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School: FLORIDABLANCA ELEMENTARY SCHOOL Grade Level: I

GRADES 1 to 12 Teacher: Learning Area: ENGLISH


DAILY LESSON LOG Teaching Dates and
Time: (WEEK 1) Quarter: 4TH QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
demonstrates understanding of familiar demonstrates understanding of familiar demonstrates understanding of familiar demonstrates understanding of familiar words demonstrates understanding of familiar
words used to communicate personal words used to communicate personal words used to communicate personal used to communicate personal experiences, words used to communicate personal
experiences, ideas, thoughts, actions, and experiences, ideas, thoughts, actions, and experiences, ideas, thoughts, actions, and ideas, thoughts, actions, and feelings experiences, ideas, thoughts, actions,
feelings feelings feelings and feelings
demonstrates understanding of familiar
demonstrates understanding of familiar demonstrates understanding of familiar demonstrates understanding of familiar literary forms and concept of words in English demonstrates understanding of familiar
literary forms and concept of words in literary forms and concept of words in literary forms and concept of words in for effective expression literary forms and concept of words in
English for effective expression English for effective expression English for effective expression English for effective expression
A. Content Standards demonstrates understanding of sounds and
demonstrates understanding of sounds demonstrates understanding of sounds demonstrates understanding of sounds and their meanings for appropriate use of words demonstrates understanding of sounds
and their meanings for appropriate use of and their meanings for appropriate use of their meanings for appropriate use of words and their meanings for appropriate use
words words demonstrates understanding of familiar of words
demonstrates understanding of familiar English words for effective communication
demonstrates understanding of familiar demonstrates understanding of familiar English words for effective communication demonstrates understanding of word demonstrates understanding of familiar
English words for effective English words for effective demonstrates understanding of word meaning for correct usage English words for effective
communication communication meaning for correct usage communication
demonstrates understanding of word demonstrates understanding of word demonstrates understanding of word
meaning for correct usage meaning for correct usage meaning for correct usage
The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
Shares/express personal ideas, thoughts, Shares/express personal ideas, thoughts, Shares/express personal ideas, thoughts, Shares/express personal ideas, thoughts, Shares/express personal ideas, thoughts,
actions, and feelings using familiar words actions, and feelings using familiar words actions, and feelings using familiar words actions, and feelings using familiar words actions, and feelings using familiar
words
participates actively in different oral participates actively in different oral participates actively in different oral activities participates actively in different oral activities
activities activities participates actively in different oral
manipulates skilfully the sounds in words to manipulates skilfully the sounds in words to activities
manipulates skilfully the sounds in words manipulates skilfully the sounds in words express meaning express meaning
B. Performance Standards to express meaning to express meaning manipulates skilfully the sounds in
uses basic vocabulary to independently uses basic vocabulary to independently words to express meaning
uses basic vocabulary to independently uses basic vocabulary to independently express ideas about personal, home, school express ideas about personal, home, school
express ideas about personal, home, express ideas about personal, home, and community experiences and community experiences uses basic vocabulary to independently
school and community experiences school and community experiences express ideas about personal, home,
correctly uses familiar words in speaking correctly uses familiar words in speaking school and community experiences
correctly uses familiar words in speaking correctly uses familiar words in speaking activities activities
activities activities correctly uses familiar words in speaking
activities
EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3
Talk about pictures presented using Talk about pictures presented using Talk about pictures presented using Talk about pictures presented using Talk about pictures presented using
appropriate local terminologies with ease appropriate local terminologies with ease appropriate local terminologies with ease appropriate local terminologies with ease and appropriate local terminologies with
C. Learning Competencies/ and confidence and confidence and confidence confidence ease and confidence
Objectives Write the LC for each • EN1PA-IVa-b-2.3 • EN1PA-IVa-b-2.3 EN1PA-IVa-b-2.3 EN1PA-IVa-b-2.3 EN1PA-IVa-b-2.3
Distinguish rhyming words from non- Distinguish rhyming words from non- Distinguish rhyming words from non-rhyming Distinguish rhyming words from non-rhyming Distinguish rhyming words from non-
rhyming words rhyming words words words rhyming words
• EN1V-IVa-e-3 • EN1OL-IIIa-j- 1.1 EN1LC-IIIa-j- 1.1 EN1LC-IIIa-j- 1.1 Identify describing words relating to
Sort and classify familiar words into basic Listen to short stories/poems Listen to short stories/poems Listen to short stories/poems Note important characters or settings in stories listened
categories (colors, shapes, foods, etc.) details pertaining to: to*
a. character *Basa-added objective
b. setting
c. events
Identify the problem and solution
II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages TG 13-16 TG 16-18 TG 19-22 TG 22-24


2. Learner’s Materials pages

3. Textbook pages

B. Other Learning Resources


IV. PROCEDURES
Sing a Song/Recite a Poem/Play a Game Teacher recites the poem with the pupils. Teacher recites the poem with the pupils. Teacher introduces the poem, “Little Things,” Recite a Poem (refer to the Daily
A. Reviewing previous lesson or • Teacher asks pupils to sing a Then, the pupils point out the rhyming Then, pupils point out the rhyming and non- in class. The poem is written on the board or activities)
presenting the new lesson song/recite a song/play a game words and non-rhyming words in the rhyming words in the fifth stanza of the in a manila paper. Pupils recite the poem and Original File Submitted and Formatted
third and fourth stanzas of the poem. poem point out the rhyming and non-rhyming words by DepEd Club Member - visit
in the first and second stanzas of the poem. depedclub.com for more
Sharing Information Teacher posts a picture of a sari-sari Teacher posts a picture on the board. Pupils Read Aloud Story: Arroz Caldo ni Lolo Waldo Sharing Information (refer to the Daily
• Teacher asks pupils to talk about store. Pupils study the picture and talk answer questions about the pictures and talk (Lolo Waldo’s Arroz Caldo) Pre-Reading activities)
pictures using some local terminologies about it with their seatmates. about it. Activities
• Teacher asks pupils to retell the part of the
story they heard and to say the words they
learned from the previous day
What do you see in the picture? That’s right.
e.g arroz caldo We see children playing under the rain. Have
Let’s look at the picture on the board. you experienced playing in the rain? What is
Let’s look at the picture on the board. What do you see? That’s right. It is a it like? Who did you play with? What game
What do you see in the picture? That’s picture of a sari-sari store. Do you see a did you play? What happened after you
B. Establishing a purpose for the right. It is a bowl of arroz caldo. How sari-sari store in your barangay? How played? I want you to answer the questions
lesson many of you have eaten or tasted arroz many sari-sari stores are there in your and share your experience of playing in the
caldo? What does it taste like? What do barangay? What do you see in a sari-sari rain with your seatmates. Later, I will call
you think are its ingredients? Do you know store? What do you usually buy from your some of you to share your experience with
how to cook arroz caldo? Who among sari-sari store? I want you to think and your classmates.
your family knows how to cook it? What talk to your seatmate about the last time
do you think are the steps in cooking arroz you went to the sari-sari store and bought
caldo? I want you to think and talk to your something. Later, I will call some of you to
seatmate about the time when you first share your experience in class.
tasted or eaten arroz caldo. Later, I will
call some of you to share your experience
in class.
Developing Vocabulary READ ALOUD STORY: ARROZ CALDO NI READ ALOUD STORY: ARROZ CALDO NI LOLO During Reading Activities Retelling of Read Aloud Story: Arroz
LOLO WALDO (LOLO WALDO’S ARROZ WALDO (LOLO WALDO’S ARROZ CALDO) • Teacher reads the last part of the story and Caldo ni Lolo Waldo (Lolo Waldo’s Arroz
C. Presenting examples/instances of CALDO) (pp 1-10) (pp 10-17) asks questions about it Caldo)
the new lesson PRE-READING ACTIVITIES • Teacher unlocks the meaning of new words
Activating Prior Knowledge in the story
Teacher shows the cover of the book. Teacher shows the cover of the book. Pupils Note: This is a bridging opportunity. Ask
Pupils look at the cover and recall details look at the cover and recall details about the pupils to say the Mother Tongue and Filipino
about the book like the title, author, and book like the title, author, and illustrator. translations of the words in the story.
illustrator.
I have posted some pictures on the board.
Let’s look at each one. I want you to tell
me the names of the objects in pictures.
What are they called in Mother Tongue?
How about in Filipino? Can you guess
what they are called in English?
Teacher asks pupils to group words based DURING READING ACTIVITIES Teacher DURING READING ACTIVITIES After Reading Activities Pre-Reading Activities
on given categories reads pages 2-9 of the book. Pupils then • Teacher asks pupils to answer questions • Teacher asks pupils to recall
Teacher reads pages 10-17 of the book. about the story. information about the book such as the
listen and answer a few questions about
Pupils then listen and answer a few questions author and illustrator
the story.
about the story.
Teacher explains the meaning of difficult Teacher explains the meaning of difficult
words in the story using gestures, facial words in the story using gestures, facial
expressions, pictures, etc. expressions, pictures, etc.

Teacher writes the new words on the Teacher writes the new words on the board.
board.
passed away (page 2) means someone While Reading
died. In Filipino, it means “yumao” or
“pumanaw.” You use the expression my heart skipped a
Advice (page 5) is what someone says to beat when you become suddenly happy
help another person. It is an opinion or a about something. In Filipino, it means
suggestion. In Filipino, we call it “payo.” “lumundag sa tuwa ang puso ko.”
You can depend on (page 6) someone
D. Discussing new concept and when you can trust him or her. In Filipino, business (page 12) is an activity where one
practicing new skills #1 it means “maaasahan.” sells something to earn money. In Filipino, we
It is surprising (page 6) when something call it “negosyo.” The word rented (page 12)
unexpected or uncommon happens. In is the past tense of the word of rent. Rent
Filipino, it means “nakakagulat.” Back in means to pay so one can use a thing or a
the day (page 6) means in the past. In place. In Filipino, it means “umupa.”
Filipino, it means “noon.”
You get by (page 7) when you are able to
succeed or survive even when you are
having a hard time. In Filipino, it means
“nakakaraos.” The word prepare (page 7)
means to make something ready. In
Filipino, it means “paghahanda.” An
ingredient (page 7) is one of the things
that are used to make a food, product,
etc. In Filipino, we call it “sangkap.”
The word worry means to think about
problems or feel afraid because you think
something bad is going to happen. In
Filipino, it is “nag-aalala.”
Bridging: 1.Who are the people in the picture? 1.What do you think are Lolo Waldo, Tatay Teacher reviews with the pupils the new During Reading Activities • Teacher
Ask pupils to think of words in Mother Where do you think they are? What Sito, and the little boy feeling? How about words they studied in class retells the story
E. Discussing new concepts and Tongue or Filipino and group them makes you think they are in the yard? the dog? Note: If there is still time, ask pupils to copy
practicing new skills #2 according to given categories. Help pupils 2. Who are the characters in the story? 2. What was Lolo Waldo’s plan? What will the new words in their notebooks
learn the English terms for those words. Where do they live? Why did Lolo come Lolo Waldo do with the arroz caldo? What
to live with them? did the little boy feel when he heard Lolo
3. What do you see in the picture? What Waldo’s plan?
are the boy and the dog doing? What is 3. Who kept coming back to buy Lolo Waldo’s
Lolo Waldo doing? arroz caldo? For which meals do the
4. While Tatay is away, who stays with the customers buy Lolo’s arroz caldo?
little boy? What does Lolo Waldo do for 5. What happened to their business? Where
the little boy? did they move and open a bigger store? What
5. What do you see in the picture? What did they put up? Who do you think put up
are they doing? the sign?
6.What was Lolo Waldo’s job back in the
day? Who earns money for their family?
What does Lolo Waldo prepare for their
meals? What does Lolo Waldo’s arroz
caldo taste like?
7. Who came home early one day? Why
was father sad? What did Lolo Waldo tell
Tatay Sito?
F. Developing mastery (Leads to Pair work: Teacher asks pupils to practice Group ActivityGroup the class into 4 then Concluding the Session After Reading Activities
formative assessment) grouping words into different categories ask them to retell the story ( the teachers • Teacher asks pupils to complete a
will help the pupils to speak in Filipino character map of Lolo Waldo
then translate by the teacher)
Presentation of each group. Teacher introduces the concept of
describing words

Pro Pro Pro Pro


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H. Making generalizations Rhyming words are words where the What have you learned? Practice: Teacher asks pupils to work in
and abstractions about the lesson ending sounds match pairs and describe a picture
Yes or NO. Concluding the Session
__1. Lolo Waldo was Nico’s grandfayher.
I.Evaluating Learning __2.Passed away means “Yumao”.
__3.Surprising means “nakakgulat”
__4. Get by means “nakakaraos”
__5. Ingredients means “Sangkap”.
Cut out pictures of six different foods
from old magazines and newspapers.
Then, group your pictures according to
the categories below. I wrote examples
under each column to help you group
J. Additional activities for
your pictures. Don’t forget to put a label
application or remediation
under each picture. Ask your parents or
other members of your family to help you
with your homework.

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 solve?

G. What innovation or localized


materials did I use/discover which I
wish to share with other teachers?