School:
GRADES 1 to 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
Teacher:
Teaching Dates and
MONDAY
Compose clear and coherent
sentences using appropriate
grammatical structures:
subject-verb agreement; kinds of
adjectives; subordinate and
coordinate conjunctions;
and adverbs of intensity and
frequency
Composing Descriptive
Sentences Using Different Kinds
of Adjectives
• define adjectives;
• use adjectives to describe
someone or something;
• identify and use different kinds
of adjectives in sentences; and
• appreciate the use of
appropriate words to describe a
person, a thing, or
an event.
Picture, chart
Grade Level:
File Created by DepEd Click
Time: OCTOBER 10-14, 2022 (WEEK 8)
TUESDAY
Compose clear and coherent
sentences using appropriate
grammatical structures:
subject-verb agreement; kinds
of adjectives; subordinate and
coordinate conjunctions;
and adverbs of intensity and
frequency
Composing Descriptive
Sentences Using Different Kinds
of Adjectives
• define adjectives;
• use adjectives to describe
someone or something;
• identify and use different
kinds of adjectives in sentences;
and
• appreciate the use of
appropriate words to describe a
person, a thing, or
an event.
Picture, chart
V
WEDNESDAY
Compose clear and coherent
sentences using appropriate
grammatical structures:
subject-verb agreement; kinds
of adjectives; subordinate and
coordinate conjunctions;
and adverbs of intensity and
frequency
Composing Descriptive
Sentences Using Different
Kinds
of Adjectives
• define adjectives;
• use adjectives to describe
someone or something;
• identify and use different
kinds of adjectives in
sentences; and
• appreciate the use of
appropriate words to describe
a person, a thing, or
an event.
Picture, chart
Learning Area: ENGLISH
Quarter: 1ST QUARTER
THURSDAY FRIDAY
Compose clear and coherent Weekly Test
sentences using appropriate
grammatical structures:
subject-verb agreement; kinds of
adjectives; subordinate and
coordinate conjunctions;
and adverbs of intensity and
frequency
Composing Descriptive
Sentences Using Different Kinds
of Adjectives
• define adjectives;
• use adjectives to describe
someone or something;
• identify and use different kinds
of adjectives in sentences; and
• appreciate the use of
appropriate words to describe a
person, a thing, or
an event.
chart pictures
What I Know
Activity 1
Directions: Analyze each word.
Write A if it is an adjective and N if
it is not.
Write your answers in your
notebook.
1. book _____ 6. study _____
2. write _____ 7. happy _____
3. clean _____ 8. leave _____
4. begin _____ 9. delicious _____
5. pretty _____ 10. wonderful
_____
Activity 2
Directions: Pick out the adjectives
inside the box and place them on
the column
accordingly. The first three
adjectives are already provided as
examples.
What’s New
Directions: Identify a specific
person, place, thing, or idea that
is connected to your
town, city, or province, then
write at least two adjectives
about it on the small square
next to it.
What’s More
A. Directions: Identify whether
the underlined word is a
proper adjective, a
compound adjective, or a
predicate adjective. Write only
the letter that
corresponds to your answer
and write it in your notebook.
What I Can Do Assessment
Directions: Think of a person or Activity 1
people in your community. Then
describe them Directions: On your answer
using the following adjectives in a sheet, write only the letter that
sentence. Write your answers in corresponds to your answer.
your notebook. 1. The word that is used to
modify a noun or a pronoun is
1. Japanese called _________.
2. excellent A. an adjective B. a verb C. a
3. Filipino preposition
4. well-known 2. My father loves Filipino food.
5. well-behaved The underlined word is a
_________.
A. proper adjective B.
compound adjective C.
predicate adjective
3. David bought a ______ car.
A. two door B. two-door C. two
doors
4. Noel is a handsome boy. The
underlined word is a ________.
A. proper adjective B.
compound adjective C.
predicate adjective
5. The owner of that big house
has a ______ dog.
A. well behave B. well-behave C.
well-behaved
Activity 2
Directions: Use the following
adjectives in a sentence. Write
your answers on your answer
sheet.
1. kind-hearted
2. magical
3. American
4. blue-eyed
5. soft
What’s In
What’s In
Directions: Think of an adjective
that matches the description.
Write the
adjective in your notebook.
1. a car that has just been bought
from a factory
_______-_______ car
2. countries in Asia like the
Philippines and Singapore
_______________ countries
3. an anniversary being celebrated
on the 50th year
_______________ anniversary
4. a chair made of wood
________________ chair
5. a building with ten floors
__________________ building
What Is It
An adjective is a word that is
used to describe a noun or
pronoun. It helps you
express your ideas more clearly
by allowing you to give
additional information about
words. Adjectives also help the
readers to have a clearer picture
of what the writer is
talking about.
Recall your lesson on proper
nouns. Remember that these
are nouns that are
capitalized and usually come
from the names of people,
cities, countries, brands,
events, and the like. Like proper
nouns, there are also adjectives
that need to be
capitalized; they are called
proper adjectives. A proper
adjective is a word that modifies
nouns and pronouns and is
formed from a proper noun.
Take a look at the words on the
table.
What I Have Learned Additional Activities
An adjective is a word that is Directions: Compose five
used to describe a noun or sentences using the different
pronoun. There are kinds of adjectives about any of
different kinds of adjectives, the topics below. Write your
namely: proper adjective, answer on your answer sheet.
compound adjective, and
predicate adjective. Favorite food
More specifically, proper __________________________
adjectives are words that _____________________
modify nouns and pronouns Favorite place
and are formed from a proper __________________________
noun. On the other hand, some _____________________
adjectives are formed by Favorite movie
joining two different words to __________________________
give a new meaning. These _____________________
adjectives are called Favorite book
compound adjectives. They are __________________________
usually hyphenated to avoid _____________________
confusion. Favorite Teacher
Also, there are other adjectives __________________________
that come after a linking verb ____________________
and modify the
subject of the linking verb.
They are called predicate
adjectives. A predicate
adjective
is a subject complement, a
word, or group of words that
follows a linking verb or verb
phrase such as is, am, were,
taste, look, sound, have been
and did seem.
Overall, adjectives help us
describe the qualities of the
nouns and pronouns in
writing. Likewise, they give the
reader a complete picture of
what you are writing about.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No.of learners who require
additional activities for
remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some

C.Did the remedial 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
used/discover which I wish to
share with other teachers?
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition