School: SAN JUAN SOUTH CENTRAL Grade Level: 1

DAILY LESSON
SCHOOL
LOG
Teacher: JANET G. VILLALUZ Learning Area: ENGLISH
Teaching Quarter: 1
Dates/Time:

I. OBJECTIVES
A. Content Standards The learners demonstrate phonological awareness in decoding developmentally- and grade level-
appropriate words; understand and create simple sentences to express meaning about oneself, family,
and everyday topics (narrative and informational).
B. Performance The learners use phonological and alphabetic knowledge to read/write words accurately with/for
Standards meaning and narrate personal experiences with family and content-specific topics.
C. Learning Identify the initial sounds of given words.
Competencies D demonstrate enjoyment and engagement in phonemic awareness activities.
Use physical movements to match sounds to words.

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
LRMDS
B. Other Learning Flashcards with pictures of objects (e.g., apple, ball, cat, dog, egg, fish, etc.)
Resources Whiteboard and markers
Alphabet chart
Phonics songs or videos
Worksheets for practice (optional)
IV. PROCEDURES
A. Reviewing past Start with a quick game: "I Spy" with initial sounds. For example, "I spy something that
lesson or presenting starts with the sound /e/." Students guess the object (e.g., egg, elephant).
the new lesson

B. Establishing a Unlock the meaning of the words through pictures and

purpose of the new
lesson ( Motivation)
context clues.
summer – a hot season of year
anthill – a place where ants live
hungry – wanting food
save – to keep for future use

Have you seen an ant? How does it look?

Can you describe it?
How about a grasshopper? Have you seen one?
C. Presenting What happened to the grasshopper in the story?(Through ICT Instruction)
examples/ instances
of the new lesson Show pictures of an ant and a grasshopper.

THE ANT AND THE GRASSHOPPER

A Fable

A nest of ants had been busy all summer. They were finding food for the rainy days. They put the
food in the wonderful rooms they had built under the ground. So when the rain came, they had
plenty to eat.

One rainy day, a grasshopper came to the anthill. He was very hungry. He asked the ants to give
him a little food.

One of the ants said, “How did you spend your time this summer? Did you save any food for the
rainy days?”

The grasshopper said, “I spent all my time singing, playing, and dancing. I did not think about the
rainy days.”

The ant said, “Then we have nothing to give you. You played all summer. So you must expect to be
hungry during the rainy days.”
D. Discussing new • Who had been busy all summer?
concepts and • What made them busy?
practicing new
• Who came to the anthill one rainy day?
skills no. 1
• What happened to the grasshopper?
• Did the ant give him some food?
• How did the grasshopper spend his time last summer?
• Do you want to be like the grasshopper? Why?
• What do you think would the grasshopper do next summer?
• If you were the ant, would you give food to the grasshopper? Why?
 • If you were the grasshopper would you play all the summer days? Why ?( Applied range
of teaching strategies to develop critical ang creative thinking, as well as other higher-order
thinking skills)

E. Discussing new Spread out several flashcards on the floor

concepts and Ask: What sound do you hear at the beginning of the words in the
practicing new picture?
skills no. 2 What is the letter name for /a/? Letter A.

The /a/

apple alphabet
ant alligator

animals ambulance
astronauat

ax
anchor

“Hey! Stop! Choo-choo Train Is Coming!”

Let us name the pictures. Color them.
F. Developing Mastery
(Leads to Formative Play a phonics song or video that emphasizes initial sounds.
Assessment) Encourage students to sing along and mimic the sounds

Say the name of the picture trace each beginning letter and identify the initial
sound

G. Finding Practical (Manages classroom structure to engage learners in a meaningful

Application of exploration, discovery and hands-on activities )
concepts and skills Divide the class into 4 groups. (Applying positive and non-violence)
in daily living. Each group will have a maze card.
Maze Game

Help Ana find her way to the apple. Color the pictures
whose names begin with /a/.

GROUP 2

a. Say each picture name. Encircle the beginning sound:

 1. /a/ /e/ /i/

2. /e/ /i/ /a/

3. /i/ /a/ /e/

4. /a/ /e/ /i/

5. /i/ /e/ /a/

GROUP 3 Name the pictures. (Applying Numeracy and Literacy)

Complete the name by writing the beginning sound:

1. __nt

2. __mbulance

3. __lligator

4. __lphabet

GROUP 4 Match the pictures with the printed symbols

 1. arrow

2. ax

ant
3.

4. apple

H. Making How do we identify the initial sound /a/

Generalization and What are the different objects that starts with initial sound /a?
abstraction about
the lesson
I. Evaluating learning
Listen to the following riddles. Choose the correct answer from
the words below. Write your answer in your English notebook.

1. Point to the east

Point to the west
Which way is the best? ____________

2. I happened to see
A water animal that frightened me. _____________

3. “Wee – wee – wee” as fast

as you can
Where is the hospital
to bring the sick man. _____________

4. He is in space
To look for ace. ________________

5. It’s a small insect

that climb up the hill
 Just like Jack and Jill _______________

J. Additional activities Read and draw

for application and
remediation.
ax ant

apple arrow

anchor

V. REMARKS
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
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 solved?
G. What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?