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    GRADES 1 To 12 Daily Lesson Log Monday Tuesday Wednesday Thursday Friday

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    Karmela Veluz
    This document contains a daily lesson log for English lessons from November 27 to December 1, 2017 for Grade 4. It outlines the content standards, performance standards, learning competencies, objectives, learning resources, and procedures for 5 lessons covering topics like understanding elements of literary and informational texts, deriving word meanings from different sources, understanding English grammar and usage, using library skills to research topics, and demonstrating an understanding of nonverbal communication cues. Learning activities include identifying parts of newspapers, discussing word meanings in context, describing objects using adjectives, and using graphic organizers to organize information. References include the Teachers Guide, Learners Materials, textbooks, and additional resources.

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    GRADES 1 To 12 Daily Lesson Log Monday Tuesday Wednesday Thursday Friday

    Uploaded by

    Karmela Veluz
    42 views6 pages
    This document contains a daily lesson log for English lessons from November 27 to December 1, 2017 for Grade 4. It outlines the content standards, performance standards, learning competencies, objectives, learning resources, and procedures for 5 lessons covering topics like understanding elements of literary and informational texts, deriving word meanings from different sources, understanding English grammar and usage, using library skills to research topics, and demonstrating an understanding of nonverbal communication cues. Learning activities include identifying parts of newspapers, discussing word meanings in context, describing objects using adjectives, and using graphic organizers to organize information. References include the Teachers Guide, Learners Materials, textbooks, and additional resources.

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    DLL_ENGLISH 4_Q3_W5

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    This document contains a daily lesson log for English lessons from November 27 to December 1, 2017 for Grade 4. It outlines the content standards, performance standards, learning competencies, objectives, learning resources, and procedures for 5 lessons covering topics like understanding elements of literary and informational texts, deriving word meanings from different sources, understanding English grammar and usage, using library skills to research topics, and demonstrating an understanding of nonverbal communication cues. Learning activities include identifying parts of newspapers, discussing word meanings in context, describing objects using adjectives, and using graphic organizers to organize information. References include the Teachers Guide, Learners Materials, textbooks, and additional resources.

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    © All Rights Reserved
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    42 views6 pages

    GRADES 1 To 12 Daily Lesson Log Monday Tuesday Wednesday Thursday Friday

    Uploaded by

    Karmela Veluz
    This document contains a daily lesson log for English lessons from November 27 to December 1, 2017 for Grade 4. It outlines the content standards, performance standards, learning competencies, objectives, learning resources, and procedures for 5 lessons covering topics like understanding elements of literary and informational texts, deriving word meanings from different sources, understanding English grammar and usage, using library skills to research topics, and demonstrating an understanding of nonverbal communication cues. Learning activities include identifying parts of newspapers, discussing word meanings in context, describing objects using adjectives, and using graphic organizers to organize information. References include the Teachers Guide, Learners Materials, textbooks, and additional resources.

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    of 6

    School: File Submitted by DepEd Club Member - depedclub.

    com Grade Level: IV


    GRADES 1 to 12 Teacher: File created by Sir BIENVINIDO C. CRUZ JR Learning Area: ENGLISH
    DAILY LESSON LOG Teaching Dates and
    Time: NOVEMBER 27 – DECEMBER 1, 2017 (WEEK 5) Quarter: 3RD QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

    LC- The learner demonstrates an V- The learner demonstrates an G – The learner demonstrates an SS – The learner demonstrates an
    understanding of the elements of understanding that word meaning understanding of English grammar and understanding of library skills to research
    literary and informational texts can be derived from different usage in speaking and writing Bonifacio Day. on a variety of topics
    for comprehension sources WC – The learner demonstrates an
    OL – The learner demonstrates RC – The learner demonstrates an understanding of the importance of
    A. CONTENT STANDARDS an understanding of verbal cues understanding of text elements to using varied sources of information to
    for clear expression of ideas comprehend various texts support writing.
    A – The learner demonstrates an ORF –The learner demonstrates an
    understanding of nonverbal cues understanding that English is stress-
    to communicate with others timed language to achieve accuracy
    and automaticity

    LC – The learner recalls details, V – The learner uses different G – The learner uses the classes of SS – The learner uses library skills to
    B. PERFORMANCE STANDARDS sequence of events, and shares sources to find word meaning words aptly oral or written discourse gather appropriate and relevant
    ideas on texts listened to RC – The learner uses knowledge of WC – The learner uses a variety of information
    OL – The learner actively creates text types to correctly distinguish strategies to write informational and
    and participates in oral theme- literary from informational texts literary compositions
    based activities ORF – The learner reads aloud text
    A - The learner uses paralanguage with accuracy, automaticity, and
    and nonverbal cues to respond prosody
    appropriately
    C. Learning Competencies/ Objectives. LC – Identify elements of V – Identify multiple meaning of G – Identify and use the correct order SS – Use graphic organizers to organize
    Write the LC Code for each informational text (feature story) words of adjectives in a series in sentences information obtained from various
    EN4LC-IIId-27 EN4V-IIID-37 EN4G-IIId-15 sources in preparation for reporting, etc.
    OL – Use appropriate expression RC- Identify various text types WC – Write/compose clear and EN4SS-IIId-12
    to talk about issues/current according to structure (description) coherent sentences using the correct
    events EN4RC-IIIc-36 order of adjectives
    EN4OL-IIId-16 ORF – Read grade-level texts with EN4WC-IIId-12
    A – Show interest in reading a appropriate speed, accuracy, and
    feature story expression
    EN4A-IIId-30 EN4F-IIId-15
    II.CONTENT
    III.LEARNING RESOURCES Chart, Pictures, PPTx, foldables, Flashcards, Chart, paper strips, Pictures, chart, flashcards, PPTx, Chart, PPTx, foldables, pictures
    stories PPTx, dictionary stories, foldables
    A. References
    1.Teacher’s Guide pages TG pp TG pp. 228 - 229 TG pp. 242-244 TG pp.
    2.Learner’s Materials pages LM pp. LM pp. 242 LM pp. 255-257 LM pp.
    3.Textbook pages
    4.Additional Resources from Learning
    Resources (LR) Portal

    Modern Teachers 2012 Skill Builders for Efficient Reading 4


    B. Other Learning Resources November issue tx. Pp. 139-143
    IV.PROCEDURES
    A. Review previous lesson or presenting Have you read a newspaper or Tell: Words may have multiple Let the pupils recite the poem Show different pictures to pupils. Let the
    the new lesson. any school paper? meanings. The meaning attached to My Family pupils use a series of adjectives in
    What are the parts of the the word will depend on how this This is mother, kind and dear, describing those pictures.
    newspaper that you have read? word is used in meaningful context. This is father standing near
    The pupils will identify the parts Let the pupils study the following. This is brother, see how tall,
    of the newspaper or the school Able – a. having enough power or This is sister not so tall,
    paper. skill This is baby, sweet and small.
    There is a specific section about b. skillful; talented Say: Who are the members of the
    opinions. What do you call that ______Jose is an able pupil family?What can you say about
    part? ______Are you able to swim. mother? Father? Brother? Sister?
    Let the pupils know about that Baby?
    part which is the feature page. How do you show tour love to your
    family?
    B. Establishing the purpose to the lesson. Show a newspaper or school Explain the meaning of the two Get anything from your bag or in the Let the teacher show an example of a
    paper to pupils. Browse the words. room and describe the object. Use graphic organizer. Describe it. Where do
    feature page which has the Show again examples. several adjectives. Describe its we use the graphic organizer?
    feature articles. Cabin – a. a small house number, or quantity, kind or quality,
    b. a room on a ship color.
    c. the place where Pencil
    passengers are seated in an airplane How many? Two
    ______The captain’s cabin in the What kind? Long
    steamer is big. What color? Yellow
    ______the boys built a cabin in the Two long yellow pencils
    woods. That is the series of adjectives.
    Original File Submitted and
    Formatted by DepEd Club
    Member - visit depedclub.com
    for more

    C. Presenting examples/ instances of the Informational text are literary Explain about the multiple meaning Do pick and tell Let the pupils know this: Graphic
    new lesson nonfiction, personal essays, of words. Pick out a picture from the box. organizers are charts or visuals which are
    opinion pieces, speeches, etc. Wrong – a.not correct, inaccurate Describe the number, the kind, or used to represent what we think of. They
    Tell: Today our informational text b. something that is unjust or bad quality of the objects in the picture. can help us understand what we read. In
    will be about feature articles.. c. to do a wrong to; to treat unjustly Let the teacher show different sequencing events, we use organizers
    What are the parts of a feature? d. out of order pictures then the pupils will make like the storyboards, flowcharts, story
    ( introduction, body, conclusion) ____This clock shows the wrong sentences out of the picture shown train, chain of events chart and
    Let the pupils listen to the time. Use the correct series sequence charts
    feature article the teacher will ____Something is wrong with this Number, kind, color
    read TEXTING:ITS lock.
    CONSEQUENCES TO LEARNERS’ ____He apologized for the wrong he
    SPELLING ABILITY did to her.
    ( see attached sheet )
    D. Discussing new concepts and practicing Ask questions about the feature Discussion about the multiple Let the pupils do the activity on Try Let the pupils read the selection.
    new skills # 1 article listened to. meaning of words. and learn exercise I LM pp. 256 Mother has some hens. Sometimes
    1.What is the tile of the feature Fit – a. well-suited; proper; right she gives them corn to eat. Sometimes
    article? b. to be right in shape or size she gives them palay. Baby likes to see
    2.How did the writer begin his c.in good health them pick up the palay. When she is
    article? ____He is fit again after his long bigger, she will feed the hens.
    3.What are the facts included in illness. One day, Mother was working in
    the feature article heard? ____These shoes fit very well. the yard. She was cleaning the yard with
    4.What kind of feature article is a broom. Mother heard the hens in the
    it? garden. They were hungry. Mother said,
    “I did not feed my hens. I did not give
    them their palay.” Then, she went into
    the house, She came out with a basket.
    The hens had palay to eat and they were
    happy.

    E. Discussing new concepts and practicing Guided Practice Guided Practice Guided Practice Guided Practice
    new skills # 2 Let the pupils listen to the article By group do the ff: Do Exercise 2 on LM pp. 256 Let the pupils answer LM p. 53 Story C
    the teacher will read ROAD Group I –reach THE BUNDLE OF STICKS
    SAFETY AMONG CHILDREN (see a. To arrive at Use chain
    attached sheet)
    1.What is the title of the feature b. To get in touch with
    article?
    2.How did the writer begin his c. To go as far as
    feature article? d. To extent or distance
    3.Read the body of the feature
    article. a person or thing can stretch
    4. What is the feature all about? e. To stretch out or extend
    5.How did the writer end his
    article? ____The sound of music reached
    my ears
    _____The kichen was out of the
    baby”s reach.
    _____Can you reach to that top
    shelf?

    F. Developing Mastery (Leads to Independent Practice Independent Practice Independent Practice Independent Practice
    Formative Assessment 3) Let the pupils listen again to Each pupil will answer this. Let the pupils do Do and Learn on LM
    another feature article. Power- a.strength;force pp. 257 letter A
    EDUCATION:KEY TO BETTER LIFE b. the ability to do or act
    (see attached sheet) c. a person, group, or thing having
    Let the teacher ask questions great strength, influence
    about the feature article. d. authority; control
    e. physical force or energy used to
    do work
    _____The new dam produces
    electric power.
    Use the graphic organizer for the _____The president has the power
    Paragraph or article the teacher to grant pardons.
    Will show on chart _____The United States and Russia
    are great powers.

    G. Finding practical applications of In our everyday life, there are The dictionary helps you learn three We can use adjectives in describing We can use graphic organizers in doing
    concepts and skills in daily living many stories that we can write. important facts about words: how persons that we meet, places that we our presentations in seminars, meetings,
    to spell it, how to pronounce it and have been to, and things that we use. reporting in school.
    what it means.
    H. Making generalizations and Feature articles are windows into Words have multiple meanings. Adjectives are words that describe Graphic organizers are charts or visuals
    abstractions about the lesson the human experience, giving nouns or pronouns. They tell about which are used to represent what we
    more detail and description than the kind, color, or number of a noun think of. They can help us understand
    a hard news story, which typically or pronoun. what we read. In sequencing events, we
    relies on the style of writing. Adjectives tell about the number, kind. use organizers like the storyboards,
    Features focus on an event or Color of a person, animal, or thing. flowcharts, story train, chain of events
    individual, giving the reader a When several adjectives are used in chart and sequence charts
    chance to more fully understand one sentence, the order of adjectives
    some interesting dimension of is as follows: a number, kind or
    that subject. Writing a feature quality, and color.
    article can be a highly creative
    and fun activity, but it does take
    hard work and planning to write
    an effective and engaging article.
    I. Evaluating learning Directions: Listen to the feature Directions: Choose the correct letter Directions: Underline the correct Directions: Arrange the following events
    article the teacher will read. of the best answer. answer. using a graphic organizer.
    CHRISTMAS: A NATIONAL FIESTA Public- a. of or having to do with Let the pupils do letter B on LM p. 257 With a wild cry, Princess Mitzi leapt into
    (see attached sheet ) people as a whole and Write about it on Lm p. 257 the fire.
    1.What is the title of the feature b. for the use of all the people A circle of leaping flames appeared in the
    article? c. generally known center of the stage.
    2.Which country has the longest d. having to do with the activities of The lights went out and the audience
    time for celebrating Christmas? people in the government cheered and stamped their feet.
    3.During Christmas season, how ______Rizal Park is a public park. The audience could see the frenzied
    did the Filipino celebrate it? ______The news was made public dance of death through the encircling
    4.How did the writer end up his at once. walls of flame.
    feature article? _____Officials are elected to hold
    public office.
    Remain- a. to stay;continue in a
    place;stay after others are gone
    b. to continue or keep on
    ______The weather remained
    warm.
    ______A few leaves remain on the
    tree.

    V.REMARKS

    VI.REFLECTION

    A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
    above ___ of Learners who earned 80% above above
    earned 80% in the
    above
    evaluation

    B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
    require additional additional activities for additional activities for remediation activities for remediation additional activities for remediation activities for remediation
    activities for remediation
    remediation who
    scored below 80%

    C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    lessons work? No. of ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
    learners who have the lesson lesson lesson lesson lesson
    caught up with the
    lesson

    D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
    continue to require require remediation require remediation require remediation require remediation require remediation
    remediation

    E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
    strategies worked ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
    well? Why did these ___ Games ___ Games ___ Games ___ Games ___ Games
    ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
    work?
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
    activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
    ___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
    ___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
    Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
    Why? Why? Why? Why? Why?
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
    ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
    ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
    ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
    Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
    F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
    principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
    can help me solve?
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
    __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
    Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
    __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
    __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
    __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
    G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
    localized materials did __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
    I use/discover which I __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
    views of the locality views of the locality views of the locality views of the locality views of the locality
    wish to share with
    __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as
    other teachers? used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials Instructional Materials
    __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
    __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
    __Pictures __Pictures __Pictures __Pictures __Pictures

    File Submitted by DepEd Club Member - depedclub.com


    File created by Sir BIENVINIDO C. CRUZ JR

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