School: SOLANO EAST CENTRAL SCHOOL Grade Level: I

GRADES 1 to 12 Teacher: CLARISSA M. MENDOZA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: February 20-24, 2023 Quarter: 3RD QUARTER (Wk. 2)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner… The learner… The learner… The learner… The learner…
Demonstrates Demonstrates demonstrates understanding demonstrates understanding of demonstrates understanding of
understanding of story understanding of story of useful strategies for useful strategies for purposeful useful strategies for purposeful
A. Content
elements and text elements and text purposeful literacy learning literacy learning literacy learning
Standards
structures for effective structures for effective
oral expression. oral expression.

The learner… The learner… The learner… The learner… The learner…
Correctly identifies Correctly identifies uses strategies independently uses strategies independently in uses strategies independently in
B. Performance
elements of literary and elements of literary and in accomplishing literacy- accomplishing literacy-related accomplishing literacy-related
Standards
informational texts to informational texts to related tasks tasks tasks
aid meaning getting. aid meaning getting.
EN1PA IIIa-e-2.2
EN1LC-IIIa-j- 1.1 .1 EN1OL-IIIa-e-1.5 Recognize rhyming words in EN1G-IIIa-e-1
Listen to stories/poems Use/Respond nursery rhymes, poems, Sentences Answer the summative test
C. Learning
appropriately to polite songs heard. correctly with 75% mastery level.
Competencies/ and
expressions
Objectives Write Give the correct EN1G –IIIa-1.1.
EN1PA-IIIa-b- 3.1 Give the Follow the standards in taking a
the LC for each sequence of three Recognize sentences and non – test.
EN1OL-IIIb-1.5.2 number of syllables of given
events. leave takings words. sentences.

Use/Respond
II. CONTENT Listening to Short Talking about Oneself and
appropriately polite Sentences and Non - Sentence Summative Test
Stories one’s family
expressions
III. LEARNING
RESOURCES
A. References CG p. 18 CG. P. 18 CG p. 18 BRIGHT
1. Teacher’s Guide
CG 18
pages
2. Learner’s English the Easy Way 1 English references
Materials pages
- Science Everyday Life
3. Textbook pages
English 1

B. Other Learning
Resources
IV. PROCEDURES
Song:
“ Hello , How do you
do?”
A. Drill
Hello, hello, hello
What is your name?
Hello, how do you do?
Who is your
I’m glad to be with you
father/mother?
And you, and you, and
A. Reviewing A.Review on the lesson Rhyming Review of the past lessons. B. Drill
you
previous lesson or B. Review on the story Words Reading of words
La la la la la lal Giving examples.
presenting the new The Sun & the Wind
lesson (repeat Checking of assignment
twice)
Review on the past .
C. What plants come
lesson on greetings. A. Recite rhymes learned
from seeds?
- You will meet your
teacher in school in the
morning what will you
say?
B. Establishing a A. Unlock the following Teacher names and say words Prelimonaries
purpose for the words clearly, letting the pupils listen to
lesson - seed –realia/picture the ending sound. car a car
- coat - cover of a
seed What can you say about the pan new pan
pictures/words.
B. Giving of Standards hen red hen

This is Mariel. cow fat cow

C. Motive Question
She is going to school.
1. Where did the Before that, she kisses fish big fish
seed come from? her mother and says
2. What did the seed “goodbye.” What can you say about the Sam has a car.
become at the end?
 Pat has a new pan.
words?
A red hen is in the nest.
What are rhyming words?
Dan’s cow is fat.
A big fish is in the pond.
C. Presenting Reading of the story There are polite To be done orally The first column are called Giving of Standards and
examples/instances expressions that we say : words. Directions
of the new lesson in certain situations and Each word consists of a sound
The Seed time of the day. and syllable. The second column are phrases.
The seed was Like…
dropped by a flying bird. car has 1 syllable The last column are sentences.
It fell on a fertile same with star
 Good morning! Phrases – are non-sentences
ground. The seed came
 Good afternoon! In the word pencil there are 2
out of its coat. The they do not give
syllables pen & cil
seed was murmuring  Good evening! idea
to its self and said,  Hello! while in eraser there are 3 - small group of words
“What would I  Hi! syllables e/re/ser
 Good bye! Sentences – a set of words that
become?” The rain
is complete in itself.
and the sun heard the  See you later.
seed. “What would
you like to be?” asked
the rain and the sun.
”I’d like to
become a big tree”,
answered the seed.
“I’ll help you grow,”
said the sun. “I’ll help
you become a big
tree,” said the rain.
Just then, the seed
grew and became a
tree. “Thank you, sun.
Thank you, rain for
making me a full
grown tree,” the tree
 said, smilingly.

A. Answering of
the Motive Teacher discusses the
lesson using the pictures.
Questions

B. Comprehension
Check-up
Identify the following as non-
1. Where did the seed Give the number of syllables. sentence or sentence.
come from?
2. What did the seed 1. paper
1. the girl and the boy__________
D. Discussing new say to itself? 2. Boy runs fast. _____________
2. Notebook
concept and 3. What does the seed Answering of the test.
practicing new skills like to become? 3. Mom cooks food. ___________
#1
3. desk
4. What helped the
4. a dog _____________________
seed grow? 4. banana
5. What did the seed 5. I am seven years old.
become in the end? 1.What is all about the 5. cabinet
___________________
pictures?
6. If you were the
2. What are the Magic
seed, what tree would Words?
you like to be? Why? 3. When do we say
“Good morning?”
Goodbye?

E. Discussing new In the story we have just Tell the correct To divide words into syllables Write YES if it is a sentence, write
concepts and read, what happened expressions on the (Teacher’s Guide) NO if it is not.
practicing new skills 1st? situations shown in each
#2 2nd? Last? picture. 1. one word sound-per syllable 1. I am six. _____
(car/bar/cat/mat)
Guide questions : 1. 2. red sun ______
1. What was dropped 2. split at double consonants
(but/ter, bat/tle) 3. I like to play. _______
by a flying bird?
2. What came out?
3. Split at vccv 4. bed ball ten _________
3. What did the seed (el/bow, doc/tor)
become?
 4. split at compound words
(mail-box, dog-house)
5. Eden can play. ___________
5. Split at c-le
(tur/tle, cra/dle)
2.
6. Split prefix or suffix
(pre-view, kind-ness)
A. Arrange the three
events according to
what happened in the
Group Activity
story. Write number
1,2, and 3 on the I. Put all sentences in the
Group work:
blank. sentence column and phrases in
A. True or False phrases column.
F. Developing
mastery (Leads to Act out situations using II. Cut and paste words to make
formative the expressions learned B. Clap it the sentence.
assessment) ______ by group. Clap the syllables

C. Give the word III. Tell if it is a sentence or non-

sentence.
D. Color the number of
_______ syllables IV. Color the box green if it is a
sentence and blue if it is a non-
sentence.

_____
G. Finding 1.What can we do with Think Pair Share: Put all the picture/words in the Use the following to make a
practical/ seeds of 1. In the evening your correct number of syllables. sentence.
application of fruits/vegetables? grandparents will visit
concepts and skills 2. When these become you at home. What will 1. pink bag
in daily living vegetables/fruits what you say?
can it give to us? ____________________ 2. drink water
______
2. It is time to go home. 3. eat fruits
What will you say o
 your teacher?
____________________

3. In the afternoon you

will meet your teacher in
the afternoon. What will
you say?
____________________
Remember:
H. Making
Remember
generalizations We can give the correct
What are the polite
and abstractions sequence of three What have you learned today?
about the lesson
expressions you learned What have you learned today? Checking of answers.
events in a story by
today?
listening and
understanding the
story well.
I.Evaluating Directions: Listen to Look at the picture then For words with 1 syllable clap Write NS if it is a non –
Learning the short story. say the correct sentence, and S if it is a Recording
Arrange the events expression . 2- stamp sentence.
according to what 3- jump
happened to the
story. Write the 4-shake
numbers 1,2 and 3
inside the box.

1. A frog lays eggs in

the pond.
The eggs are hatched
and became tadpoles.
As a tadpole grows, its
tail disappears.
Then the legs grow and
the tadpole becomes a
frog.

___Then the tadpole

becomes a frog.

___ A frog lays eggs in

 the pond.

___ The eggs are

hatched and became
tadpoles.

A butterfly lays eggs

in the leaf.
The eggs are hatched
and became
caterpillar. Circle the thumbs up if it is a
Caterpillar forms a sentence and thumbs down if it
cocoon. is non-sentence.
The butterfly will come
out of the cocoon.

J. Additional ___ A butterfly

activities for lays egg.
application or
remediation

The eggs are

hatched and became
caterpillar.

The butterfly
will come out of the
cocoon.
(you can use pictures)

5 5 5
4 4 4
3 3 3
V. REMARKS
2 2 2
1 1 1
VI. REFLECTION
A.No. of learners
who earned 80% in
the evaluation

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

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