DAILY LEARNING PLAN (DLP)

Name Lovely O. Cubangbang Grade/ Year Level Kindergarten

Teacher Federicia Calauagan Learning Area English
Teaching Dates and MM/DD/YYYY Quarter 1
Time HH:MM-HH:MM

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standard The child learner demonstrates understanding of the letter-sound relationship between Mother Tongue and English
for effective transfer of learning.letter representation of sounds – that letters as symbols have names and distinct Formatted: Font: Book Antiqua
sounds. Formatted: Font: English (United States)
B. Performance Standard The child shall be able to identify the letter names and sounds.The learner effectively transfers the knowledge of
Formatted: Font: Book Antiqua
letter-sound relationship from Mother Tongue to English.
C. Learning Standard (Write Give the sound of each letter (mother tongue, orthography)Produce the sounds of English letters using the letter Formatted: Font: Book Antiqua
the codes in every sounds of Mother Tongue as reference.
competency) EN2PA-IIIf-h-6.3. LLKAK-Ih-7
Write the lower case for each upper-case letter or vice versa. LLKH-00-4 Formatted: Font: Book Antiqua
II. CONTENT 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
can be tackled in a week or two.
Letter Sound of Ll
Story: “The Two lambs and the lion.”
III. LEARNING RESOURCES List the 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
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages

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 4. Additional Materials from K to 12 Basic Education Curriculum
Learning Resources
B. Other Learning Resources Pictures, Flashcards, Worksheets, LCD and Laptop
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 learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
TEACHER’S ACTIVITY PUPILS’ACTIVITY

A. Preparation
1. Unlocking of Children, I have here four pictures I want you to look at them and tell
difficulties me what is it.
This is the first picture. (shows the picture)

What is it? A lion.

It is a lion. How could you describe a lion? A large wild animal.
A lion is a large wild animal of a cat family with yellowish-brown fur.
The second picture is this. (shows the picture)

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 What can you see? Trees
There are a lot of trees. And where do we usually find them? Forest
So, forest is a large area covered mostly with trees.
The third picture is this. (shows picture)

What is it? Sheep

It is a young sheep.
What do you thinks refers to a young sheep? Lamb
Lamb is a young sheep.
Last picture. (shows picture)

What can you see? Water

What do you thinks refers to a large body of water surrounded by
land? Lake
Lake is a large body of water surrounded by land.
So, altogether let’s read the following words and their respective
meanings.
Lion- a large wild animal of a cat family
with yellowish-brown fur.

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 Forest- a large area covered mostly with
trees.
Lamb- a young sheep.
Lake- a large body of water surrounded by
land.
2. Motivation Who among you had already seen a lion?
How does lion looks like?
Are you scared of lions?
Do you want to see one in person?

Now, we will be reading a story about the two lambs and the lion.
B. Presentation
1. Reading of the I will be reading it first. (read the story)
Story The Two Lambs and the Lion
Lipu, the lamb lives in the forest. He loves to dance with his little
sister, Lola. One hot day, they go to drink water from the lake. They
see a lazy lion sitting there. “How do we reach the lake?”, Lola asks
Lipu. “The lion will eat us!” added Lola. Lipu then find a large bucket
with orange liquid color in it. They jump into it and they become
orange. The lion looks at them and thinks. “What are these silly
animals doing!”. Lipu and Lola drink water from the lake and run back
home. (read the story)
Now I read it and you follow after me. (read the story) (read the story)
You read it altogether.
2. Discussion What is the title of the story? The two lambs and the lion.
Who is the two lambs? Lipu and Lola
Where did they go to drink water? Lake
What did they see sitting at the lake? Lion
How do they describe the lion in the story? Lazy
What did Lipu find? A large bucket with orange liquid color.
What did they do with the large bucket with orange liquid color? They jump into it and they become orange.
Why did they do that? So, the lion will not eat them.
Where they able to drink water from the lake? Yes.
What characteristics of the two lambs do you want to posses? Being resourceful.

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 Being resourceful in a sense that Lipu and Lola see the large bucket of
orange liquid color as a way for them to reach the lake and drink
from it and eventually saved by being eaten by the lion.

3. Listening The following are the words that we get from the story. Now I want
you to listen as I read the words.
Lamb
Lipu
Lola
Lion
Lake
Lazy
Large
What have you notice? The word started with letter l.
They all started with letter l. Now, we will going to learn the sound of
letter l.
4. Speaking What do you think is the letter sound of letter l. /l/
Sounding It’s /l/. We do it by letting the tip of our tongue press the front roof
Blending of our mouth to make the /l/ sound of letter l.
Let’s repeat it tree times. /l/, /l/, /l/
Altogether let’s read again the words that we get from the story. We
produce first the sound of first letter then read the words let’s start.
/l/ Lamb
/l/ Lipu
/l/ Lola
/l/ Lion
/l/ Lake
/l/ Lazy
/l/ Large
Now, let’s do all the letter sounds of the following word.
L /l/ a /a/ m /m/ b/b/ - Lamb
L /l/ i /i/ o /o/ n /n/ - Lion
L /l/ a/a/ k/k/ e /e/ - Lake

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 5. Reading We have here flashcards that contains words that start’s with letter l.
Let’s read them.

6. Writing Now let’s learn how to write letter Ll.

Let’s write the uppercase or big L.
To write uppercase L or big L we start from the top and do a straight
line down then starting from the bottom make one short line to the
right.
Children, point your fingers in the air and let’s do it again. From the
top do a straight line down and from the bottom make a one short
line to the right.
Now, you try it. From the top do a straight line down and
from the bottom make a one short line to
the right.

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 Then, the lowercase l or little l, we start from the top then again do a
straight line down.
Again children point your finger in the air and let’s the lowercase l or
little l. From the top do a straight line down. From the top do a straight line down.
Now, you try it.
7. Generalization/ What have you learn today? Letter sound of l
Reading Idea How to write uppercase and lowercase Ll.
And what is the letter sound of l. /l/
It’s /l/
Can you give some words that starts wil letter L. (give words)
Then, how to can we write uppercase L? We start from the top then do a straight line
down and make one short line to the right.
How about lowercase l? We start from the top then do a straight line
down.

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information storage and retrieval systems, without permission in writing from the author, except by reviewers, who ma y quote brief passages in a review.
 8. Enrichment Activities

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C. Evaluation

Copyright © 2020. Saint Mary's University. All rights reserved. No part of this lecture may be reproduced in any form or by any electronic or mechanical means, including
information storage and retrieval systems, without permission in writing from the author, except by reviewers, who ma y quote brief passages in a review.