details of
B. Performance events and shares ideas on text events and shares ideas on text and shares ideas on text listened and shares ideas on text listened events and shares ideas on
Standards listened to listened to to to text listened to
1.Note details in a section Read words, phrases, poems or State similarities and differences 1.Use plural form of irregular Locate information using
listened to stories with long vowel I sound in information/literary text read nouns print and non-print
C. Learning (EN4LC-Ic-3) ( EN4F-Ic-3) (EN4RC-Ic-3) ( EN4G-Ic-2) resources (using map)
Competencies/Objectives 2. Realize that hard work pays off 1.Compare and contrast 2.Appreciate different cultures of (EN4SS-Ic-3)
Write the LC Code for each information from literary texts children from different parts of
read or listened to the world
2.Appreciate different cultures of 3. Realize that children all over the
children from different parts of world are alike in many ways.
the world
3. Realize that children all over the
world are alike in many ways.
II. Content A Trip for Mike and Spikes A Trip for Mike and Spikes We are one world Plural form of Irregular nouns Information Through Print
By; Robert Charles By; Robert Charles by: Meish Goldfish Sources
Long vowel i: final silent e Help! By Gretrel Laura M. Cadiong
III. LEARNING RESOURCE
I. References 35-36 37 38-39 40-42 42-43

A. Teacher’s Guide pages 23 23-25 27-28 28-30

B. Learner’s Materials Pages
C. Textbooks pages Story: A Trip for Mike and Spike Story: A Trip for Mike and Spike Poem: We Are One World by Poem: Help by Gretel Laura M. Books, Maps
By Robert Charls By Robert Charls MeishGoldish Cadlong
D. Additional Mats from
(LR)portal.
E. 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
Powerpoint Presentations
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 the story Androcles
Unlocking of difficulties
Trip, dine, limes
Show the World Map
Do you like to go on other places?...
Motive question:
Mike and spike would like to go to
places. Find out what they did so that
they can visit many places.
Listening to a story:
“A Trip for Mile and spike”
Answering the motive questions
Answering comprehension questions:
Wh---?
Group activity: TG p.36
Power point Presentations
Recall the story about A Trip
for Mike and Spike
Group Presentation
Refer to LM, Find Out and
Learn.
What common sound do you
hear?”
What words have the long i?
How is the sound
pronounce?
Reading the words with long i
correctly
Guided Practice
Refer to LM, Try and Learn.
Exercise 1
Exercises 2
What is the sound ofi when
letter e is added at the end of
Powerpoint Presentations, World Powerpoint Presentations Powerpoint Presentations
Map
Unlocking of difficulties Have the class read the poem We Recite the poem: We Are
Show the class a world map. Have are One world One World
you heard about these places? Presentation of the group output
Would you like visit these places? and deeper discussion of the
Show a picture of children from poem
different countries.
Where do these children come
from? What do you think they
love doing?
What do children all over the Guidelines in forming the plural of Post a big map on the
world do? Let’s find out from the regular nouns. board
poem.
Refer to LM, Read and Learn Read the poem Help. Refer to LM, Skill development
Read the poem with proper Find Out and Learn  Read the information
intonation and expression given in the
advertisements
Intellectual discussion about the Discussion about the the poem  What is the product
poem read read being advertised?
Cooperative Group Activity Teaching/Modeling Group Activity
Which words in the poem are
plural nouns?
Group Presentation Guided practice:
Refer to LM,Try and Learn
Composition: Write a letter to Spelling Bee
your friend . Refer to LM, Write
about It.
How do you form plural form of
irregular nouns?
 a word?
What is the sound of the long
i?
I. Evaluating learning Independent Practice Independent Practice
Refer to LM, Do and Learn. Refer to LM, Do and Learn
J. Additional activities for Refer to LM, Learn Some More. Assignment: Refer to LM, Learn Some More.
application or remediation Refer to TG p. 42
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
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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 4/June 26-30, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
- Demonstrates understanding of -Demonstrates understanding - Demonstrates understanding of Demonstrate understanding of Demonstrate
A. Content Standards the elements of informational that English is stress-timed the elements of informational text English grammar and usage in understanding of writing as
text for comprehension. language to achieve accuracy and for comprehension. speaking or writing. a process
automaticity
- demonstrates understanding
that word meaning changes
based on context.
-Reads aloud text with accuracy Uses the classes of words aptly of Uses a variety of strategies
B. Performance Recall details, sequence of events and automaticity Recall details ,sequence of events various oral and written discourse to write informational and
Standards and shares ideas on text listened - use strategies to decode the and shares ideas on text listened literary composition
to. meaning of words in the context to.
-Sequence events in a story Speaks clearly using appropriate Sequence events in literary texts Arrange words in alphabetical - Use Mass and Count
listened to pronunciation and intonation EN4RC - Id-e-3 order with the same first letter but Nouns
C. Learning Code:EN4LC-Id--4 (Poems chants, rhymes , riddles) a different second letter EN4G-Id-3
Competencies/Objectives -Use context clues (antonyms)n EN4OL-Ia-d-2 EN4SS - Id-4 - Write 2-3 step directions
Write the LC Code for each to determine the meaning of - Read words , phrases, poems or -Use Mass and Count Nouns using signal words
unfamiliar words EN4V - Ia-d-2 stories with long vowel o sound EN4G-Id-3 EN4WC-Id-3
EN4F-Id-4
II. Content “Tower to the Moon” Who’s Afraid? Poem: Cooking in the Kitchen Mass Noun and Count Noun “I love the Market”
_Sequencing Events -Write rhyming words -Sequencing events -Following Direction
III. LEARNING RESOURCE
II.References pp. 45-48 pp. 48- 50 Pp. 50-51 Pp. 52 Pp. 53

A. Teacher’s Guide pp. 31-32 Pp. 32-36 Pp.36 - 37 Pp. 38-39 Pp.40
pages
B.Learner’s Materials Pages

C.Textbooks pages Story: A Trip for Mike and Spike Story: A Trip for Mike and Spike Poem: We Are One World by Poem: Help by Gretel Laura M. Books, Maps
By Robert Charls By Robert Charls MeishGoldish Cadlong
 D. Additional Mats from (LR)
portal.
E.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
Power point presentation
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
Ask the class to recite a poem rhyme
learned in a previous lesson
What do you wish for yourself?
What do you wish for your family?
In the story , Tower to the Moon,
identify the king’s dream
Read the story the story:
:Tower to the Moon”
Stop / pause at some parts and ask
predicting questions
Engagement Activities
Group Activity:
-Draw a tower
-Write a letter
-Write a trait that one must posses
Read an event in the story “ Tower to
the Moon”
Refer to LM,
Do and Learn pp. 32
What helped you sequence the
events in the story?
Guided Practice see TG p. 47
Maps
Review of the past lesson
about sequencing events
What chores at home do you
like to learn?
Read the first paragraph ,
refer to LM, Find out and
learn pp. 32
Where those the King sit?
Could they build a tower with
the boxex?
Guided Practice
Refer to LM, Try and Learn
p.33
Refer LM, Do and Learn p.34
What chore did the child
learn? What did she do in
the kitchen?
Read the poem aloud in
Power point presentation
Review of the past lesson about
long vowel o sound
Refer to Lm,
Try and Learn
Which is task is done first ?
Second? Next?last?How do we
arrange the steps in a process in
order or sequence they are done?
Guided Practice
Refer to LM , Do and Learn p. 37
Independent practice
Refer to LM , Learn Some More p.
37
Power point presentation, flashcards Power point presentation,
-Review of the past lesson about Recite the poem: We Are
sequencing events in a literary One World
text
Post a big map on the
board
Read the paragraph -Today we are prepare a
Refer to LM fruit salad.
Find out and Learn
-Name other things which cannot -What do we do first?
be counted? - What do we do next?
-Name other things which can be -What did we do after
counted? that?
-What did we do last?
Classify nouns as count noun and -What steps do you follow
mass nouns. in washing your hands?
-Alphabet game
Guided Practice Refer to LM,
Read the poem: Identify and Write about it.
classify count noun and mass
noun
What is the difference of mass and What words did we use to
count nouns? show the steps in washing
your hands? What is signal
words?
Market List: Refer to LM, Learn
 unison and in group. Some More p. 39
J. Additional activities for Refer to LM, Learn Some More. Assignment: Refer to LM, Learn Some More.
application or remediation Refer to TG p. 42
V. REMARKS
VI. REFLECTION
E. No. of learners who earned 80% in
the evaluation.
F. No.of learners who require
additional activities for
remediation
G.Did the remedial lessons work? No.
of learners who have caught up
with the lesson.

H.No. of learners who continue to

require remediation
I. 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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 5/JULY 3-7, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Demonstrate understanding of Demonstrate understanding of the element of informational text for comprehension
I. OBJECTIVES writing as a process
Uses a variety of strategies to The learner recall details , sequence of events and shares ideas on text listened to,
A. Content Standards write informational and literary efficiently deliver oral presentation, use strategies to decode the meaning of words
composition
Uses a variety of strategies to The learner recall details , Uses a variety of strategies to The learner recall details , Uses a variety of strategies
B. Performance write informational and literary sequence of events and shares write informational and literary sequence of events and shares to write informational and
Standards composition ideas on text listened to, composition ideas on text listened to, literary composition
efficiently deliver oral efficiently deliver oral
presentation, use strategies to presentation, use strategies to
decode the meaning of words decode the meaning of words
- Use Mass and Count Nouns -Sequence events in a story -Sequence series of events in -Use quantifiers of mass nouns -Read words, phrases,
EN4G-Id-3 listened to stories listened to EN4V-Ie-2 EN4G-I e-4 poems and stories with
C. Learning - Write 2-3 step directions using EN4LC-Ie-5 1. -Write different forms of long u vowel sounds
Competencies/Objectives signal words -Give oral direction simple composition (thank you EN4F-Ie-5
Write the LC Code for each EN4WC-Id-3 EN4OL-Ie-2 card) as a response to the story -Sequence events in a story
-Use context clues to determine listened to read
the meaning of unfamiliar words 2. EN4WC-Ie-f-4 Use graphic organizers to
EN4V-Ie-2 3. -Use graphic organizers show understanding of
(story sequence chart) to show texts
understanding of texts EN4V-Ie-2
4. EN4SS-Ie-i-5 -Write different forms of
simple composition (skit,
slogan) as a response to
the story read
5. EN4WC-Ie-f-4
II. Content “I love the Market” “Halo Halo Especial” “Pop Corn”
-Following Direction By Yvette Fereol
III. LEARNING RESOURCE
A. References
1.Teacher’s Guide pages
2. Learner’s Materials Pages
3.Textbooks pages
4.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
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
Pp. 53
Pp.40
Power point presentation,
Oral Language Activity Oral language Activity
 Say what like about you/
yourselves
 Unlocking of Difficulties
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
Recite rhymes and poems learned in
previous lesson.
-Today we are prepare a fruit salad.
-What do we do first?
- What do we do next?
-What did we do after that?
-What did we do last?
-What steps do you follow in
washing your hands?
Refer to LM,
Write about it.
55-56
Power point presentation,
Recall activities on giving
direction.
Unlocking of Difficulties
-awful, coals, fragrant, treats,
enchanted
-Show picture of a sick child.
Refer to LM, THINK and TELL.
Reading the story of “ Halo
halo Especial”
57-58
Oral Language Activity
 Read the sentences
correctly
Engagement Activities
- Group activity
Presentation of Group Activity
- Who is sick?
- What did lolaItangprepare for
Jackie?
- the rice cake?
Post picture of events in the story
(Refer to LM, Think and Tell)
Refer to LM, Try and Learn B
Realize that Love and care of
family ones brings wellness and
happiness.
58-59
Review
 Name each picture
Refer to LM , Find Out and Learn
- Name the ingredients of
Lola Itangs Hahu halo
especial.
Refer to LM, Read and Learn
- What is place on top of
Lola Itang’s rice cakes?
- What else are placed on
Refer to LM. Do and Learn A.
- Talk about the thing you
need to buy
Refer to LM, Do and Learn B
61-63
Oral language activity
 News for the Day
-Refer to LM. Find Out and
Learn
Recitation of poems
learned in previous lesson.
-What will you buy if you
get some money?
Reading the dialog thru
flower graphic organizer
-Refer to LM, Read and
Learn
- Refer to try and learn.
-Identify the main details of
the story.
- Retell the story using
graphic organizer.
- Story Construction Gane
Refer to LM, Learn some
more
 H. Making generalizations and What words did we use to show the -how do you sequence events in -What can you say about
abstractions about the lesson steps in washing your hands? What is the story read? quantifiers or counter of mass
signal words? What are the signal words used? noun?
I. Evaluating learning Refer to LM, Try and Learn B Refer to LM, Learn Some More Refer to Story C.
- Arrange the picture of Use the correct counters Make a Story/Write a story
events as they happened. /quantifiers for the mass nouns. in response to story read.
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
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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 6/JULY 10-14, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Understanding that one should Infer feelings of characters in the Use possessive nouns Write a poem/note as a response Summative Test
I. OBJECTIVES listen only to sound advice story listened to to the poem read
Demonstrate understanding of Demonstrate understanding that Demonstrates command of the Demonstrate understanding of
A. Content Standards text type to construct feedback. reading is a wide range to texts convention of standard English writing as a process
provide pleasure and avenue for grammar and usage when writing
self-expression and personal or speaking
development.
Identify story perspective and Use literal information from text Speaks and writes using good Uses a variety of strategies to
B. Performance text elements. to aptly infer and predict command of the conventions of write informational and literary
Standards outcomes. standards English. compositions.
EN4LC-If-1 EN4RC-II-If-4 EN4G-If-5 EN4WC-Ie-f-4

C. Learning
Competencies/Objectives
Write the LC Code for each
II. Content
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
B. References
1.Teacher’s Guide pages P64-66 P66-69 P69-70 P70-72
2. Learner’s Materials Pages P54 P54-56 P57-59 P59-61
3.Textbooks pages
4.Additional Mats from
(LR)portal.
B. Other Learning Resources Chart, flashcards, audio-visual Chart, flashcards Chart, flashcard Chart, flashcard
presentation, picture
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
These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
Who usually gives you some advice?
Do you listen to him/her?
Show a drawing of an old man, his son and a
donkey
Ask: “To whom did the old man, and his son
listen to?”
Read the story to the pupils. Ask prediction questions
at some pars of the story.
“The Old Man, His Son and a Donkey”
Read the story to the pupils. Ask prediction questions
at some pars of the story.
“The Old Man, His Son and a Donkey”
Read the story to the pupils. Ask prediction questions
at some pars of the story.
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Snow smiley of different
feelings (happy, sad,
surprised, excited, etc.)
Refer to LM p54 Think and
Tell
Unlocking of Difficulties
A. Fool
Say: “the man is fool to wear a jacket on a
hot summer day. People laugh at him and
think he is stupid. What word in the second
sentence means the same as fool?”
B. Loose
Say: “The rope that tied the chicken got
loose. So, it set itself free. What word in
the second sentence gives a clue to the
meaning of the loose?”
C. Please
Say: “Yesterday, I prepared to surprise my
mother. I tried hard not to make her angry
by doing all chores. I want to please her. I
want her to be happy on her birthday.
What words in the fourth sentence give the
meaning to please?”
Tell the feeling or trait of the character.
F. “I cannot fly, I shall fall! I know I
shall fall!” said the little haw. The
little hawk was (sad, weak,
nervous)
Tell the feeling or trait of the character.
 “you must be very tired, father. You
have worked all day. May I help
you row the big boat?” said the
child. What does the child feel?
(angry, sad, worried). We can tell
that the child is (respectful,
concerned, kind)
Tell the feeling or trait of the character.
Let the pupils read the following Who usually gives you some
words: advice? Do you listen to him/her?
Josid’s birthday
Aling Nina’s Sari-sari Store
Lopue’s Department Store
1. Whose birthday today?
2. Whose Sari-sari store is in the
corner of the street?
3. Where did you buy your new
clothes?
Possessive Pronouns express ownership or Show a drawing of an old man, his son
possession. and a donkey
 To make most singular nouns show
possession, add an apostrophe s. (‘s)
Ask: “To whom did the old man, and his
 However, for singular nouns that ends
with -s, add an apostrophe after -s to son listen to?”
show possession. (s’)
 For plural nouns that ens in -s, add an
apostrophe after the s to show
possession. (s’)
Write the possessive form of the following: Read the story to the pupils. Ask prediction
G. Camp of boys scout- questions at some pars of the story.
H. Pen of writer-
I. Net of fisherfolk- “The Old Man, His Son and a Donkey”
J. Chalkboard of teachers-
K. Bible of priest-
Refer to LM p58 Try and Learn Direction: Write an acrostic poem
Exercise 2 about “Happiness”. Think of a
word or phrase using the letters
in the word “TELL”
T
E
L
L
Write the correct possessive form of the given Direction: Write an acrostic poem
noun in the blank.
 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
 “Snake! Snake!” cried
“The Old Man, His Son and a Donkey”
Blanca who jump out of
the barn. Blanca was
(happy, afraid, angry).
Read the story to the pupils. Ask prediction questions Tell the feeling or trait of the character.
at some pars of the story.
 “Oh! Father,” said the
“The Old Man, His Son and a Donkey” little frog. “I just saw the
biggest animal in the
world. You have never
seen an animals as big as
hill. It had horns on his
head.” the little frog was
(surprised, tired,
ashamed).

What are you going to do in order to How can we infer or guess
have good fortune? the traits and feelings of
characters?
about “Happiness”. Think of a
It will be (birthday of Mika)_________ next
Saturday. Her parents are preparing a party for word or phrase using the letters
her. Mother ordered the birthday cake at (the in the word “Climb”
bakeshop of Agnes) ________. She has the
invitations printed at (the print House of
Macy)__________ C
L
I
M
B
Write the correct possessive form of the given Direction: Write an acrostic poem
noun in the blank.
about “Happiness”. Think of a
She will be preparing (favorite of Mika) word or phrase using the letters
________ party food. Meanwhile, Father
in the word “Catch”
bought some pink and white balloons at (the
Toy Balloons of Coco)___________. All of the
(friends of the children) ___________ are C
invited. Mika cannot seem to wait for Saturday.
A
She is very excited.
T
C
H
How are we going to show What is acrostic?
possession to express ownership?

I. Evaluating learning
Direction: answer the question Listen to the story of “The Lion and The Direction: Write the possessive Direction: Write an acrostic poem
Mouse”
below. Choose the best word that completes the form of the following: about “Happiness”. Think of a
sentence. 1. License of driver- word or phrase using the letters
1. The lion roared at the mouse, put his
*If you were the character in the paw over her and said, “I will eat you.” the 2. Hose of firefighter- in the word “Shoes”
story, what will you in order to have lion was ____. 3. Baskets of vendors-
A. Playful b. Powerful c. Tearful
a good journey to the market? 2. The mouse was _____ the lion. 4. Keys of clerk- S
A. Afraid of b. Angry with c. Ashamed 5. Dress of Sheila- H
of
3. The lion laughed and said, “”I am O
strong. How could you ever help me?” the E
lion thought that the mouse was ____.
A. Foolish b. Selfish c. Serious S
4. The lion tried to break the net, but the
rope was strong. The lion flt _____.
A. Careless b. Friendly c. Helpless
5. “you saved my life. Thank you,” said the
lion to the mouse. The lion was _____.
 A. Cheerful b. Thankful c. thoughtful
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
F. No. of learners who earned
80% in the evaluation.
G. No.of learners who require
additional activities for
remediation
H. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

I. No. of learners
who continue to require
remediation
J. 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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 7/JULY 17-21, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Realize that one has to exert Express one’s ideas, feelings Read words, phrases, poems, and Identify concrete and abstract Summative Test
I. OBJECTIVES effort to achieve his/her dreams. clearly. stories with accuracy. nouns in sentences.
Demonstrates understanding of Demonstrates understanding of Demonstrate understanding of Demonstrate understanding of the
A. Content Standards the elements of informational verbal and non-verbal elements text elements to comprehend conventions of standard English
text of comprehension of communication to respond various texts grammar and usage when writing
back or speaking.
Recall detail, sequence of events Uses paralanguage and non- Use knowledge of text types to Speaks and write using good
B. Performance and shares ideas on texts listened verbal cues to respond correctly distinguished literary command of the conventions of
Standards to appropriately. from informational texts. standard English.
EN4LC-Ig-1 EN4A-IIa-1 EN4RC-Ig-5 EN4G-Ig-6

C. Learning
Competencies/Objectives
Write the LC Code for each
II. Content
III. LEARNING RESOURCE
C. References
1.Teacher’s Guide pages
2. Learner’s Materials Pages
3.Textbooks pages
4.Additional Mats from
(LR)portal.
B. Other Learning Resources
IV. PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
P75-77 P77-78 P78-79 P79-80
P66-68 P66-68 P68-69 P71-73
Chart, flashcards Chart, flashcards, activity card Chart, flashcards, activity card Chart, flashcards, activity card
Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation
These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Refer to LM p65 Think and Tell Recall the story about The Recall the details of the story The Direction: Read the words inside
Mouse at the Seashore. Mouse at the Seashore. the box.
 Beach mouse cat tree
dogs peace
fear seashore
trouble birds

-What do you call these words?

-Which nouns can be seen, heard,
smelled, Which nouns can be
seen, heard, smelled, tasted?
-Which words can be felt?
B. Establishing a purpose for the Say:“you are going to listen to a story Ask questions to track pupils Refer to LM p68 Think and Tell What do we call these two type of
lesson about a mouse who wants to go to comprehension. noun?
the seashore. Will it be for him to
reach the seashore? Let us find out
the answer to those questions after
listening to the story “The Mouse at
the Seashore” ”
C. Presenting examples/ Reading of the story entitled “Mouse Say : “Act out the some of Teaching chart -Concrete nouns are nouns that
instances of the new lesson the Seashore”by the teacher and the the major scenes in the story. A diagraph is a single sound or can be seen, heard, smelled,
pupils will going to listen. Assign roles to pupils and phoneme which is represented by tasted or felt.
encourage them to be as two letters. Ex.: cat, bird, stone, water
expressive as the characters -/sh/ - Abstract Nouns shows virtues,
in the story.” -/ch/ traits, characters, or qualities.
They cannot be seen, heard,
smelled, or tasted.
Ex.: peace, contentment,
happiness
D. Discussing new concepts and Answer the following questions: Presentation by group: Direction: Compare how the Refer to LM p72 Try and Learn
practicing new skill #1 1. Who was going on a trip to the Group 1: Draw Me following words are pronounced. Exercise 1
seashore? Ask: “Have you tried going to Listen as the teacher reads the
2. What did his parents say? the beach/sea?” word. Then, read after the
3. Did he still push through his plans? Say: “Draw a beach/sea and teacher.
/sh/ /ch/ /k/ /sh/
say something about it.” shore change choir chemise
wish church chorus chic
shoreline chores choral parachute
Shell children chaos chandelier
Shop chant school chantal
shepherd chart schedule chicago

E. Discussing new concepts and
practicing new skills #2
Answer the following questions:
4. What happened to him on his
journey to the seashore?
What happened in the first light of
dawn?
Presentation by group: Refer to LM p69 DO and learn Refer to LM p72 Try and Learn
Group 2: I See Exercise 2
Ask: “What are the things
you’ll see in a beach/sea?”
Say: “Write the things that

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
What happened by the afternoon?
5. When and how did he reach the
ocean he has been dreaming to see?
Answer the following questions:
6. What kind of mouse is he? If you
were the mouse, would you take
same action as he did? Why or why
not?
7. What have you learned from the
story “The Mouse at the Seashore?”
Answer the following questions:
8. Do you have a dream/an ambition
in life? What is it?
9. What will you do to achieve your
dream/ambition?
10. If you meet a challenge along
your way, will you give up? Why or
why not?
What will you do to achieve your
goals in life?
Direction: please answer the
question below in no less than 3
sentences:
What will you do to achieve your
goals in life?
you can see in a beach/sea
and show them to the class”
Group 3: My Checklist Refer to LM p69 Learn some more Refer to LM p 73 Do and Learn
Ask: “What are things that
you bring when going to a
picnic at the beach/sea?”
Say: “Draw and write a
checklist of the things you
might bring when going on a
picnic at the beach. Explain
the reason of bringing these
things.”
Group 4: Listen to Me
Ask: “What will be your
advice to your sibling/friend
if he will go to the beach one
day?”
Say: “Write a letter of advice
to your sibling/friend. Read
you letter to the class.”
Process the group outputs. Refer to LM p73 Learn Some More
What do you do to express How are we going to read words, What is an abstract noun and a
your self or your ideas with phrases, poems, and stories with concrete noun?
others? accuracy?
Direction: Write a friendly Direction: Look for words in the Direction: Tell weather a noun is
letter about your trip to any poem with sh and ch sounds. abstract or concrete.
destination or if you haven’t Classify these words according to
been to any place, you may their sound. Write them on the 1. Beauty
share your experiences of appropriate column. 2. Ball
how you spent your summer 3. Honesty
vacation at your own place. sh sound ch sound 4. Faith
 5. paper

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
K. No. of learners who earned
80% in the evaluation.
L. No.of learners who require
additional activities for
remediation
M. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

N. No. of learners
who continue to require
remediation
O. 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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 8/JULY 24-28, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Express one’s ides and feelings Write forms of simple Read words, phrases and poems Use collective nouns properly Summative Test
I. OBJECTIVES clearly. composition as a response to with diphthongs oy, ow and oi
stories/poems read or listened to with accuracy.
-notes/letters
-descriptive paragraph
Demonstrate understanding of Demonstrates understanding of Demonstrate understanding of Demonstrates command of the
A. Content Standards non-verbal cues to communicate writing as a process various linguistics nodes to conventions of standard English
with others comprehend various texts grammar and usage when writing
or speaking.
Applies knowledge of non-verbal Use a variety strategies to write Use linguistic cues to Speaks and writes using good
B. Performance skills to show respect when informational and literary appropriately construct meaning command of the conventions of
Standards communicating with others. compositions. from a variety of texts for a variety standards English.
of purpose.
EN4A-11a-1 EN4WC-Ig-h-6 EN4VRC-Ig-5 EN4GWC-Ig-h-6

C. Learning
Competencies/Objectives
Write the LC Code for each
II. Content
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
D. References
1.Teacher’s Guide pages p82-85 P85-86 P86-87 P87-88
2. Learner’s Materials Pages p
3.Textbooks pages
4.Additional Mats from
(LR)portal.
B. Other Learning Resources Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative

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
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Refer to LM pp 75think and tell What story did you listen to
yesterday?
You are going to listen to the story Group activity (4 groups)
Ema the Enchantress and the Three Group 1: draw Ema the
Brats. How does Ema’s place looks echantress’ garden.
like? Group 2: Make a “wanted”
poster for the brats. Describe
what each of them did to
Ema’s garden.
Wanted Wanted
Wanted
Pat Kalat Pol Putol Paz Waldas
Presenting the story Ema the Group 3: Show a charade of
Enchantress and the Three Brats. how the three brats react
Say: This story was written by Rene and feel when they were
Villanueva and Illustrated by Alfonso punished by Ema the
Onate an Wilfredo Pollarco. Enchantress.
Group 4: Write an open letter
about taking cre of the
environment.
Refer to LM pp 75 Try and Learn * how does Ema’s garden
look like?
(group 1 show a drawing of
Ema’s garden and describes
it)
*Who are the three brats?
What did the three brats do
to Ema’s garden?
(Show a poster of three
brats)
Direction: listen as the teacher reads the paragraph.
Notice how he/she pronounces the words in boldface.
Refer to LM pp. 77 Think and Tell
Pol Putol is a big boy. He is one of the three brats.
Instead of playing with toys, he destroys things around
him. He cuts trees in a row.
He does not know about taking care of the
environment. He does not show concern for it.
One day, he he learned a big lesson. He started to
change his ways. He no longer spoils other people’s
days. People smile at his ways. He now enjoys being
with people. He has learned to help Mother earth
grow trees.
Direction: Read the words with oy, Refer to LM pp. 78 Read and Learn
ow, and oi sounds. (answer the questions below after
/oy/ /ow/ /oi/ reading)
Boy row spoil Direction: Answer the Following
Enjoy know voice questions.
Toy show choice 1. Why is it important to be united
Roy grow soil in times of emergency?
2. What could have happened if
the ants did not cooperate with
the King?
3. Are you cooperative? How do
you show it?
DIPTHONG Refer to LM pp. 79 Try and Learn
A Dipthong is a vowel sound that *what does the words mean?
begins with the sound of one
vowel and ends with the sound of Squadron band kingdom
another vowel as in /oy/,/ow/, Battalion choir
/oi/
COLLECTIVE NOUN
Direction: Read phrases with /oy/ *Collective noun refers to a group or a whole unit of persons,
animals, places, or objects.
*Squadron, battalion, band, and choir are examples of
A boy and his toy collective nouns.
Example of collective nouns
Joy and Roy
An army/ battalion of ants.
Roy the young boy A rank of dishes
A swarm of bees
Joy the young girl A parliament of owls
A chain of mountains/ islands
A series of victories
A bed of oysters
A squadron of flies
A pride of lions.
A flock of tourist/guest
A flock of birds
A choir of angels/singers

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3
Continue...
Refer to LM pp 75 Try and Learn
Continue...
Refer to LM pp 75 Try and Learn
*In what ways do we also
destroy our environment?
*How did Ema feel about
what they have done to the
garden?
*how did Ema punished the
three brats?
* how did pol feel about
having no plants and water
around? Why?
* How did Pat feel about
being in a garbage dump?
Why?
* how did Paz feel about
being in a dark city? Why?
(group 3 shows through a
charade how Pol, Pat and Paz
react and feel about their
situations.)
*Did Ema the enchantress
forgive the three brats?
* if you were Ema would you
forgive the three brats?
Why? Why not?
*did the three brats change
their ways? How did they
show it?
A bouquet of roses
A tribe of monkeys
A school of fish/whales
A gang of hoodlums
A bunch of bananas
A bunch of grapes
A cast/troupe of actors
Direction: Read phrases with /ow/ Direction: Which sentence has
collective nouns?
A long row
Don’t know how 1. A. The waiter served us fruit
A good show juice and oatmeal.
Plants to grow B. A crowd of children and adults
watched the street dancing.
C. Her gems are expensive.
2. A. The students were amazed at
the performance of the orchestra.
B.The secretary is responsible for
writing the minutes of the
meeting.
C. The tourists love to visit
Hundred Islands in Pangasinan
Direction: Read phrases with /oi/ Direction: Which sentence has
collective nouns?
Spoiled brat 1. A. Summer vocation is a fun
Fertile soil time for everyone.
Right choice B. I love watching movies,
Golden voice collecting old coins, and travelling
abroad.
C. A battalion of soldiers marched
to the gate.
2. A. Rence, Mark and Benedict
like watching Gilas Pilipinas
basketball team play.
B. Teachers aim the best for thier
pupils.
C. As Bambina hears the bell
ringing, she enters the room
immediately.
3. A. At last, I found my diamond
ring.
B. Renato Reviewed for the

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
P. No. of learners who earned
80% in the evaluation.
Q. No.of learners who require
Continue...
Refer to LM pp 75 Try and Learn
How do you feel about the story?
Direction: please answer the
questions in no less than 3 sentences.
1. What did Ema have done with the
three brats?
2. If you were one of the three brats,
will you continue do bad things?
Why? Or why not?
examinations last night.
C. Mr. Romyrick Dela Cruz taught
Music in our class last Friday.
*How can we also change our Direction: read, copy underline Direction: Fill in the blanks with
ways towards the and the word with /oy/, /ow/ the appropriate collective nouns.
environment? and /oi/ in the sentence. 1. a ___________ of lions
(group 4 reads the open 1. Pol Putol is a big boy. 2. a ___________ of oxen
letter about taking care of 2. He destroys things around him. 3. a ___________ of cattle/ goats
the environment) 3. He does not show concern to 4. a ___________ of gorillas
*why is it important to take the environment. 5. a ___________ of soldiers
care of the environment? 4. He now enjoys being with
people.
5. He learned to help Mother
Earth grow trees.
Can you say something to the *What do you call a word with a *What is a collective noun?
three brats about there bad vowel sound that begins with the *How and when do we use it?
deeds based on the story? sound of one vowel and ends with
Let us put it into writings. the sound of another vowel?
-dipthong
* what dipthongs have we learned
today?
Direction: write a letter of Direction: Read aloud the sentences. Direction: Read the words inside
advice to the three brats to Pronounce the words with oy, ow, and oi the box. Use these collective
sounds correctly.
help them avoid their bad 1. Roy, the young boy has a new toy car. nouns to complete the paragraph
deeds. 2. Show your smile to everyone. below.
3. Poy told his friends that he has seen a Audience crowd choir
long row of trees. band troupe
4. Now you can make a choice to join our
club. A big _____ of people were in the open
5. Plants grow well in fertile soil. theater in the Rizal Park. They were watching a
musical performance. Everyone in the _____ of
*what words in the sentences have oy, musicians played a lilting number. This was
ow, and oi sounds? followed by some songs sung by a _______ of
*what other words have oy, ow and oi singers. The dance ________ presented some
folk dances. All the numbers were well
sounds?
applauded. The people enjoyed the show.
 additional activities for
remediation
R. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

S. No. of learners
who continue to require
remediation
T. 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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 9/JULY 31- AUG. 4, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Express ideas and feeling clearly Express one’s ideas, feelings Recognize words with silent letter Identify and use the simple Summative Test
I. OBJECTIVES clearly h and gh in phrases, sentences present tense of verbs in
and in a poem sentence.
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrates command of the
A. Content Standards non-verbal cues to communicate non-verbal cues to communicate various linguistic nodes to conversations of standard English
with other. with others comprehend various texts. grammar and usage when writing
and speaking.
Applies knowledge of non-verbal Applies knowledge of non-verbal Use linguistic cues to Speaks and writes using good
B. Performance skills to show respect when skills to show respect when appropriately construct meaning command of the conversations of
Standards communicating with others communicating with others. from a variety of text for a variety standard English.
of purposes
EN4A-IIa-1 EN4A-IIa-1 EN4RC-Ih-i-4 EN4G-Ii-8

C. Learning
Competencies/Objectives
Write the LC Code for each
II. Content
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
E. References
1.Teacher’s Guide pages Pp91-94 P94-95 P96-97 P97-98
2. Learner’s Materials Pages P86 P86-89 P90-94
3.Textbooks pages
4.Additional Mats from Chart, flashcards Chart, flashcards, activity card Chart, flashcards, activity card Chart, flashcards, activity card
(LR)portal.
B. Other Learning Resources Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson or Complete the story by choosing the words Recall the story about John Complete the story by choosing the words Recall the story about John Benedict.. Ask Complete the story by choosing
presenting the new lesson inside the box.. Write your answer on a Benedict.. Ask questions to track inside the box.. Write your answer on a questions to track pupil’s comprehension. the words inside the box.. Write
separate sheet of paper. pupil’s comprehension. separate sheet of paper. your answer on a separate sheet
of paper.
Nutritious food junk food
processed food
Nutritious food hospital
junk food Mother prepares_____ Mother prepares_____
processed food hospital

B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skill #1
for my snacks. These are
boiled bananas, a bottle of
milk, and sliced of mango.
She doesn’t like to give me
money as my baon. She
knows that I will buy _____
from the store. She doesn’t
prepare ______either.
Based on her experience,
eating processed food like
toceno, ham and hotdog
has once put her life in
danger. She had a kidney
problem was confined in the
_______for a week. She
promised not to eat those
foods anymore.
Refer to LM p 93
Reading of story entitled: A lesson for
John Benedict
Question 1:
What did John Benedict bring to his
mother and his father when he arrived
home from the school? What kind of
young boy was he?
Question 2:
What happened to him?
Question 3:
What did the doctor do to find out the
cause of his sickness?
Question 4:
Why did he have to stay in the hospital?
Divide the class in four groups.
Each group will do a specific
activity.
And will have to present
afterwards.
Group 1: Draw Me
Direction: draw nutritious food
that you need to eat to grow
strong and healthy. Then answer
this: Why do you like to eat
them?
Group 2: “Lights...Camera
Action!”
Act out a healthy and a sickly
child.
Group 3: “Tell Me and I will
Listen”
Q: if you had the chance to talk
to John Benedict when he was
still eating junk food, processed
food, and still drinking soft
drinks, what would you tell him?
Let the pupils talk, and let the
class listen to the advice that
for my snacks. These are
boiled bananas, a bottle of
milk, and sliced of mango.
She doesn’t like to give me
money as my baon. She
knows that I will buy _____
from the store. She doesn’t
prepare ______either.
Based on her experience,
eating processed food like
toceno, ham and hotdog
has once put her life in
danger. She had a kidney
problem was confined in the
_______for a week. She
promised not to eat those
foods anymore.
Refer to LM p87
Do and Learn A
Refer to LM p 87
DO and Learn B
Refer to LM p88
Learn Some More
Answer the Questions below:
1. What kind of Girl is Haira?
2. Why do you say that she is
Honest?
If you find something, are you going
to return it? Why?
Mother prepares_____
for my snacks. These are
boiled bananas, a bottle of
milk, and sliced of mango.
She doesn’t like to give me
money as my baon. She
knows that I will buy _____
from the store. She doesn’t
prepare ______either.
Based on her experience,
eating processed food like
toceno, ham and hotdog
has once put her life in
danger. She had a kidney
problem was confined in the
_______for a week. She
promised not to eat those
foods anymore.
Teaching Chart
Subject-verb Agreement
*verbs are action words
*we use the s form of the verb with
singular subjects.
Example:
Mama Annie cuddles her baby with
much love and care.
Jovie reads his favorite book.
*We use the base form of the verb
with the plural subject.
Refer to LM p91 Try and Learn
A. Myra dances gracefully.
Ask: who dances gracefully?
B. Eric and Ismael join the newly
organized basketball team.
Ask: Who join the newly organized
basketball team?
Refer to LM p91 Do and Learn A
 some of the pupils will give.
E. Discussing new concepts and Question 5: Direction: check the ones you Question 5: Direction: check the ones you love Question 5:
practicing new skills #2 Would you like to be sick and be brought love and the ones you don’t like. Would you like to be sick and be and the ones you don’t like. Would you like to be sick and
to the hospital like Benedict? Why? Why Kinds of food I like I brought to the hospital like Benedict? Kinds of food I like I be brought to the hospital like
not? to don’t Why? Why not? to don’t Benedict? Why? Why not?
eat like eat like
to to
eat eat
1. Boiled 1. Boiled
banana banana
2. Boiled 2. Boiled
sweet potato sweet potato
3. Boiled 3. Boiled
cassava cassava
4. Native 4. Native
bibingka bibingka
5. Corn chips 5. Corn chips
F. Developing mastery Question 6: Direction: check the ones you 3. What did the police say to her? Refer to LM P 92
(Leads to Formative Assessment 3 Is it proper for children to eat junk love and the ones you don’t like. 4. What did she want the police to Learn Some More (item 1-5 only)
foods? What will happen if you continue Kinds of I like I don’t do with the wallet she found?
eating junk foods? food to eat like to
eat
1. candies
2.chocolate
3. Banana
cue
4.Camote
cue
5. curls
G. Finding practical applications of Question 7: If you were Haira, would you do the Refer to LM p 93
concepts What kind of food children eat everyday? same thing? Why? Why not? Try and Learn
and skills in daily living
H. Making generalizations and Question 8: How many of you like to eat There are that are pronounce with When do we use the s form of the
abstractions about the lesson What kind of food should you eat to stay boiled banana? Boiled potato? silent letter h and gh. Give example of verb?
healthy? Boiled cassava? those
Why do you like to eat them?
I. Evaluating learning Direction: answer the question based on Direction: answer the question Delighted honest Direction: Copy the sentences on your
your very own opinion. Answer the based on your very own opinion. thoughful bright paper and underline the correct verb
questions in no less that 3 sentences. Answer the questions in no less form in each sentence.
that 3 sentences. Pangasinan is one of the 1. His friends Marylyn and Alicia
Q: if you were John Benedict, what progressive provinces in the country. (clean, cleans) the classroom.
would you choose to eat, junk foods or Q: why do we need to eat You will be _____to see and visit the 2. RenTO and Romyrick (arrange,
healthy food? explain. nutritious food? explain. place because of its beauty and arranges) the chairs.
 grandeur. 3. They (help, helps) one another
The people are open minded in cleaning the room.
with ______ ideas to improve the 4. They also (weed, weeds) their
province. Aside from that, they are vegetable garden.
industrious and ____________. 5. They (form, forms) their line
straight in front of the
flagpole.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
U. No. of learners who earned
80% in the evaluation.
V. No.of learners who require
additional activities for
remediation
W. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

X. No. of learners
who continue to require
remediation
Y. 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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 10/AUGUST 7-11, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Demonstrate understanding of Demonstrates understanding that Demonstrate understanding of FIRST QUARTERLY EXAM FIRST QUARTERLY EXAM
A. Content Standards various linguistic nodes to English is stress-timed language English grammar and usage in
comprehend various texts. to achieve accuracy and speaking.
automaticity
Use linguistic nodes to Reads aloud text with accuracy Use the classes of words aptly in
B. Performance appropriately construct meaning and automaticity various oral and written discourse.
Standards from a variety of texts for a
variety of purposes.
Realize that destroying the Read words, phrases and poems Infer the theme of literary text
environment brings bad results with diphthongs oy, ow and oi Use collective nouns properly
C. Learning Instil in the learners the value of with accuracy
Competencies/Objectives caring for the environment Read aloud grade level text
Write the LC Code for each Realize that bad ways can be fluently
changed
Write forms of simple
composition as a response to
stories/poems read or listened to
II. Content Week 8: Caring for the World Week 8: Caring for the World Week 8: Caring for the World Week 8: Caring for the World Week 8: Caring for the
Post Listening Activities Phonics and Word Recognition Post Listening Activities World
Grammar Lesson Collective Nouns
Phonics and Word
Recognition
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
F. References
1.Teacher’s Guide pages 85-86 86-87 87-88
2. Learner’s Materials Pages 76-77 77-83
3.Textbooks pages Cartolina, drawing materials, ball Flascards, chart, book, manila Chart of the poem, pictures,
pen paper, pentel pen powerpoint
4.Additional Mats from
(LR)portal.
B. Other Learning Resources What story did you listened Listen as the teacher reads the Present the poem entitled The
yesterday? paragraph. Notice how she Flies and the ant. Ask, Have you

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
pronounces the words in seen a group of flies? Have you
boldface. See LM p. 76 also seen a group of ants? What
have you noticed with these
groups of creatures?
These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Group Activity see TG pp. 85-86 Individual and group reading Reading of the story refer to the
LM p. 78
How does Ema’s garden look like? Explain dipthong see Lm p. 76 Read the poem again and try to
Who are the three brats? What did look at the underlined words.
the three brats do to Ema’s garden? What are these words? Refer to
How did you feel about the three LM pp. 78
brats?
How did Ema punish the brats?
How did Pol feel about having no Give more examples of Discuss collective nouns and
plants and water? dipthongs.“What can you say different examples. Refer to LM p.
How did Pat feel being in the garbage about dipthongs?” 79-80
dump? Why?
How did Paz feel being in the dark
city? Why?
Did Ema the Enchantress forgive the Read the phrases in Try and Ask the pupils to do the DO and
three brats? Learn p. 77 Learn letter A refer on LM p. 80 81
Did the three brats change their way?
How did they show it?
If you were Ema would you forgive How can these words helps Ask the pupils to do the DO and
the three brats? Why? Why not? you to enrich your Learn letter B refer on LM p. 80 81
vocabulary?
Why is it important to take care of What is dipthong? How can we identify collective
our environment? nouns?
Please see TG Skill Development p. Answer Lear Some More LM Answer Learn Some More letter A
86 p. 77 refer on LM p. 82
Write a poem or a paragraph of how Think of other words with Answer Learn Some More letter B
we can take care of our dipthong. Write it on your refer on LM p. 82-83
environment? notebook.
Demonstrate understanding of Demonstrates understanding Demonstrate understanding of
various linguistic nodes to that English is stress-timed English grammar and usage in
comprehend various texts. language to achieve accuracy speaking.
 and automaticity
J. Additional activities for Use linguistic nodes to appropriately Reads aloud text with Use the classes of words aptly in
application or remediation construct meaning from a variety of accuracy and automaticity various oral and written discourse.
texts for a variety of purposes.
V. REMARKS
VI. REFLECTION
Z. No. of learners who earned
80% in the evaluation.
AA. No.of learners who require
additional activities for
remediation
BB. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

CC. No. of learners

who continue to require
remediation
DD. 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?