School: GCS Grade Level: IV

GRADES 1 to 12 Teacher: Araceli P. Dionson Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: November 25-29, 2019 (WEEK 5) Quarter: 3rd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY 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 and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning. Weekly objectives shall be derived from the curriculum guide.)
A. CONTENT STANDARDS *ORAL LANGUAGE - *FLUENCY – Demonstrates *GRAMMAR- Demonstrates *READING COMPREHENSION - *STUDY STRATEGY –
Demonstrates understanding of understanding that English is understanding of English grammar Demonstrate understanding of Demonstrates understanding of
verbal cues for clear expression of stress-timed language to achieve and usage in speaking or writing various linguistics nodes to library skills to research on a
ideas accuracy and automaticity comprehend variety of topics
*VOCABULARY - Demonstrates various texts
understanding that word meaning
can be derived from different
sources

B. PERFOMANCE *Actively creates and participates *Reads aloud text with accuracy *Uses the classes of words (word *Use linguistic cues to *Uses library skills to gather
STANDARDS in oral theme-based activities and automaticity signals) aptly in various oral and appropriately construct meaning appropriate and relevant
*Uses different resources to find written discourse from a variety of texts for a variety information like using a timeline
word meaning of purposes

C. LEARNING COMPETENCIES/
OBJECTIVES(Write the LC Code for
each)
*Use expressions appropriate to
grade level (EN4OL-IIId-4)
*Identify different meanings of
content words (EN4V-IIId-4)
*Use indirect speech to clarify
the speaker’s ideas (EN4F-IIId-
4)
*Identify and use adjectives in a
series (EN4G-IIId-4)
*Identify the cause and effect *Locate information from
relationship (EN4RC-IIId-4) dictionaries (EN4SS-IIId-4)
*Read grade level texts with
appropriate speed and
expression
(EN4F-IIId-4)

II. CONTENT (Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tacked in a week or two.)
*Selection: “Our Family Customs Using Indirect Speech to Clarify Correct Order of Adjectives “Eduardo’s Dream” (Adapted Locating Meaning of Words
and Traditions” by Mary Jane T. the Speaker’s Ideas from Soaring High with Reading from the Dictionary
Ganggangan 4 Abiva,
Josephine M. Calamlam, et.al)
* Using Expressions Appropriate to
the Grade Level
Cause and Effect Relationship
*Identifying Different Meanings of
Content Specific Words
LEARNING RESOURCES (List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.)
A. References
1. Teacher’s Guide Pages 240-241 241-242 242-244 244-248 248-250
2. Learner’s Materials 252-254 252-254 255-257 258-262 263-265
Pages
 3. Textbook Pages
4. Additional Materials from
Learning
Resource (LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing the 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 skills #1
Pictures, Chart, PPT, native
delicacies like puto or suman
(These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learners in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.)
1. Sharing story / news about
family.
2. (Show pictures of family
activities like going to church
together, having
picnics, family reunions.)
*What do you do together with
your family?
3. Unlocking of Difficulties
(excited, native delicacies, family
reunion,streamer)TG p. 240
1. Say: Today,we are going to
read the story, “Our Family
Customs and
Traditions” Let us find out the
different customs and traditions
the Ortega family observes.
2. What did the family do to
prepare for the coming of visitors?
Reading of the story
LM, Read and Learn p. 252-254
Answer the following questions:
1. Why did the Ortega family get
up early?
Pictures, Chart, PPT, task
cards
Let the pupils present their
preparations on the assignment
given
What do you usually do to prepare
for the coming of a visitor?
Re- reading of the story by the
teacher /pupils
LM, Read and Learn p. 252-254
Ask again the following questions:
1. Why did the Ortega family get
up early?
Pictures, Chart, PPT, real
objects
Let the pupils recite the poem
(whole class, groups, individual)
MY FAMILY
This is mother, kind and dear,
This is father standing near,
This is brother, see how tall,
This is sister not so tall,
This is baby, sweet and small.
*Who are the members of your
family?
*What can you say about mother?
How about brother? sister? baby?
*How do you show your love for
your family?
Can you still remember the story
“Our Family Customs and
Traditions”?
*What were the presents the
Ortega family received from
theJohnson family?
(Write their answers on the
board.)
Possible answers:
A beautiful doll was given to Ana.
Mark had ten small,green toy cars.
Father got three new,blue polo
shirts.
Mother received two red, leather
bags
Let the pupils read the sentences
taken from the the story. (Refer to
the above sentences)
*What kind of doll was given to
Ana?
– a beautiful doll
Pictures, Chart, Chart, Picture, PPT, dictionary
1. Reading of phrases. Let the pupils present their
(Phrases taken from the story) preparations on the assignment
a jar of basi given
kept thinking of the future
a large sum of money
has many sons and daughters
very popular and rich
broke into hundred pieces
laughed with him
2.Vocabulary Development
( words that will be encounterd in
the story)
future, gain,popular, motion
1. Do you have a dream for your *Who helps you in doing your
family? Explain what it is. assignment?
I have a dream for my family. I
want my family to _________. Say:Let’s read the dialog. We will
find out how Jan helped his sister
2. Say:Today we are going to read with
the story “Eduardo’s Dream” her assignment.
We will find out what Eduardo’s
dream is and see if he was able to
fulfill that dream.
The whole class reads the story Reading of the dialog: A
with the teacher’s guidance.The Wonderful Book, LM Read and
pupils take turns reading the story Learn p. 263
aloud.
Refer to LM, Read and Learn p.
258
Discussion questions: Discussions:
Refer to LM - Talk About It p. 259 Refer to LM - Talk About It p.264
1. What was Eduardo’s dream? 1. Why is Christine asking for

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
2. What did the family do to
prepare for the coming of their
visitors?
3. What did Father mean when he
said “Each one of you should
do your assigned work?”
4. What did the Ortega family do to
welcome their visitors?
5. Do you think they were happy to
see each other? Why? Why not?
Group pupils into 3. Give each
group a task to perform.
I – Make a chart of Filipino
customs and traditions mentioned
in the story. Explain the
importance of each tradition.
II – Act out the different customs
and traditions mentioned in the
story?
III – Create a chant/song about the
different customs and traditions
mentioned in the story.
Group presentation and
processing
2. What did the family do to
prepare for the coming of their
visitors?
3. What did Father mean when he
said “Each one of you should
do your assigned work?”
4. What did the Ortega family do to
welcome their visitors?
5. Do you think they were happy to
see each other? Why? Why not?
6. Pretend that you are a member
of the Ortega family. Show your
streamer to welcome your visitors
Divide the class into four groups.
Let the groups do the following
activities.TG p. 241
Group 1- Make a streamer to
welcome the Johnson Family
Group 2- Dramatization
Group 3- Write a thank you letter
for the ‘pasalubong ‘given to you.
Group 4- Draw the happy faces of
the Ortega and Johnson families
and compose a song or yell about
families.
Discussion following the different
group presentations TG p. 241-
242
Say: Group 1, show your poster.
1. Who kissed the hands of Aunt
Rose?
2. Why did they do that?
3. Why did Aunt Rose say that
pagmamano is a sign of respect
Describe the toy cars Mark
received? – ten ,small,green ,toy
cars
Describe the poloshirts father got?
– three,new, blue polo shirts
What kind of bag did mother
receive? – two, red, leather bags
*What are the underlined words?
*How many adjectives are there in
each sentence?
*What do you notice about the
adjectives? How are they
arranged?
1. Discuss the correct order of
adjectives
Teaching Chart
Adjectives tell about the number,
kind, and color of a person,
animal, or thing. When several
adjectives are used in one
sentence, the order of adjectives is
as follows: number, kind or
quality, and color.
2. “Show and Tell” LM - Find
Out and Learn A p. 255
Say: Get anything from your bag
or in the room and describe the
object.
Use several adjectives. Describe
its number or quantity, kind or
quality,
or color.
3. Pick out a picture from the box.
Say how many objects are there,
kind
or quality and color of the picture.
LM - Find Out and Learn p. 255
“Arrange Us Please!”
Arrange the adjectives in the
correct order. Refer to LM, Try
and Learn Exercise 1 p. 256
2. How did Eduardo intend to
become rich?
3. What were the things he would
buy?
4. What happened while he was
thinking about his plans? Why?
5. What important lesson did the
mayor give Eduardo?
6. Do you think Eduardo’s dream
would come true?
Why or why not?
Skill focus: Cause-Effect
Relationship
A. Present some sentences taken
from the story.Identify the cause
and the effect.
1. When Eduardo threw back his
head, the jar of basi fell .
*Why did the jar of basi fall ?
*What happened to the jar of basi?
Cause: (Why did it happen?)
Effect: (What happened?)
2. Eduardo cried because the jar
of basi broke into pieces.
*What is the cause?
*What is the effect?
3. Eduardo was able to buy a pig
because the mayor gave him
money.
*What is the cause?
*What is the effect?
B. Discuss the cause and effect
relationship
C. Do activity in LM - Think and
Tell, LM p. 259
A. Tell whether the underlined
group of words is a cause or an
effect. Put
a check mark in the correct box.
1. Andrew got perfect score in the
test because he studied his
lessons
very well.
2. Mother prepared much food
help?
2. What helps you find the
meaning of words?
3. How are the words arranged in
a dictionary?
4. What words in the dictionary
help us locate the words on a
page faster?
5. What information does one get
from a dictionary?
1. Show a dictionary. Have the
pupils observe and tell what are
written in it.
*What can be found in a
dictionary?”
2. Present a sample page of a
dictionary.TG p. 249
Questions:
*What is the first entry word on this
page?
*How many definitions are there in
the word cloud?
*What is the definition of
condensation?
*What word means “the center or
innermost part of a thing”?
*What is the last entry word on this
page?
Study the sample page of a
dictionary and answer the
questions.
Refer to LM, Try and Learn p,
264

G. Finding practical application of
concepts and skills in daily living
1. Can you give other customs
and traditions you observe in your
family and in your community?
3. Are you proud of your family’s
customs and traditions? Why?
given to elders?
4. Do you do the same to your
elders? Why? Why not?
Say: Group 2, present your
dramatization.
1. What did the Johnson family
bring home for the Ortega family?
2. Pretend that you are Mark and
Ana. Write a Thank you letter for
the pasalubong given to you.
Say: Group 3, show and read your
Thank you letter.
1. What did the relatives of the
Ortega and Johnson families
celebrate?
2. Why were they happy?
3. What did Andrew and Kenneth
say about Filipino families?
4. Do you think Andrew and
Kenneth enjoyed their stay in the
Philippines?
Why? How did they feel?
5. Why did Andrew and Kenneth
say that “It’s more fun to stay in
the Philippines”?
6. If you were Andrew and
Kenneth, would you like to stay in
the
Philippines? Why?
7. Pretend you are Andrew and
Kenneth. Draw the happy faces of
the Ortega and Johnson families.
Compose a yell or song about
the families.
Say: Group 4, show us your
presentation.
1. What kind of families are the
Ortegas and the Johnsons?
2. Do you think they show close
family ties? Why?
How did you find the activity?
Does your family follow such
traditions?
LM, Try and Learn Exercise 2 p.
256
because there was a visitor.
3. The children must eat nutritious
foods everyday so that they will
become strong and healthy.
4. Father came home very tired
because he worked the whole day
in
the farm.
5. Rita got up very early in order to
catch the first trip of the train to
Bicol.
B.Complete the following
sentences by writing the cause for
the given effect. Choose from the
list of sentences in the box.
*the fog is very thick
*they received a gift from their
teacher
*she is kind and helpful to
everyone
*the children clean it everyday
*the super typhoon hit the place
1. The school ground is clean
because
_______________________.
2. Christine has many friends
because
_______________________.
3. The children are happy because
_________________________.
4. Legaspi City experienced
landslides and floods because
____________.
5. Mr. Marquez drives his car
slowly because
____________________.
Look at each pair pictures. Say Valuing:
something about them. Identify the 1. How important is the dictionary
cause and the effect. Refer to LM, for a pupil like you?
Find Out and Learn p. 259-260 2. When do you use a dictionary?
3. How should you take care of a
dictionary?
B. Let the pupils look for the

H. Making generalizations of
concepts and skills in daily living
Let the pupils generalize their
ideas/concepts of the lesson
presented.
Let the pupils generalize their
ideas/concepts of the lesson
presented.
*How did come up with your
presention? Where did you get the
idea?
Let the pupils generalize their
ideas/concepts of the lesson
presented.
*How do we arrange the series of
adjectives in a sentence?
Let the pupils generalize their
ideas/concepts of the lesson
presented.
*How do you distinguish a cause
from an effect?
meaning of some words in the
dictionary
Let the pupils generalize their
ideas/concepts of the lesson
presented.
*What is a dictionary?
*What can be found in a
dictionary?

I. Evaluating learning
J. Additional activities for
application or remediation
Listen to/Read a story (Refer to
Developing Reading Power book)
(Let the pupils answer the
questions orally)
Look for pictures showing different
Filipino customs and traditions.
Write something about it.
(The group presentation will serve
as the evaluation. Use rubric to
grade each performance.)
For the next lesson:
How do we arrange the series of
adjectives in a sentence?
Do and Learn A and B. LM p 257 LM Try and Learn p. 260 LM. Learn Some More A and B
LM Do and Learn p. 261 p. 265
Write a paragraph describing a LM Learn Some More p.262 Use the dictionary to find the
person, animal, or thing. Use 2 or meaning of the following words.
3 adjectives which are properly 1. cuisine
arranged. Read the paragraph you 2. chop
wrote. LM, Write About It p. 257 3. simmer
4. saute
5. stew

IV. REMARKS
V. REFLECTION (Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.)
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?

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