School Grade Level ONE

GRADE 1 to 12 Teacher Subject ENGLISH

DAILY LESSON LOG Teaching Dates and
January 29 – February 2, 2018 (Week 3) Quarter Fourth
Time

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
The Learner . . . The Learner . . . The Learner . . . The Learner . . . The Learner . . .
1.demonstrates demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of understanding of
familiar words used to familiar words used to familiar words used to familiar words used to familiar words used to
communicate personal communicate personal communicate personal communicate personal communicate personal
experiences, ideas, experiences, ideas, experiences, ideas, experiences, ideas, experiences, ideas,
thoughts, actions, and thoughts, actions, and thoughts, actions, and thoughts, actions, and thoughts, actions, and
feelings feelings feelings feelings feelings
2.demonstrates
understanding of
familiar literary forms demonstrates demonstrates demonstrates demonstrates
and concept of words in understanding of understanding of understanding of understanding of
English for effective familiar literary forms familiar literary forms familiar literary forms familiar literary forms
expression and concept of words in and concept of words in and concept of words in and concept of words in
English for effective English for effective English for effective English for effective
expression expression expression expression
The Learner . . . The Learner . . . The Learner . . . The Learner . . . The Learner . . .
1.Shares/express Shares/express personal Shares/express personal Shares/express personal Shares/express personal
personal ideas, ideas, thoughts, actions, ideas, thoughts, actions, ideas, thoughts, actions, ideas, thoughts, actions,
thoughts, actions, and and feelings using and feelings using and feelings using and feelings using
feelings using familiar familiar words familiar words familiar words familiar words
words
2.participates actively in
different oral activities participates actively in participates actively in participates actively in participates actively in
different oral activities different oral activities different oral activities different oral activities
(1) EN1PA-IVc-e-2.4 (1) EN1PA-IVc-e-2.4 (1) EN1PA-IVc-e-2.4 (1) EN1PA-IVc-e-2.4 (1) EN1PA-IVc-e-2.4
Supply rhyming words in Supply rhyming words in Supply rhyming words in Supply rhyming words in Supply rhyming words in
response to spoken response to spoken response to spoken response to spoken response to spoken
words words words words words
(2) EN1OL-IVa-j-1.3 (2) EN1OL-IVa-j-1.3 (2) EN1OL-IVa-j-1.3 (2) EN1OL-IVa-j-1.3 (2) EN1OL-IVa-j-1.3
Talk about pictures Talk about pictures Talk about pictures Talk about pictures Talk about pictures
presented using presented using presented using presented using presented using
appropriate local appropriate local appropriate local appropriate local appropriate local
terminologies with ease terminologies with ease terminologies with ease terminologies with ease terminologies with ease
and confidence and confidence and confidence and confidence and confidence
(3) EN1OL-IIIa-j- 1.1 (3) EN1OL-IIIa-j- 1.1 (3) EN1OL-IIIa-j- 1.1 (3) EN1G-IVa-e-3.4 (3) EN1G-IVa-e-3.4

I. CONTENT
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other materials
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Listen to short Listen to short Listen to short Recognize common Recognize common
stories/poems stories/poems stories/poems and action words in stories describing words in
• Infer the characters’ listened to stories listened
feelings and traits to
• Identify cause and/or
effect of events
Oral Language in English Oral Language in English Oral Language in English Oral Language in English Oral Language in English
and Listening and Listening and Phonological and Phonological and Phonological
Comprehension Comprehension Awareness Awareness Awareness
Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English
pp. 54-61 pp. 57-60 pp. 60-61 pp. 63-64 pp. 65-67
READ ALOUD BOOK: • Poem “The Caterpillar” Poem “If All the World Poem “Trees” by Sarah • Lyrics “Bingo”
Araw sa Palengke by Christina Rossetti Were Paper” Coleridge
(Market Day) • Word List • Word List • Word List http://www.
mothergooseclub.com/
Poem “Little Things” rhymes_parent.php?
by Julia Carney
id=121
Teacher and pupils recite Teacher and pupils recite Teacher and pupils recite Teacher and pupils Teacher introduces the
the poem “Little Things” the poem “The the poem “If All the World recite the poem song “Bingo” in class.
in class. Caterpillar” in class. Were “Trees.” Teacher post The lyrics of the song
Teacher posts words on Paper.” Teacher posts words
Teacher posts words on words are written on the board.
the board. Pupils choose on the board. Pupils choose
the board. Pupils choose words from the words on the board. Pupils Teacher posts words on
words from the list that rhyme with the from the list that rhyme choose words from the board and reads
list that rhyme with the highlighted words in the with the highlighted words the list that rhyme them. Pupils sing the
highlighted words in the poem. in the poem. with song, and then choose a
poem. The Caterpillar If All The World Were the highlighted word from the list that
Little Things By Christina Rossetti Paper words in the poem. rhyme with the
Brown and furry If all the world were paper,
By: Julia A. Carney Trees highlighted words in the
Caterpillar in a hurry, And all the sea were ink,
Little drops of water, Take your walk And all the trees were by Sarah Coleridge song.
Little drains of sand, To the shady leaf, or bread and cheese, The Oak is called the
Make the mighty ocean stalk, What should we have to king of trees,
And the beauteous land. Or what not, drink? The Aspen quivers in
 And the little moments, Which may be the Word List the breeze,
Humble though they be, chosen spot. sink, see, link, bee The Poplar grows up
Make the mighty ages No toad spy you, straight and tall,
Hovering bird of prey
Of eternity. The Peach tree
pass by you;
So our little errors Spin and die, spreads along the
Lead the soul away, To live again a butterfly. wall,
From the paths of virtue Word List The Sycamore gives
Into sin to stray. grin, lady, skin, ready pleasant shade,
Little deeds of kindness, The Willow droops
Little words of love, in watery glade,
Make our earth an Eden, The Fir tree useful in
Like the heaven above. timber gives,
Word List The Beech amid the
brittle, potter, skittle, forest lives.
daughter Word List
call, pillow,
small,winnow

B. Establishing a purpose for the Teacher posts a picture Teacher posts pictures Teacher posts pictures on Teacher posts a Teacher posts a picture
lesson of children jumping off on the board. Pupils kids not conserving water picture on the board. of a lady burning leaves
to a river. Pupils answer answer questions about on the board. Pupils answer Pupils answer on the board. Pupils
the picture and talk questions about the
questions questions answer questions about
about it. picture and talk
about the picture and about the picture and talk about it with their the picture and talk
talk about it. (a mountain full of trees about it. seatmates. about it with their
and a mountain with no (too much garbage seatmates.
trees) on the streets)
C. Presenting Teacher shows the cover Teacher reviews the new Teacher reviews with Teacher reviews with the
examples/Instances of the of the book in class and words the pupils learned. the pupils the pupils the concept
new lesson asks questions about it. Pupils enumerate the words concept of action adjectives. Then, He or
Pupils recall the details and say their meaning. words. she posts sentences
of the book. Teacher asks pupils to give He or she explains from the story Araw sa
a summary of the second that like nouns and Palengke (Market
part of the story. adjectives, action Day) on the board and
words reads them. Pupils point
also have another out the adjectives in the
name. sentences.

D. Discussing new concepts and Teacher reads pages 2-9 Teaher asks pupils to Teacher reads pages 22-29 Teacher posts
practicing new skills # 1 of the book. Pupils then look at pages 10-11 of of the book. Pupils then sentences from the
listen and answer a few the book. Pupils retell listen and story Araw sa
the first part of the story
 questions about the and talk about the answer a few questions Palengke (Market
story. picture in the about the story. Day) on the board
• Teacher explains the book. • Teacher explains the and reads them.
meaning of difficult meaning of difficult words in Pupils point out the
words in the story using the story using gestures, verbs in
gestures, facial facial expressions, pictures, the sentences.
expressions, pictures, etc.
etc. • Teacher writes the new
• Teacher writes the new words on the board: tired,
words on the board.: wrapped, looks familiar,
hold tightly, get lost, tiny
buy

D. Discussing new concepts and Teacher reads pages 12-

practicing new skill #2 21 of the book. Pupils
then listen and answer a
few questions about the
story.
• Teacher explains the
meaning of difficult
words in the story using
gestures, facial
expressions, pictures,
etc.
• Teacher writes the new
words on the board:
meat, crowded,
vendors, taste, odd,
scary, wonderful,
earthenware
E. Developing mastery Teacher asks questions
(leads to Formative about the story:
Assessment)
Who are the characters in
the story?
• What are they like?
• What did the little girl
promise Nanay?
• What did the little girl feel
when they went to the
market?
• What do you think Nanay
felt when the little girl kept

F. Finding practical application
of concepts and skills in daily
living
G. Making generalizations and
abstractions about the lesson
H. Evaluating learning
her promise?
• What did the little girl find
wrapped in newspaper?
• What did she feel when
she saw the earthenware
stove and pot?
• Do you think Nanay would
have bought the little girl
earthenware stove
and pot if she did not keep
her promise?
• Why did Nanay buy the
little girl earthenware stove
and pot?
What is the market like? If there is a mountain in What do you think What will happen to our
Is it a quiet place? What your town or province, should one do with environment if we
are talk their garbage? always do that? Have
the people doing in the about it with the pupils
you seen anyone in your
market? and ask them to think of
ways to protect it. community do the same
thing? What do you do
when you see someone
doing that?
What did the little girl
remember? That’s right.
Sheremembered that
she made a promise to
Nanay. Can you
remember what the
little girl promised
Nanay?
Point out the verbs Encircle the adjective in
in each one: the sentence:
1 Nanay and I each 1 The market is hot.
carried a bayong. 2 Nanay’s bayong is big
2 Hold on to me and colorful.
tightly, ha? 3 They fill my small
3 People shout at bayong with lots of
 each other. things.
4 Nanay helped me 4 Some are odd, some
get dressed. are scary, some are
5 I helped Nanay put wonderful.
away the things we 5 The market is noisy.
bought.

I. Additional activities for
application or remediation/
Assignment
Teacher asks pupils to Teacher asks pupils to Teacher asks pupils to retell Teacher asks pupils Teacher asks pupils to
draw a picture of the share the second part of the last part of the story to to think of two verbs think of two adjectives
market the story to their their families. and write them in and
in their community. families. He or she their notebooks. write them in their
Pupils use their picture encourages pupils to Pupils can ask their notebooks. Pupils can
to retell the part of the talk to their parents parents to help them ask their parents to help
story they heard in class about the things that are with their homework them with their
to their families. sold in the market. homework.

I. REMARKS

II. 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?