School Grade Four -

Grade 1 to 12 Teacher Learning Area ENGLISH

Daily Lesson Log Teaching Dates and Week 1 Quarter Second
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons exercises and remedial activities may be done for developing content knowledge children find significance and enjoy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
Demonstrates understanding of Demonstrates understanding Demonstrates understanding of Demonstrate understanding
A. Content Standards library skills to research on a of text elements to text elements to comprehend that English is stressed time
variety of topics comprehend various texts various texts language to achieve
accuracy and automaticity
HOLIDAY Uses library skills to gather Recalls details, sequences of Use of knowledge text to correctly Reads aloud text with
B. Performance appropriate and relevant events and shares ideas on distinguish literary from accuracy and automaticity.
Standards information. texts listened to information texts
1.Uses library skills to gather 1. Realize the importance of 1. Realize the importance of rain to 1. Read with automaticity
appropriate and relevant clouds in the formation mushroom. Realize the importance grade level frequently
C. Learning information. rain of helping others overcome occurring content
Competencies/Objectives 2. Classifies related words, 2.Note details by problems and difficulties. EN4-F-IIc-3
Write the LC Code for each ideas, concepts according to asking/answering questions 2.Identify the important elements 2. Infer the moods or feeling
certain characteristics about a story/poem listened of the story such as setting, of the characters based
(lesson for Friday 9, 2016) to characters and plot. Note details in form what he says or do
EN4SS-IIb-2 3. Listen to and answer s selection listened/read.EN4RCIIb-
questions about a story 3
listened to. 3.Read with automaticity grade
EN4LC-IIc-3,EN4OL-IIc-3 level frequently occurring content
EN4-F-IIc-3
II. Content Classifying related words, ideas, Value of helping others Reading words with
concepts according to certain Noting details Noting details automaticity
characteristics Elements of the story
III. LEARNING RESOURCE
A. References
1. Teacher’s Guide pages 134-135 pp. 137-140 pp 140 – 143 pp. 143-144
2. Learner’s Materials Pages 132-133 pp.136-139 140-143 pp140-144
3. Textbooks pages
4. Additional Mats from
(LR)portal.
B. Other Learning Resources pictures, charts pictures, charts pictures of different
emotions
IV. PROCEDURES
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
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
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
Guessing games
about shapes
what shapes of things do you
see around? Name the object
and its shape.
Reading of the poems by
dyads, triads.
Discussion about the shapes
mentioned in the poem.
Complete the chart in Try and
Learn. Leading to classifying
Answering Do and Learn
Classify the underlined words
into two groups give a name to
each group
Teachers present words.
Where do you these objects.
Classify them.
How do we classify or
arranging things?
answer Learn Some More pp
135
answer Exercises on page
Review wh- questions
Unlocking of difficulties through
context clues
What comes to your mind if you
think of the word clouds? Etc.
Observe the clouds outside
What are the different shapes of
clouds?
Sing and Learn pp 136
Talk about “It”
Discuss to the pupils where do
clouds come from and its
importance in formation of rain.
Reading of the poem “Little
Clouds”
1st reading by the teacher
2ndreading by the teacher
3rd shared reading
Answer “Do and Learn page 139
When rain is coming what do you
observe in the sky? Can you play
outside during rainy days? How is
rain affect you as a child?
Read Remember
Let the pupils give the concept
Review about the water cycle and the
importance of cloud
Unlocking of difficulties through
context clues pictures and
demonstration
Have you ever been caught by the
rain? What did you do? We are going
the read a selection about animals
caught by the rain? Raising of motive
question by the pupils guided by the
teacher.
Reading of the selection.
Answer motive question and “Talk
about It”
What happens to mushroom during
the rain?
Engagement Activity:
Group Activity
Processing of the outputs
Give instances in your life when you
helped others.
How do you feel?
What are the three elements of a
story?
Read the story the Crow and the
What is the importance of rain
to mushrooms? What lesson s
have you learned from the
story?
What do you do when you are
happy? Sad? Sleepy? Etc
What makes you happy? Sad?
This morning we are going to
tell the feeling of the character
in the story “Mushroom in the
Rain
Answer “Do and Learn”
Present “Try and Learn” page
143.
Do “Learn some More”
In real life, give instances when
you feel any of those emotions
How can we infer the feelings
moods of the characters in the
story?
Read “Remember” page 144
Teacher gives 5 items test
 of English for You and Me Answer “Do and Learn page 139 Pitcher page 79-80 Eng for You and on inferring moods based from
Language. ME Reading. Complete the story map what someone say or do orally.
by writing the elements of the story.
J. Additional activities for application Enrichment Activities: Art What have you learned from the
or remediation Integration page 139 TG story. Write on a separate sheet of
paper following the format
Dear Diary,
Today, we learned
that_____.Starting today we
will_________(Name of pupil)
V. REMARKS Lesson last Friday Sept 9 was Lesson was not taught. Conduct Lesson was not taught. Conduct of Lesson for Wednesday was
not taught because. Of District PHIL-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?
 Teacher Learning Area English
Grade 1 to 12 teaching Dates and Time Week 2 Quarter Second
Daily Lesson Log

MONDAY TUESDAY WEDNESDAY THUSDAY FRIDAY

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 children find significance and enjoy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrate Demonstrates demonstrates commands of Demonstrates understanding of Demonstrates understanding
understanding that understanding of writing as the writing or speaking of verbal clues for clear expression of of the importance of using
English is stressed time a process. standard usage English ideas. varied sources of information
language to achieve grammar and usage when to support writing
accuracy and
automaticity
B. Performance Reads aloud text with Uses a variety of strategies speaks and writes using good Actively creates and participates in Uses varied of information to
Standards accuracy and to write informational and commands of the convention oral them based activities support writing.
automaticity. literary compositions. of standards English.
C. Learning 1. Read with automaticity 1. Identify and uses the s- 1.Show appreciation for being Show appreciation of many
Competencies/Objectives grade level frequently 1. writes a friendly form of the verbs able tocreate things through uses of bamboo.
Write the LC Code for each occurring content EN4-F- letter following EN4G-IIc-3 origami orpaper folding. 2.make a two-point sentence
IIc-3 correct mechanics 2. Reads words that end 2.Follow a set of three to five step outline EN4RC-IId-4
2. Infer the moods or EN4WC-II-3 with s correctly Direction. 3. Use context clues to get
feeling of the characters EN4G-IIc-3 EN4LC-IId-4 the meaning of difficult
based form what he says words EN4V-IId-3
or do 3. Read with automaticity
EN4RC-IIb-3 grade level content area
words.
EN4F-IIe-5

II. Content Reading words with writing a friendly letter s- verbs following three to five steps Making two point sentence
automaticity direction outline
Reading with automaticity
III. LEARNING RESOURCE
B. References pp. 143-144
1. Teacher’s Guide pages pp140-144 pp 144-145 pp. 145-147 pp 148-150 pp150-152
2.Learner’s Materials pp. 145-146 pp.148-152, 152- 153-156
Pages
2. Textbooks pages eng. For You and Me Lang. English for you and ME
Reading pp.
 4Additional Mats from
(LR)portal.
B. Other Learning Resources
IV. PROCEDURES
B. 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
www.origami.instructions.com
sample friendly letter sample origami charts
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
What is the importance of what are the different parts What do we call words that singing of the song “Flyfly the Reading words written on a
rain to mushrooms? What of a letter? tell action? Butterflywith actions. Teacher give card by group and
lesson s have you learned the instruction, pupils follow individually. Unlocking of
from the story? difficulties using context
clues
What do you do when you What did Reggie Rabbit feel Where do you go From Display samples of paper folded Do you have bamboo
are happy? Sad? Sleepy? Etc toward Mr ant from saving Monday to Friday? art work. furniture at home?
what makes you happy? him to the fox. How do you How do you go to school? What are the many uses of
Sad? think Reggie thanked him? what do you bring to protect bamboo?
you from the heat of the sun
and rain?
This morning we are going Read the letter Reggie Rabbit Introduce the word origami. reading of the selection
to tell the feeling of the wrote for Mr. Ant. Read the paragraph on page
character in the story 148
“Mushroom in the Rain
Present “Try and Learn” Discuss the content of the Answer the questions that Unlock the words fold, unfold Answer Talk About It
page 143. Answer “Do and letter. follow creases, diagonally Do and Learn
Learn” Perform Do and Learn Teacher gives the directions in
Do “Learn some More” making a paper butterfly
Group activity each group Identify the topic and the
will write a friendly letter to Perform Read and Learn subtopics for the paragraph.
be presented on the board
Do “Learn some More Processing of the output Perform Learn Some More Give another exercises on
writing an outline
In real life, give instances what do you tell your parents Let pupils tell what members what directions your mother gives Can make an outline on what
when you feel any of or anybody who gave you of the family does every day you every morning? you do before going to
those emotions something? using the s-verb school? Let the pupils
participate to come out to
one
How can we infer the Read Remember on page 146 Read Remember What do you call the Japanese art what is an outline? How is an
feelings moods of the work? How would able to follow outline written?
characters in the story? three to five directions
Read “Remember” page
144
 I. Evaluating learning Do “Learn some More” Think of someone from your Answer Learn Some More on Teacher gives another instructions Write a two level sentence
classmate you would like to page 151 for paper folding. outline in your notebook.
thank using the correct (pp.158 A)
format in writing a letter.
J. Additional activities for , Research for other samples of Answer B of page 158
application or remediation paper folding. Bring your output
and present it to the class.
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?
 Grade 1 to 12 School Grade Four -
Daily Lesson Log Teacher Learning Area ENGLISH
Teaching Dates and Time Week 3 Quarter Second
MONDAY TUESDAY WEDNESDAY THUSDAY FRIDAY
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 children find significance and enjoy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards demonstrates commands of the writing or speaking of standard Demonstrate understanding Demonstrate understanding of
usage English grammar and usage when of the importance of using verbal and non-verbal clues for
HOLIDAY varied sources of information effective oral presentation
to support writing.
uses varied sources of
information to support
writing.
B. Performance speaks and writes using good commands of the convention of Efficiently delivers oral
Standards standards English. presentation.
C. Learning 1. Write a two-point 1.Appreciate the beauty of
Competencies/Objectives 1.appreciate the message of the sentence outline nature.
Write the LC Code for each 1.Use the present form of the poem 2.Appreciate the poem through
verb that agrees with the 2. Recite the poem with expression EN4RC-IId-4 its rhyme.
subject 3. Use the present form of verbs that 3.Respond to a story through
EN4G-IId-4 agrees with the subject. dramatization, songs or art
EN4G-IId-4 activities
4.Relates story events to one’s
personal experience.
poem “Butterfly Cycle”
EN4OL-IIe-5
EN4OL-IIe-5
II. Content Appreciating beauty of nature,
Present tense of the verb Present tense of the verb writing a two-point sentence appreciating Responding to a
Poem: “Over in the Meadow” outline story through dramatization
songs
Poem “ Butterfly Cycle”
III. LEARNING RESOURCE
C. References
5. Teacher’s Guide pages pp. 152-153 pp. 153 154-156 pp.157-158

6. Learner’s Materials Pages 157-159 pp.160-161 pp 161-163 pp. 164-169

7. Textbooks pages Eng for You and Me Lang.pp
 8. Additional Mats from
(LR)portal.
B. Other Learning Resources
IV. PROCEDURES
C. 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
G. Discussing new concepts
and practicing new skills #2
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
What are the different uses When do we use the present tense of Show sample of outline. Sing the song Fly fly the
of bamboos? Etc verbs. Present 5 items exercise on Tell how to write an outline. Butterfly
this. How do we write the title
What are the other uses of We shall work on an activity today. We will write a two-point WE are going to study the life
bamboos? How do they You will be grouped into ten. You will outline in your notebook. cycle of the butterfly.
grow? be given a short part of a poem. Follow the correct format
Complete each stanza.
Present Find Out and Learn Refer to Learn Some More Poem HOLIDAY Perform Write about it page unlocking of difficulties through
“Over in the Meadow” 161. pictures
What do you know about
butterfly? How do they grow?
Where do butterflies stay?
discuss the chart on page 157 Discussion of their answers What is the topic of each The teacher reads the poem
paragraph? aloud. Pupils listen.
What sentences say Pupils tap a beat softly on their
something about the topic? desks or simply clap their hands
Perform Do and Learn A and Recite the poem with correct assess the outline by using Comprehension Check-up
B expression the checklist What is the poem about? What is
the butterfly cycle?
What happens inside the
chrysalis?
Isn’t it the nature amazing?

F. Developing mastery
(Leads to Formative Assessment 3
I. Finding practical
applications of concepts
and skills in daily living
Perform C for mastery
Write 5 sentences using the
correct form of verbs on
what do so in school every
day. Group activity
Recite the poem by group, individual giving another activity in
writing an outline on the
board
third reading of the poem by
class
How many stanzas are there in
a poem?
How many lines are there in
each stanza?
What words rhyme in each
stanza?
 H. Making generalizations and Read Remember How do we use present tense of the How do we write an Outline? What can you say about God’s
abstractions about the lesson verbs? creation? About the nature?

I. Evaluating learning Give 2 stanza paragraph. Read another poem about

Answer B on page 155 Present 10 items on the correct Have the pupils write outline nature.
usage of the present tense of verbs of the paragraph. identify the rhyming words
Do again the tapping or
clapping at the rhythm of the
poem.
J. Additional activities for Give 2 stanza paragraphs.
application or remediation Have the pupils write outline.
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?

Grade 1 to 12 School Grade Four -

 Daily Lesson Log Teacher Learning Area ENGLISH
teaching Dates and Time Week 4 Quarter Second
MONDAY TUESDAY Wednesday THUSDAY FRIDAY
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 children find significance and enjoy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates understanding that Demonstrates understanding of Demonstrates Demonstrates understanding
reading is a wide range of texts English grammar and usage in understanding of English of writing as a process.
provides pleasures and avenue for speaking or writing. grammar and usage in
self-expression and personal speaking or writing.
development.
B. Performance use literal information from texts speaks and writes using good speaks and writes using Uses a variety of strategies to
Standards to aptly infer and predict command of the convention of good command of the write informational and
outcome. standard English.. convention of standard literary compositions.
English
C.
Learning 1.Show admiration between the 1. Use possessive pronouns.
Competencies/Objectives fish and the frog despite their ENG4G-IIe-5 NO CLASSES Use the pronouns that Outline a paragraph with an
Write the LC Code for each differences. TEACHERS’ DAY agree in gender with explicitly given idea.
2.Give possible ending to a CELEBRATION their antecedents ENGWC-IIe-5
story.EN4RC-IIe-5 EN4G-Ii-5
3.Use prefix and root word as
clues to get meaning of
words.EN4V-IIe-4
3. Read with automaticity grade
level frequency occurring
contentarea words.EN4F-IIe-5
II. Content Giving possible ending to a story.
Using prefix and root word to get possessive pronouns pronouns that agree in outlining
the meaning of words gender with their
Story: Fish is Fish antecedents
III. LEARNING RESOURCE
D. References
9. Teacher’s Guide pages pp. 159-162 pp 163-164 pp 164-165 pp.165-
10. Learner’s Materials pp 164-169 170-172 pp173-176 pp 177
Pages
11. Textbooks pages English for You and Me Reading
pp. 146-148
12. Additional Mats from
 (LR)portal.
B. Other Learning
Resources
IV. PROCEDURES
D. 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
H. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(Leads to Formative
Assessment 3
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
Drill: Reading words that contains Recall the story Fish is Fish. What do we use instead What are the parts of two
pairs of letters but have only one What was it about? of a noun? level sentence outline?
sound. what are the different How do write it?
kinds of pronouns that
you know?
this morning we are going to read Let us read a part of
another poem about animals. conversation between the Fish Who wanted to see the Show picture of a Tarsier. “Do
- Unlocking difficulties and Frog. strange things the frog you know this animal Class”
- Motivation: ask: who had wings? Who had saw?
Who is your best friend? What four legs? Who owns the wings? What did the fish do?
things you do together? introduce The legs? It tells what happened
your best friend to the class by to Fish after jumping out
describing him/her of the water.
Present the story Fish is Fish by
Leo Llioni Read the following phrases Here is a paragraph This morning we are going to
Pupils read the story. birds’ wings their wings taken from the story write a two level sentence
A teacher asks questions from cow’s legs its legs Fish is Fish .Pupils read outline about Tarsier.
time to time to ask prediction the paragraph
about what is happening in the Read the selection and write a
story. two-level sentence outline.
Refer the pupils to Talk About Teaching/modelling Teacher discusses the Discuss their output. How do
It.”Answer “Do and Learn” Teacher explains and uses the antecedent and the write an outline?
phrases in sentences. pronouns that refer to it
Discuss Find Out and Learn on Pupils answer “Try and Learn”
page 168 using prefix and root page 170
words as clues to get meaning to
the words.
Perform Learn Answer Exercise 2. Rewrite the Answer Do and Learn on
on page 167 sentences by replacing the page 174-175
underlined words with
possessive pronouns
 J. Finding practical Perform Do and Learn A only
applications of concepts
and skills in daily living

H. Making generalizations How can you give a good possible

and abstractions about the ending to a story? What are to
lesson consider in giving an ending to a Read Remember Read Remember
story?
What is a prefix? What does it do
to the word?

I. Evaluating learning A. Refer to Act. 2 page 146 Answer Learn Some Read the entitled Beware of
1to 5english For You and More 1 and 2 only. Pick Dogs on page 98-99 /English
ME Reading pages Answer Learn Some More A and the antecedents and the for You and Me Reading.
B. Complete the chart by B pronouns that refer to Make an outline following the
adding prefix to the root it. format in your notebook.
word page 169 English 4
J. Additional activities for Read the story “Thanks to Kitty on Answer no 3 at home as
application or remediation page 147 -148 Eng for You and Me your assignment
Reading answer the questions that
follow. Give the possible ending of
the story.
V. REMARKS
VI. REFLECTION
P.No. of learners who earned
80% in the evaluation.
Q. No. of learners who require
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?
 GRADES 1 to 12 School PATONG INTEGRATED SCHOOL Grade Level Four
DAILY LESSON LOG Teacher GETRUDIS BENEDICTA T. UNCIANO Learning Areas English
Teaching Dates and Time Week 5 Quarter Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
( Write the LCcode for each)
Demonstrates understanding
of the elements of
informational texts for
comprehension.
Recalls details, sequence of
events, and shares ideas on
texts listened to.
EO: Appreciate the beauty of
nature.
IO: Relate story events to one’s
experience.
EN4LC-IIe-5
Demonstrates understanding
that word meaning changes
based on the context.
Uses strategies to decode the
meaning of the word in context.
EO: Show admiration for the
friendship between the fish and
the frog despite their
differences.
IO: Use prefix and root word as
clues to get meanings of words.
EN4V-IIe-4
Demonstrates understanding
of English grammar and usage
in speaking or writing
Uses the classes of words
aptly in various oral and
written discourse.
Use possessive pronouns
EN4G-IIe-5
Demonstrates understanding
of English grammar and usage
in speaking or writing
Uses the classes of words aptly
in various oral and written
discourse.
Use the pronouns that agree in
gender with their antecedents.
EN4G-IIe-5
Demonstrates
understanding of the
importance of using varied
sources of information to
support writing.
Uses varied sources of
information to support
writing
Outline a paragraph with an
explicitly given main idea.
EN4WC-IIe-5

I. CONTENT -Story Events Prefixes and root word as Possessive pronouns Pronouns that agrees in Outlining a paragraph
( Subject Matter)
clues gender with their
antecedents
II. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages P157 -159 159-162 164-164 164-165 165

2. Learner’s Material pages 164 164 - 169 170 - 173 173 – 175 176 - 177
3. Textbook pages
4. Additional Materials from Chart, Pictures Flashcards, Chart, paper strips, Chart, flashcards Pictures, chart, flashcards Chart
Learning Resource LR
portal
 B. Other Learning Resources
III. PROCEDURE
A. Reviewing previous Lesson or
presenting new lesson
B. Presenting examples/
instances of the new lesson.
C. Discussing new concepts and
practicing new skills.#1
D. Discussing new concepts and
practicing new skills #2.
E. Developing Mastery
(Lead to Formative Assessment
3)
F. Finding practical application of
concepts and skills in daily
living.
G. Making Generalizations and
Abstraction about the Lesson.
H. Evaluating Learning
Audio-visual presentation –
Butterfly Cycle
Post a picture of butterfly.
Ask: what can you say about
the picture? Have you seen
butterflies in your garden?
What do they do there?
Present the picture to unlock
the following words. Refer to
TG p. 157
Post the story Refer on TG p.
158
Answer the Comprehension
Question TG P 158.
What are we going to do for
the butterflies to live a little bit
longer?
Why butterfly is / are
important? Why we should
take good care our
environment?
Directions: Draw and explain
the possible ending.
Audio visual presentation- Story
of Fish is Fish
Unlocking of difficult words
Refer to TG p 159 - 160
Review of yesterday’s lesson.
Reading of some words through
flashcards.
Do and Learn A LM p.168
Teaching Chart TG p 162
Do and Learn B, LM p 169
If you were a fish, would you
feel bad because your friend
doesn’t remember you?
How do get / know the meaning
of the words?
Directions: Complete the table
below using prefix in- or im-,
and write their meaning.
Prefix New Meaning
word
Ask: “Who had wings? Four
Legs? Who owns the wings?
the legs?
TG p. 163
Review of yesterday’s lesson
about prefixes and root word.
Present a short conversation
on the board about “the fish
and frog”
Try and Learn Ex. 1 LM p. 170
Try and Learn Ex. 2 LM p. 171
If you were a fish, how would
you feel that your friend will
surprise to visit you?
What is the difference
between Singular Possessive
Pronouns and plural
Possessive pronouns?
Directions: Choose the
(My, Mine)
possessive pronoun that best
bother planted
completes each asentence.
mango
Write
tree in (our, ours)on your
your answer
paper.
backyard. Jaren’s
brother trims (its, it’s)
branches every week.
They take good care of
the mango tree.
Let the pupils identify and What are the parts of a two-
understand the pronouns and level sentence outline?
its antecedents.
Present the Teaching Chart
Refer to TG p. 165
Review of yesterday’s lesson Recall how to write a
about possessive pronouns. sentence outline.
Post a sentence on the board.
Refer to TG p. 164.
Find out and Learn LM p. 173
Do and Learn B Write About It LM p. 176
LM p. 175
Learn Some More LM p. 174 Write About It B. LM p. 177
Why is/ are pronouns should
always agree with their
antecedents in number and
gender?
What is / are How to outline a paragraph?
antecedents?
Directions: Read the Direction: Read the
paragraph. In each sentence, paragraph. Write an outline
underline the antecedent and using the following format.
box the pronoun that refers to
it.
The children were busy in A HONEY BEE
school one Monday morning. A honey bee is any bee
 1. active Mary and Paul studied their member of the genus Apis,
2. spelling words. Josie played primarily distinguished by
perfect with her guitar. Anthony the production and storage
talked to his judo coach about of honey and the
3.
the upcoming tournament. construction of perennial,
possible Suddenly, they heard a loud colonial nests from wax.
4. bang! Everyone in the room The best known honey
material turned to where the sound bee is the Western honey
5. direct came from. bee which has been
domesticated for honey
production and crop
pollination.

A HONEY BEE
I. _____________________
A.___________________
B. ___________________
C. ___________________
II. ____________________
A. __________________
B. __________________
I. Additional Activities for Application
or Remediation
IV. REMARKS
V. REFLECTION
A.No. of learners earned 80%in the
evaluation.
B . No. of learners who required additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson.
D. No. of learner who continue to require
remediation
E. Which of my teaching strategies worked
well?Why did these work?
F. What difficulties did I encounterwhich my
principal or supervisorcan help me solve?
G.What innovation or localized materials
didused/discover which I wish to share with
other teachers?
 GRADES 1 to 12
DAILY LESSON LOG
I.OBJECTIVES
a. Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC Code for
each
II.CONTENT
III.LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials pages
Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or
presenting the new lesson.
School PATONG INTEGRATED SCHOOL Grade Level Four
Teacher GETRUDIS BENEDICTA T. UNCIANO Learning Areas English
Teaching Dates and Time WEEK 6 Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Infer traits of characters
Use the correct time expression
from what they do or Use suffixes and root words Write a short paragraph based
to indicate an action in the
say in a story listened to get the meaning of words. on a two-level sentence outline.
present.
to.
Demonstrates understanding
Demonstrates Demonstrate command of the
that words are of different
understanding of text conventions of standard English Demonstrates understanding of
parts and their meaning Summative Test
types to construct grammar and usage when writing as a process.
changes depending on
feedback. writing or speaking.
context.
Identifies story Speaks and writes using good Uses a variety of strategies to
Uses strategies to decode
perspective and text command of the conventions of write informational and literary
the meaning of words.
elements. standard English. composition.
EN4LC-IIf-6
EN4V-IIIf-6 EN4G-IIf-6 EN4WC-IIf-6
Writing a paragraph based
Story “The Tomatoes Time Expressions in the
Suffixes on a two level sentence
of Peles” Present
outline
big book story “The
Tomatoes of Peles”, Chart, flashcards,story book,
chart, flashcards chart
picture of a whale shark
picture of tomato
167-168 169-170 171-172 172-173
178-185 185-187
Audio-visual Audio-visual
Audio-visual presentation Audio-visual presentation
presentation presentation
Say: There are many things Recall the two level sentence
Review of the past Do the drill. Refer to TG that we do everyday. Let us outline they have done. What
lesson. p.169 read the sentences from our are the parts of the sentce
Present picture of a story yesterday. outline?
 tomato
Solve the word puzzle.
B. Establishing the purpose to the Choose the word from the
lesson. box to finish the puzzle.
Refer to LM Read and Learn
on p.178
Unlocking of difficult
words.
Refer to TG p.167
Do you remember the news
C. Presenting examples/ instances about Kabang? What did he
of the new lesson do to save the children?
Show picture of a whale
shark.
Say:”This is a whale shark. Do
Do you have a garden at you know that a whale shark
home? What plants grow is the biggest fish in the
in your garden? Read the world? That is why it is
story about “The called a whale shark because
Tomatoes of Peles”. of its size.”
Say: “Today, I will read to you
a story entitled Bing, the
Little Whale Shark. This story
was written by Jomiko
Tejido.”
Ask: What did Bing and the
other whale sharks do to
save their community?
Read the story aloud while
D. Discussing new concepts and showing the pages of the
practicing new skills # 1 book. The teacher may stop at
certain parts and ask the
Refer to TG on p.171
Say: What time do the words
in the chart tell? These are
called time expressions. These
time expressions are in the
present tense. What other time
expression do you know that
indicates the present time?
The teacher will write on the
board the time expressions that
the pupils will give. Possible
answers: now,today,every time
Read the selection below. Give
the time expressions that
denote the present tense. Refer
to LM, Read and Learn on
p.185.
What are the time expressions
you noted from the selection?
These are the time expressions
that refer to actions in the
Say: Here is an outline. Have
the pupils read the two point
sentence outline they made
Ask: What is the topic of the
outline? What sentence states the
topic? What are the sub-topics?
What sentences state the
subtopics?
1. The bay of Sorsogon is home
to large whale sharks.
A. They freely feed, grow and
play everyday.
B. There’s a young whale who
loves to play hide and seek
C. It hides very well.
Based on the outline, what is
the topic sentence? What does
it express?
Let us write a paragraph based
on our outline. What is the topic
sentence? What about the
subtopics? Model how to write a

Based on the story “The
E. Discussing new concepts
and .practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
children what they think
happen next. Refer to LM on
p.179.
Do the Talk about it. Refer to
LM on p.180.
Do the Find Out and
Tomatoes of Peles”, Learn. Refer to LM on. P
what did Peles feel 181.
when the seeds dis not
sprout? What dis Hugo Answer the Do and
say was his secret for Learn and Try and Learn.
growing healthy Refer to LM on pp. 182-
tomatoes? Dis Peles 183.
follow Hugo’s advice?
Why?
Read the sentences taken
from the story. Notice the
underlined words. Give
the meaning of the words.
1. The sea became
peaceful once more.
2. The whales were
helpless against the
visitors.
How did you find the
meaning of the word?
In the first sentence,
the
word peaceful is from the
word peace. The suffix –
ful is added at the end.
The new word formed is
peaceful which means
“full of peace”.
present tense.
Note: The teacher will add the
time expressions
Answer the Do and Learn.
Refer to LM on p. 186
Read the sentences carefully and
write the correct time
expressions.
1. Fish and frogs are friends. They
play in the pond___________.
2. __________, they meet at the
pond.
3. And_______ the tadpole
discovers that he has two legs.
4. _________ the fish did not
believe that the tadpole has
legs.
5. __________ they quarrel. In
the end, agree that “fish are
fish and frogs are frogs”.
paragraph.
The bay of Sorsogon is home to
large whale sharks. They freely
feed and grow every day. Young
whale sharks play here.
Have the pupils read the
paragraph. Note how the
paragraph is written. Here is
another outline. Let us write a
short paragraph about the
bamboo. What is our topic
sentence? Based on the outline
above, what are the details? Ask
the pupils to read the topic
sentence. What do you think is
the paragraph about?
I. The bamboo is the giant of the
grass family.
A. It can grow as big as trees.
B. It can grow in lowlands or in
rolling hills.
C. There are different kind of
bamboos.
Say: You will be looking at the
model paragraph. Have the
pupils read it. Ask them to
identify the topic sentence and
the sentences that give the
details.
 In the second
sentence, the word Bamboos are the giant grass
helpless has a suffix –less family. They can grow as big as
which means without. tree. They can grow in the
lowlands or in rolling hills. There
What do you think is the
are different kinds of bamboos.
meaning of the word
helpless?

Form new words by

adding the suffix –less to
the words outside the
circle. Give the meaning of
the newly formed words.

Care-

Fruit- -less
child-

Tooth-
What words were you
able to form?
What is the meaning of
the newly formed words?

Complete the chart. Write Make your own paragraph based

G. Finding practical applications of
concepts and skills in daily living
down the words asked for.
Use the suffix –less or –full.
Refer to LM on p. 184.
on the following outline.
I. Different movements of frog.
A. dives into the water
B. swims in the pond.
C. hops on land
D. leaps for food
H. Making generalizations and What are the words that indicate How do we write a paragraph
What trait did Peles
abstractions about the lesson What is suffix? the time expressions in the based on a two level sentence
show in the story? present tense? outline?
Directions: Answer the Directions: Change the Directions: Answer the Directions: Write a short
I Evaluating learning following questions. words inside the following questions using paragraph based on this.
parentheses by using sentences with verbs and
1. What happened to the correct suffixes to complete time expressions. Taking care of fish.
seeds that Peles planted? the meaning of the A. Keep the aquarium clean
2. What dis Peles feel B. Feed the fish daily
sentences. 1. What do you do every
when he saw his plants C. Keep it away from cats.
growing? morning?
3. Why did Hugo praise 1. Ryan loves being
him? outdoor. He likes to sleep in
2. What does your family
4. What lesson did you his tent. He loves star
usually do on weekends?
learned from the story? gazing. However, tonight
the sky is_________(no
stars). 3. What do you do before
2. The plants in the yard are going to school?
______(no flowers). The
trees are______(no fruit). 4. Where does your family
3. It is ______(full of spend the summer vacation?
beauty) day. Angelo is going
to see his grandparents. He
will help them harvest 5. What do you do in school
mangoes today. everyday?
4. She has a________(full of
power) to manage all
things.
5. Dan is_________(full of
hope) to see his friend
again.
J. Additional activities for
application or remediation

V.REMARKS
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who require
additional activities for
remediation who score below 80%
 GRADES 1 to 12
DAILY LESSON LOG
I.OBJECTIVES
a. Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC Code for
each
II.CONTENT
III.LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials pages
Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
B. Review previous lesson or
presenting the new lesson.
School
Teacher
Teaching Dates and Time Week 7
MONDAY
Retell the best liked part
of the story
Demonstrates
understanding of verbal
cues for clear expression
of ideas
Actively creates and
participates in oral
theme- based activities
EN4OL-IIg-7
Story “ How thw Jellyfish
Lost His Bone”
Big book story “How the
Jellyfish Lost His
Bone”,flashcard,paper
strip,chart,picture of jellyfish
175-177
188-191
Audio-visual
presentation
Show and Tell: Look for
something inside your bag
and be ready to tell about
it.
I’m holding a__________.
I like this beacause_____.
Grade Level Four
Learning Areas English
Quarter Second
TUESDAY WEDNESDAY THURSDAY FRIDAY
Identify and use simile in Use the past form the Write a paragraph about a
a sentence. regular verbs. personal experience.
Demonstrates Demonstrates
Demonstrates
understanding that word understanding of verbal
understanding of writing Summative Test
meaning changes based cues for clear expression of
as process.
on context. ideas.
Uses strategies to decode Actively creates and Uses a variety strategies to
the meaning of words in participates in oral theme- write information as
context. based activities. literary compositions.
EN4V-IIg6 EN4g-IIf-6 EN4WC-IIg-7
Past Form of the Regular
Simile Writing a Paragraph
Verbs
chart, flashcards chart,flashcards chart
177-179 179 180-181
191-193 193-195 195-196
Audio-visual presentation Audio-visual presentation Audio-visual presentation
Retell the story “How the Say: Let’s recite and read the Message Relay:
Jellyfish Lost His Bone”. poem “In the Forest” Say: All groups have a piece of
paper with lines from the
poem “In tbe Foresr”. Each
group will have seven
members. All number 1 will
get a piece of paper in the

B. Establishing the purpose to the
lesson.
Say: Have you seen a jellyfish?
C. Presenting examples/ instances
of the new lesson
Listening ( Read Aloud by the
D. Discussing new concepts and
practicing new skills # 1
Drill: Teacher models in
reading the words with
consonant blends. Refer to
TG on p. 175.
A. Pre Listening
Unlocking of
Difficulties.Refer to TG on
p.176
How does it look? Here is a
picture of a jellyfish. Who can
describe it? Why do you think
a jellyfish doesn’t have
bones?
In the selection that I will
read, find out why jellyfish
doesn’t have bones.
teacher). Refer to LM, Read
and Learn on pp.188-189.
Unlocking of Difficulties. Refer
to TG on p.177
What comes to your ming
when you hear the word
forest?
What are our treasures in the
forest?
During Reading
Teacher models in reading the
poem. Refer to LM, Read and
Learn on p. 191.
Read the conversation.
Read and Learn on LM p.193.
Teaching/Modeling-Refer to
LM, Talk About It” on p. 194.
Give some examples of similar
words. Let the pupils give the past
form of the words and ask them
in sentences. Sentences should be
written on the board and
processed.
bowl. The first group who can
whisper the correct wins.
Where did you spend your
vacation? How was your
vacation? How do you describe
your vacation? Who were your
companions? What did you do
there? What would you like to
do if you could return to be there
again?
Note: All answers should be
written on the board.
Read the paragraph. Refer to
LM on p. 195.
Take a look at the paragraph.
What is the first sentence?
What do we call that sentence?
(Topic sentence)
What sentence support the first
sentence?
How did we organize a
paragraph?
Notice how the first sentence
was written.
What punctuation mark is seen
after a sentence?
How did we write the title of a
paragraph?
How did we write the first
sentence of the paragraph?
(Indent)
How did we start the first
 sentence? (first word of the
sentence is capitalize)
What did we write after
asentence?(period)

Engagement Activity:
E. Discussing new concepts
and .practicing new skills # 2 Group 1 and 2: Choral
Reading of the poem.

The group will choose a

leader to lead the group.
Group 3 and 4: Drawing a
Retell the story using
forest
pictures. Refer to LM on
p.190. The group will draw a
forest.
Say: Recall your activities
yesterday of using any of the
words inside the box. Refer to
TG on p.179.
Group the pupils into four. Each
group will write a paragraph
about their first day of school
following the guide questions.
Refer on TG. Guided activity on
p. 181.

Discussion Questions:
Refer to LM, Talk About It
on p. 191-192.

Give the possible endings.
F. Developing Mastery (Leads to
Formative Assessment 3
Teacher asks them to read Complete the sentence by writing
Refer to LM on p.190. this part of the poem.
Tall trees growing on a
mountain top
To me like a queenly crown
I see
Wild animals running so
swiftly
As lively children full of
glee
Wild Animals are treasure
to me
the past form of the verb.
Refer on LM p.194
Write a paragraph about first
time at a restaurant follow the
guide questions.
1. Describe your feeling in the
sentence.
2. Who were your companions?
3. What did you eat?
4. Who paid for your food?
5. What would you like to
happen when you eat at a
restaurant next time?

Ask:
What is compared to tall
 trees? (queenly crown)
What is used in comparing
them (like)
What is compared to wild
animals? (lively children full
of glee)
What is used in comparing
them? (as)
What compared to wild
animals and plants?
(treasures)
Why do we consider
animals and plants
treasure?
Did we use like or as in
comparing?

Answer the following Complete the story using the

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I Evaluating learning
questions.
1. Why did the king call the
brave fish?
2. Did the brave fish follow the
king’s order? Why?
3. What happened when the
brave fish found the monkey?
4. What can you say about the
monkey’s trick?
5. If you were the brave fish,
would you believe the
monkey? Why?
Why jellyfish doesn’t have
bones?
Answer the following
questions.
1. What did the king do to the
brave fish?Why?
2. If you were the king/fish
what would you do?
Do the Try and Learn Exercise 1
on LM p. 192.
What is simile?
Match column A with
column B to complete the
sentence. Write the letter of
the correct answer.
A
verbs found in the box.
called
called shouted laughed
stopped cleaned
One day, Mother and
Mario_____ the house. Mother
_____ because she saw a snake.
Mario _____ father because he
was afraid of it. Father _____at
them because it wasn’t real. It
was only a toy. All of them_____
working.
How do we write a paragraph?
What are regular verbs? What are the tips in writing a
paragraph?
From the list below, Write a paragraph about
pick out the five misspelled your experiences during
verb in the past tense. Then summer vacation. Use the
following questions.
write the correct spelling on
the right side of each
1. What was your experience?
Describe your feelings.
 3. Why did the jellyfish lost his 1. Marie swams____ number. 2. Where did it happen?
bones? 2. He is as tall_____. 3. When did it happen?
4. Do you like the ending of 3. Rica slept______. 4. Who were your companions?
1. prepared danced mised
the story? How would you 4. Richard is as thin_____. 5. What did you do?
2. cleand helped
like to end the story? 6. What would you like to
5. Peter eats______ washed
5. What lesson this story give? happen next time?
3. pushed sleepd
B. roasted
a. like a dog 4. runed climbed
b. as hard as stone walked
c. as a giant 5. buidt asked
d. like a log
swam
e. as a stick
f. like a fish

Write sentences using the

J. Additional activities for following similes.
application or remediation 1. as red as gumamela
2. as fast as horse
3. as busy as a bee
4. like an old man
5. like an angel
V.REMARKS M.L. M.L. M.L. M.L.
P.L. P.L. P.L. P.L.

VI.REFLECTION

A. Number of pupils who earned

80% in the evaluation

B. Number of learners who

require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught up
in the lesson

D. Number of learners who

continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADES 1 to 12 School Grade Level Four
DAILY LESSON LOG Teacher Learning Areas English
Teaching Dates and Time Week 8 Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EO: Admire Green Bird's love

EO: Appreciate the value of
telling the truth.
IO: Sequence events in a story
I. OBJECTIVES
heard.
Act out a well liked part of a
story heard.
for his lady love
EO: a. Read a story with
appropraite intonation and
expression.
b. Read words with a. Browse and read more stories
Use the past form of Compose slogan from a
consonant blends /br/ and b. Use dictionary in getting the
irregular verbs. given stimulus.
/gr/ meaning of words
c. Infer the feelings and traits
of the characters from a story
read.
d. Identify and use a simile
and a metaphor.

understanding that English is
The learner demonstrates
understanding of the elements
A. Content Standards
of informational text for
comprehension.
The learner demonstrates
The learner demonstrates
stress-timed language to The learner demonstrates
command of the The learner demonstrates
achieve accuracy and understanding of library
conventions of standard understanding of writing
automaticity/demonstrates skills/dictionary to research on a
English grammar and usage as a process.
understanding that word variety of topics.
when writing or speaking.
meaning changes based on
context.

The learner reads aloud text The learner speaks and

The learner uses a variety The learner uses
the learner recalls details, with accuracy and writes using good
strategies to write library/dictionary skills to gather
sequence of events and shares automaticity/uses strategies command of the
informational and literary appropriate and relevant
ideas on texts listened to. to decode the meaning of conventions of standard
B. Performance Standards compositions. information.
words. English.
C. Learning
Competencies/Objectives EN4LC-IIh-i-8 EN4F-IIh-8 EN4G-IIh-i-8 EN4WC-IIh-8 EN4SS-IIf-6
Write the LC code for each EN4V-IIh-7

Sequence events in a story

II. CONTENT heard Identify and use a simile and Past form of irregular verbs Compose slogan Use dictionary in getting the
metaphor meaning of words
III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages 184-186 186-187 188-189 189-190 190
2. Learner's Materials pages 200 201-204 205-207 207-208 208-209
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR)portal
B. Other Learning Resources

IV. PROCEDURES
 Oral Language Drill Read the Dialog What comes to your mind Do you have a dctionary?
A. Reviewing previous lesson or see TG p. 184 see TG p. 186 Read and Learn when What is the use of the
presenting the new lesson Pre-Listening Unlocking of Difficulties see LM p. 205 you think of slogan? dictionary?
Skills Development Did you know how to
write slogan?

B. Establishing a purpose for the Unlocking of Difficulties see TG p. 186-187 see TG p. 188
lesson see TG p. 184

C. Presenting examples/instances What do you usually do when
of you have a problem?
the new lesson During Listening: Let's read a
story on,
Motivation/Motive Questions
see TG p. 187
Read and Study the Table Read the following Bring out your dictionary.
see LM p. 205 product slogans Browse the dictionary.
Guided Practice that have become very Notice how the words are
popular. arranged.
see TG p. 189

D. Discussing new concepts and The King of the Forest and His During Reading see TG p. 188 Discussion Skilss Development
practicing new skills #1 Three Advisers. What did King The Green Bird Try and Learn Exercise 1 see TG p. 189 see TG p. 190
Lion do see LM p. 201-202 and 2
When he had a problem? See see LM p. 206
TG p. 185
Engagement activity/Group
Activity

E. Discussing new concepts and see TG p. 158 Post Reading Independent Practice Guiede Practice Guided Practice
practicing new skills #2 Try and Learn Engagement Activity Try and Learn Exercise 3 see TG p. 189 see TG p. 190
see LM p. 200 see TG p. 187 see LM p. 207
Group Presentation

F. Developing mastery Discussion Discussion Read again the Table Independent Practice Try and Learn
(Leads to Formative see TG p. 185-186 Talk About It see LM p. 205 Wtire About It see LM p. 208
Assessment 3) see LM p. 202-203 see LM p. 208

Skills Development
G. Finding practical applications What do you feel when
of concepts and skills in daily someone see TG p. 187
living Doesn’t tell you the truth? Read and Learn
see LM p. 203
 What do you notice about
What is the message of the the spelling of the past
H. Making generalizations and
story? What is simile? Metaphor? form of What is slogan? Hwat is dictionary?
abstractions about the lesson
irregular verbs? Remember see LM p. 209
Remember see LM p. 206 see LM p. 206
Group activity-Do and Learn
see LM p. 204 Enrichment Activity
I. Evaluating learning Formative Assessment Independent Practice see TG p. 189 Formative Assessment Lern Some More
Activity Output Learn Some More Activity Output see LM p. 209
see LM p. 204
Write atleast two sentences
using
J. Additional activities for any of the similes and Make a poster to illustrate
application or remediation metaphor your Enrichment/Assignment
inside the box. slogan see TG p. 190

see TG p. 187 see TG p. 190

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 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
material, did I used/discover
which I wish
to share with other teachers?
 GRADES 1 to 12 School PATONG INTEGRATED SCHOOL
DAILY LESSON LOG Teacher GETRUDIS BENEDICTA T. UNCIANO
Teaching Dates and Time Week 9
MONDAY
a. To appreciate the value of
sharing
b. Sequence events in a story
listened to
I. OBJECTIVES
c. Connect events in a story
heard to a personal experience
d. Listen attentively and react
positively during story reading
A. Content Standards
The learner demonstrates
understanding of the elements
of informational text for
comprehension.
the learner recalls details,
B. Performance Standards
sequence of events and shares
ideas on texts listened to.
C. Learning Competencies/
Objectives EN4LC-IIh-i-8
Write the LC code for each
TUESDAY
a. To realize the many uses of
the coconut tree
b. Note important details in
an informational text read
c. Read informational text
with 95-100% accuracy
d. Read words with consonant
blends pr ang gr
The learner demonstrate
understanding of text
elements to comprehend
various texts/demonstrates
understanding that English is
tress-timed language to
achieve accuracy and
automaticity.
The learner use knowledge of
text types to correctly
distinguis literary from
informational texts/reads alou
text with accurary and
automaticity.
EN4RC-Iii-8
EN4F-IIi-9
Grade Level FOUR
Learning Areas ENGLISH
Quarter 2ND QUARTER
WEDNESDAY THURSDAY FRIDAY
a. Identify and use
a. Express ideas through
personification
writing a news report from
Use the past form of b. Get information such as
the facts presented
regular and irregular verbs. title of a selection and/or
b. Get information from the
pages from the table of
news page
contents
The learner demonstrates The learner demonstrates
command of the The learner demonstrates understanding of library skills
conventions of standard understanding that word to reach on a variety of
English grammar and meaning can be derived topics/demonstrates
usage when writing or from different sources. understanding of writing as a
speaking. process.
The learner uses library skills
The learner speaks and
to gather appropriate and
writes using good The learner uses different
relevant information/uses a
command of the resources to find word
variety strategies to write
conventions of standard meaning.
informational and literary
English.
compositions.
EN4G-IIh-1-9 EN4V-IIi-8 EN4SS-IIg-7
EN4WC-IIi-9
II. CONTENT Story:
Why the Tortoise's Shell is Coconut- The Tree of Life Past form of regular and Personification Information from
Not smooth? irregular verbs the news page
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages 192-194 194-196 196 196-198 198-199
2. Learner's Materials
pages 210-211 212-215 214-216 217-219 219-221
3. Textbook
pages
4. Additional Materials from
Learning
Resource (LR)portal
B. Other Learning
Resources
IV.
PROCEDURES

A. Reviewing previous lesson Give an example of

What are the uses of
or Unlocking of difficulties Drill regular Give an example of
presenting the new and irregular form of the
coconut tree?
lesson see TG p. 192 Teachers models reading the verbs. a sentence using
words. personification.
see TG p. 195

B. Establishing a purpose for the Today we are going to

lesson Why the Tortoise's Shell is What is the uses of the Today we are going discuss discuss Today we are going to get
about uses of past form of Information from the news
Not smooth? coconut tree? regular about personification. page.
and irregular verb

Oral Language
C. Presenting Show a picture of a tortoise. Unlocking of Difficulties see TG p. 196 Read the poem What TV programs give us
examples/instances of news?
Ask something about the
the new lesson picture. see TG p. 195 Read and Learn Read and Learn Where can we read news?
Is it good to know the news?
see TG p. 193 see LM p. 214 see LM p. 217 Why?
Motivation/Motive Questions Read and Learn
D. Discussing new concepts and Why are tortoise shells no
practicing the new skills no. 1 smooth? see TG p. 195 Talk About It Talk about It see LM p. 219
During Listening Read and Learn see LM p. 215 see LM p. 217 Discussion
see TG p. 193-194 see LM p. 212-213 see TG p. 198
Engegement Activity Guided Practice Guided Practice
E. Discussing new concepts and
practicing new skills no. 2 Try and Learn Talk About It see TG p. 196 Skills Development Write About It (group activity)
Group Activity see LM p. 213 Try and Learn Using Personification see LM p. 220
see LM p. 210 see LM p. 215 see TG p. 197
Engagement Activity Skills Development
Group Activity/Group Guided Practice/Group
F. Developing mastery Guided Practice Presentation Group Reporting Activity Writing news
(Leads to Formative Try and Learn/Learn Some
Assessment 3) Do and Learn see TG p. 195-196 Discussion More A see TG p. 198-199
see LM p. 211 Try and Learn/see LM p. 214 see LM p. 218

G. Finding practical applications Why your parents want

of If you were tortoise, did you do What are the uses of see/hear
concepts and skills in daily living what tortoise did in the feast? the coconut tree? the news in TV everyday?

H. Making generalizations and What did you learned

abstraction about the lesson What is the lesson of the story? Why do you think coconut today? What is Personification?
tree Teaching What imformation does
called tree of life? Chart/Remember the news given to us?
see Tg p. 197/LM p. 218 Remember (see LM p. 220

Independent Practice Product Assessment Learn Some More Learn Some More B Independent Practice
I. Evaluating learning see LM p. 211 Pupil's creation during the see LM p. 216 see LM p. 219 see TG p. 199
activity may serve as an Do and Learn
assessment. Use rubrics for see LM p. 221
 scoring.

J. Additional activities for

application Draw a tortoise and write Draw a coconut and write Write About It Skills Development
or
remediation a sentence about your drawing. something about it. see LM p. 216 Use of Table of Contents
see TG p. 198
V. REMARKS

VI.
REFLECTION
A. No. of learners who earned 80%
in
the evaluation
B. No. of learners who require
addi-
tional activities for
remediation
C. Did the remedial lessons work?
No. of learners who 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 Learners behavior Learners behavior
help me solve?
G. What innovation or localized
mate-
riald did I used/discover which I
wish powerpoint presentation powerpoint presentation
to share with other
teachers?
Prepared by: Checked by:

GETRUDIS BENEDICTA T. UNCIANO DR. ROSE VITCHIE R. CALPITO

Subject Teacher School Principal I