GRADE 1 to 12 School BOTONG CABANBANAN NATIONAL HS Grade Level VIII

DAILY LESSON LOG Teacher HERMA V. MAHINAY Subject ENGLISH

(Pang-araw-araw na Teaching Dates and Time July 15-19 Quarter QUARTER 1
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES Use non-linear text Identify stress from Develop strategies for coping Identify and use compound SUMMATIVE TEST
intonation and pauses with unknown words and words in sentences. #1
ambiguous sentence
structure and discourse.

Discover literature as a Demonstrate to say/read the Show relationships between Demonstrates understanding
means of understanding given words without ideas through oral literatures that word meaning can be
Content Standards the hesitation of selected Afro-Asian derived from different
countries. sources.
Presents an informative Present these words to Use literal information from Uses different resources to
and creative exhibit to identify on which syllable did texts to aptly infer and predict find word meaning.
b. Performance Standards show the different the voice raise outcomes.
traditions and values of
selected Afro-Asian
countries.
c. Learning Competencies/ EN4LC-IIa-1 EN4RC-IIa-1 EN4RC-IIa-1 EN4V-IIa-1
Objectives. Write the LC Code for
each
II.CONTENT Poem: “I Am An African Stressed words
Child c2010 Eku
McGreed”
III.LEARNING RESOURCES Video clips/pictures that Flashcards, Flashcards, chart, story, Flashcards, chart
show who Afo-Asians Blackboard, chart, phocopies pictures
are.
A. References
1.Teacher’s Guide pages P6-7 7-8 119-122 122-124
2.Learner’s Materials pages P13-14 P101-111 P 111-112
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or
presenting the new lesson.
B. Establishing the purpose to the
lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
Module1 p11-12
Audio-visual presentation Audio-visual presentation Audio-visual presentation
Present pictures of Asian Review of yesterday’s lesson Retell the story yesterday. Post the following compound
people. on Asian traditions and Post the paragraph taken words.
values. from the story The Grouchy Refer LM P 112
Ladybug.
Look at the pictures . Can Look at the words on the Based on the paragraph: Ask: What can you say about
you name them? board. Some have three or When and where the story the compound words that I
more syllables. Try to read happen? Describe it. posted on the board?
with proper stress. What do you call this part of
Remember that there are the story?
two kinds of stress the
Primary and Secondary stress
Teaching/Modelling Find out and learn Find out and learn Present the following
Refer to TG6-7 Refer to TG p.9 Refer to TG p 107 sentences on the board.
Refer to TG 122
Find a partner and Introduce new sentences Introduce the Teaching Chart Introduce the Teaching Chart
discuss what you know Refer to TG p.9 Refer to TG P 120 Refer to TG P 123
about the people of Asia
and Africa?

E. Discussing new concepts and

practicing new skills # 2
F. Developing Mastery (Leads to Answer the “ My Initial Try out loud Identify the elements in the Try and Learn
Formative Assessment 3 Thoughts Are” sheet on Refer to LM p.15 story “Buddy and the Cat” Refer to LM p112
Lm p.12
G. Finding practical applications It’s not WHAT you said; It’s Find out and Learn Do and Learn A.
of concepts and skills in daily HOW you said it! Refer to TG p 107 LM p 113
living Refer to LM p. 16-17
H. Making generalizations and What are the similarities Do all stories need an How do we identify
abstractions about the lesson and differences of Asian elements? Why? compound words on
people in terms of sentences?
traditions and values/
I. Evaluating learning Directions: Read carefully Directions: Read the selection Directions: Write a short story Directions: Identify the
the process questions and “What is an Educated following the three story compound words used in the
give your answer based Filipino?” elements. poem.
on the video you have Answer Activity no.4 “Let’s do Setting: ________________ Animal Homes
watched. it Again” Characters: _____________ (Author: Unknown)
Your Task: Plot: __________________ A spider lives in a cobweb.
What Traditions and 1. Read group A Beginning: ___________ A dog in the dog house.
values of Afro-Asians are silently, then read the Middle: _____________ A worm in the tunnel
revealed in the video clip words aloud. Can you Ending: _____________ underground
presented? pinpoint the syllables
in each word where
How much do you know you gave an
about Africa’s values and emphasist? If you
traditions? can, then you have While horses stay in a
just used stress. barnyard.
How are your 2. Read group B silently, No bedroom, nor bed
values/traditions similar then read them Just a cozy place to sleep.
or different from them? aloud. Can you
distinguish which
group of words rises
or falls at the end of
the sentence; or a
combination of both?
If you can, you have
just used intonation.
J. Additional activities for Answer Self-Assessments Answer the questions on Find Identify the compound words
application or remediation out and learn used in the poem.
Refer to TG p 111 “In the Beehive” Refer on LM
p 114

V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:

I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
 remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.

Prepared by Checked : Noted:

HERMA V. MAHINAY MINERVA C. OCTAVIO RESTE G. ESTRADA
Subject Teacher/Adviser English Coordinator PRINCIPAL II/OIC
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 2 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES NATIONAL HEROES DAY To arrange 8-10 words with Answer wh-questions based on Identify the different Identify word with affixes
different beginning letters in news reports/ selections listened elements of a story.
alphabetical order. to/read.
Demonstrates understanding Demonstrates understanding of Demonstrates Demonstrates understanding
of library skills to research on verbal and non-verbal cues for understanding of texts of verbal and non- verbal
Content Standards a variety of topics. effective oral presentation types to construct cues for effective oral
feedback. presentations.
Uses library skills to gather Efficiently delivers oral Identify story Efficiently delivers oral
b. Performance Standards appropriate and relevant presentations perspective and text presentations.
information. elements.
c. Learning Competencies/ EN4SS-IIa-1 EN4LC-Iib-3 EN4LC-Ib-2 EN4OL-IIb
Objectives. Write the LC Code for
each
II.CONTENT Different beginning letters in Song “If All the Little Raindrops” Story “ a Jar of Affixes
alphabetical order. Lollipops’
III.LEARNING RESOURCES Big book Newspapers Story Charts, paper strips
book,pictures,flashcards
, paper strips
A. References
1.Teacher’s Guide pages 124-125 127-129 129-132 132-133
2.Learner’s Materials pages 116-118
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or Call some pupils to read the
presenting the new lesson. selection
Refer to LM p115
B. Establishing the purpose to the Let the pupils read the
lesson. following words individually,
by pairs or by groups.
Try and Learn Refer to LM p.
115
C. Presenting examples/ Present the word box.
instances of the new lesson
Yellow
Jacket
Ladybugs
Strolling
Tiny
Creep
Arrange the following words
in alphabetical order.
D. Discussing new concepts and Teaching / Modelling Teacher
practicing new skills # 1 Chart
TG p125
120-123 124-128 128-129
How do we alphabetize the words? What are the wh- What are we going to do if
questions? there’s a typhoon?
Do you listen to the news Do you prepare for a
reports? typhoon? Why? Why
What kind of news do you listen to?not?
Why? What happens during a
typhoon? Why?
Listen to the news report. Let the pupils complete Have children read the
Refer to LM, Listen and Learn p. the KWl chart following sentences. Refer to
120. TG 132.
What I What I What I Learned
Know Want
to
Know
About
a
typhoo
n
Say: This a story about
typhoon that hit the city
in 2013. What happened
during the typhoon in
Tacloban?
Present the telephone Interactive reading of Ask pupils to read the
conversation in LM p.121 the story a jar of highlighted words in the
Lollipops. Refer to Lm sentence. Refer to TG p 132.
p.124-125 Say: can you separate these
words into parts? How many
parts will you have? What are
these parts?
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Answer the questions in LM Talk
About It.
Group the pupils into 3. Each -What things should you remember Do the “Talk About Give the root words of the
group will arrange the given when listening to a news report? It”.Refer to LM p.126. following.
words in alphabetical order. -What question should you ask 1. beautiful
Do and Learn yourself to check you got the 2. unlike
Refer to LM p 118 important details from the news 3. playful
report? 4.disregard
5. respectful
Write the affixes for the
following words.
1. guard
2. rain
3.fold
4. make
5. use
What are the things to be If you are to re-tell or restate What will you do What is affix?
remember an Alphabetizing information to someone, what during typhoon?
list of words/names. details should you include?
Directions: Arrange the Directions: Read the news report Directions: Interview Change the underlined words
following words in and note the important details by your school principal. to new words with affixes.
alphabetical order. answering the wh-questions.Refer What they do before, Rewrite the sentence with the
to LM p.123 during and after a new words form.
Telephone Wire typhoon. 1. The story of the flying
Church tower monkey is not believable.
Elephant 2. The story teller also look
Snail not sure of his details.
Chimp 3. Many believe it was not
true.
4. The story teller looked
without hope because no one
believed him.
5. But some admired him
because he was without fear
to try and tell the story.
Do Learn Some More Do Learn Some More Refer to LM.Do and Learn
Refer on LM p 119. Refer on LM p.124 p.129.
V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:
I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
I. OBJECTIVES
a. Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC Code for
each
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
School Grade Level IV
Teacher Subject ENGLISH
Teaching Dates and Time WEEK 3 Quarter 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Use pronouns that agree Classify related words, ideas, Note details by asking/ Identify the important story
with its antecedents. concepts according to certain answering questions about a elements such as setting, SUMMATIVE TEST
characteristics and story/ poem listened to character, and plot #2
similarities.
Demonstrate Demonstrate understanding demonstrate understanding Demonstrate understanding
understanding of English of text element to of text types to construct of text types to construct
Grammar and usage in comprehend various texts feedback feedback
speaking or writing.
Use the classes of words Use knowledge of text types Identifies story perspective Identifies story perspective
aptly in various oral correctly distinguish literary and text elements. and text elements
written discourse from informal texts
EN4G-Ii-9 EN4RC-IIc-3 EN4LC-IIc-3 EN4LC-IIc-3
P33-134 P134-135 P137-140 P140-143
P130-131 P132-135 P136-138 P140-144
IV.PROCEDURES
A.Review previous lesson or
presenting the new lesson.
B. Establishing the purpose to the
lesson.
C. Presenting examples/
instances of the new lesson
What is affix? What shapes of things do you
see around?
Name the object and it’s
shape.
Do you know where bugs Let us read a poem and name
live? What do you call some shapes of things that
their homes? are given.
LM pp. 129 “Bugs at Refer to LM p132 Read and Learn
Home” The Shape of Things
What is a circle? What is round?
A quarter rolling on the ground.
A wheel s a circle, so is the moon
A bottle cap or a big balloon.
What is a square, with sides the
same?
The wooden board for a checker
game.
A slice of cheese, a TV screen
A table napkin to keep you clean.
What is a rectangle, straight or tall?
The door that stands within your
wall.
A dollar bill, a loaf of bread,
Refer to LM p 136 Sing and Have you ever been caught in
Learn the rain? What did you do?
What will you do if it rains
and you have no umbrella or
rain coat?
Ask children to look at the What did the animals in the
sky (if possible, bring the story do when they were
class outdoor for a clear view caught in the rain?
of he clouds in the sky, if not,
have children look out the
window.) have them sing the
cloud song as they watch the
clouds.
“What shapes of clouds do
you see in the sky? Name
them.”
* “What shapes did the little
cloud form according to the
poem?”
“Listen as I read to you the
poem Little Clod by Eric
Carle.”
Refer to LM pp. 137-138 Refer to LM pp. 140-142
Read and Learn
Little Cloud
The clouds drifted slowly across the The following questions can
sky. be asked during the reading
Little Cloud trailed behind. of the story:
The clouds pushed upward and
1. Where do you think the ant
away.
Little Cloud pushed downward and is going to hide?
touched the tops of the houses and 2. What do you think will
trees. happen next?
The clouds moved out of sight 3. Do you think there will be
Little Cloud changed into a giant
cloud. enough space?
Little clouds changed into a sheep.
Sheep and clouds sometimes look
alike.
 The mattress lying on your bed.
What is a triangle, with sides of
three?
A piece of pie for you and me.
A musical triangle, ding, ding, ding,
A slice of pizza with everything!
Little cloud changed into an airplane.
Little cloud often saw airplanes
flying through the clouds.
Little clouds changed into sharks.
Little Cloud once saw a shark
through the waves of the ocean.

These are the shapes seen
everywhere:
A triangle, rectangle, circle, square.
If you look closely where you’ve
been,
You’ll surely see the shapes you’re
in!
1. What shapes are mentioned in
the poem?
2. What are the objects that have
the shapes mentioned in the poem?
3. What shape do you like most?
Why?
4. Are shapes of things important?
Why? Or why not?
Little clouds changed into two trees.
Little Clouds liked the way trees
never moved and stayed in one
place.
Little clouds changed into rabbit.
Little cloud loved to watch rabbits
dash across the meadows.
Then Little Cloud changes into a hat.
Because .….
Little cloud changed into a clown and
needed a hat.
The other clouds drifted back.
They huddled close together.
“little Cloud, Little Cloud,” they
called.

D. Discussing new concepts and
practicing new skills # 1
“Come Back.”
Little Cloud drifted towards the
clouds.
Then all the clouds changed into
one big cloud and . . . Rained!
-According to the Refer to LM p133 Try and Direction: Answer the Discussion Questions:
selection, what do you Learn questions about the poem.
call the home of a tick? An Complete the chart below. What is the story about?
ant? A bee? Write your answer on a What is the poem about?
-do you need these separate sheet of paper Why did the butterfly, the
homes? Why? Why not? What different shapes did mouse, and sparrow stay
Things Things Little Cloud form? under the mushroom?
mentione that can
d in the be added How did the animals fit in the
poem to the list mushroom? What did they
do?

E. Discussing new concepts and
practicing new skills # 2
mother
F. Developing Mastery (Leads to
Formative Assessment 3
*classifying.… Is arranging or
sorting thing according to
their similarities and
characteristics.
Refer to LM p134 Do and Direction: Answer the Discussion Questions:
Learn A questions about the poem. What did the rabbit want
Direction: Read the following from the animals? Why?
paragraphs. Classify the What happened when Little
underlined words into two Cloud joined the other Why was the fox chasing the
groups. Give a name to each clouds? rabbit?
group.
How did the animals help he
A.Mario, Jean, and Carla are rabbit escape the fox.
from the same class in grade
4. Luis and Lando, his twin
brothers are their friends who
are also in grade 4. They play
soccer after class hours.
Lanie, a Grade 6 pupil from
section B, also joins them in
the game together with her
Grade 4 brother, Paul.
Name of Name of
Group Group
Copy one stanza of the Refer to LM p134 Do and Direction: Answer the Discussion Questions:
poem “Bugs at Homes” Learn B questions about the poem.
on a separate sheet of B. Teacher Paula gave Charlie What can you say about the
paper. ten packs of seeds. There How was rain formed animals in the story? What
-Circle the personal were seeds of according to the poem? are their character traits?
pronouns in the stanza. jackfruit,petsay, mango,
-connect the personal potato, guava, raddish, How was the mushroom able
pronoun with the noun it kangkong, atis, chico, and to shelter all the animals
refers to or replaces. watermelon. Help Charlie during the rain?
classify.

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating learning
Name of Name of
Group Group
Identify the correct Direction: Classify the
personal pronoun in each following words into three
given pronoun. columns. Write the words
under the correct heading.
1. Animals Write the answer on a
2. Family separate sheet of paper.
3. Bee
4. Jill Classmates teacher
5. Jim and Jill
mother Medicine sala
desk books ambulance
bedroom clothes doctor
divan
What are antecedents? *what is classifying?
Give some personal *how do we classify words?
pronouns that agree with
their antecedents in
number and gender?
Direction: Fill in the Direction: Read the words in
blanks with a personal each row. Three of the words
pronoun to complete the belong to one group. Identify
idea of the sentence. the words that does not
Answers will be written belong. Write your answer on
on a separate sheet of a separate sheet of pad
paper. paper.
1. Bread car candy soup
Like people, animals 2. Blue rainbow green red
have homes. (He, She, 3. Arm three four fifteen
They) ________ live in 4. Plane house bus bike
special places where (he, 5. Tree plant ant flower
it, they) ________ can be
safe. These homes are
What happens to a
mushroom during the rain?
Direction: Answer the Discussion Questions:
questions about the poem.
What lesson did you learn
Based on lesson in Science, from the story?
how is rain formed?
What would you do if you
were one of the animals in the
story? Why?
How do you note details? What are the elements of the
story?
Direction: Read the poem A. Direction: Identify the story
“Little Cloud” again. Write elements below.
five Wh- questions that you 1. ________refer to the
can ask to check if you can persons, animals or things
remember details from the who play the role in the story.
poem. Write the answers 2. ________refer to the place
beside the questions you where the story happened.
have written. 3. ________
B. For no. 4-5. What are the
elements of the story?

J. Additional activities for
application or remediation
close to where (she, it,
they) ________ get food.
A mother bird lives on a
nest where (she, he,
it)________ keeps her
babies while father birds
searching for food. A
spider spins a web for
home. (it, she, they)
________ trap food in this
web, too.
Direction: Fill in the Direction: List the things that
blanks with the correct you can find at home. Then,
pronoun that will classify them in the following
complete the story. Write categories. Write your
your answer on your answers on a separate sheet
notebook. of paper.
Bedro Kitch bathr
Johnny Bee lives in a om en oom
hive together with a
swarm of bees.
________work togeher to
keep the hives safe and
full of honey except for
Jhonny Bee.
________always hides
when ________ is time to
work. His sister, Jenny
Bee often tells him that
the swarm needs his help.
________ tells Jhonny
what to do to help but
________ never listens.
________flies away with
his friends to play.
One day, Jhonny Bee
flew away very
early.________ wanted
to escape work.________
 looked at where Jenny
Bee was. ________ was
still asleep. He went with
his friends. ________
played far away from the
hive. It was getting dark
when ________ returned
to the hive. Where was
the hive? ________ was
not on a tree!
A man walked away
from he tree. ________
was carrying with him the
beehive with all the bees
in a net. The swarm of
bees lost the fight to
protect their hive.
________needed the
help of Jhonny and his
friends but ________
were far away.
V.REMARKS M.L: M.L: M.L: M.L: M.L:
I.D: I.D: I.D: I.D: I.D:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.

GRADE 1 to 12 School Grade Level IV

DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 4 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Show appreciation for EO: Show appreciation of the Use the present form of the EO: Appreciate the message SUMMATIVE TEST
being able to create many uses of bamboo. verb that agrees with the of the poem #3
things through origami or IO: Use context clues to get subject. O: Write a two point sentence
paper folding. the meaning of difficult outline.
IO: Follow a set of three – words.
to five – step directions.
Demonstrates Demonstrates understanding Demonstrates command of Demonstrates understanding
understanding of the that words are composed of the conventions of standard of writing as a process.
Content Standards elements of different parts and their English Grammar and usage
informational texts for meaning changes depending when writing or speaking.
comprehension. on context.
Recalls details, sequence Uses strategies to decode the Speaks and writes using good Uses a variety strategies to
of events, and shares meaning of words. command of the conventions write informational and
b. Performance Standards ideas on texts listened to. of standard English. literary compositions.

c. Learning Competencies/ EN4LC-IId-4 EN4V-IId-3 EN4G-IId-4 EN4WC-IId-4

Objectives. Write the LC Code for
each
II.CONTENT Present Form of Verbs; Using context clues in getting Present form of the verb Sentence Outline
Giving Three – to 0 Five the difficult meaning of a
step directions word.
III.LEARNING RESOURCES Chart, Pictures, Big Chart, paper strips, picture of Chart, strip of paper with Pictures, chart
books, bond paper a bamboo some sentences.
A. References
1.Teacher’s Guide pages P148 - 150 150 -152 152-153 154-155
2.Learner’s Materials pages
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or
presenting the new lesson.
B. Establishing the purpose to the
lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
153 157 - 159 154 - 156
Audio-visual presentation Audio-visual presentation –
– making a paper “The Bamboo Tree”
butterfly
Sing the song with action Review of yesterday’s lesson Review of yesterday’s lesson Present a short paragraph on
“Fly Fly Fly The Butterfly” about making paper art about context clues. the board Refer to LM p 154
works. Find out and Learn
Flash the different words LM p. 157
And Unlock some difficult
words Refer TG p 151
Unlock some difficult Ask the pupils if they have a illustrations Refer to LM p 153 Let the pupils identify the
words in the song using bamboo furniture at home. Ask: How many bamboos are topic on the given details.
pictures. What are the many uses of there in column A? Column B?
Demonstrate how to fold bamboo? Accomplish the What do bamboos do? What
and unfold pieces of KWL Chart. words tell what persons do?
papers to make some
paper folded art work.
How do we make paper
butterflies?
Display samples of folded Read and Learn LM p. 153 Post the chart on TG p 153 Present the short paragraph
art work; butterflies, fans, on the board.
caps, etc. Refer to TG 154
Ask: What kinds of
objects do you see? How
are they made?
Post the chart on how to Talk about it Study the chart Refer to LM p Ask: What is the topic of each
make a paper butterfly LM p 153 157 paragraph? What sentences
Refer to TG 149-150 say about the topic?
What are the steps in Why bamboos important? Do and Learn Letter B p. 158 Write About It A. LM p. 156
making a paper butterfly?
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V.REMARKS
Why we should always
follow the steps or the
direction?
Relate to our daily living.
How can you make a
perfect paper butterfly?
Directions: Make your
own Paper art work,
Follow the steps and give
5 uses or its finction/s.
Make your own paper art
work. Explain why you
choose that artwork?
M.L.:
How do bamboos help
especially to the farmers?
What is the most important
use/s of bamboo?
Directions: Using context
clues find the meaning of the
underlined word/s.
1. The Bamboo is a Giant
among of the grass family.
a. long b. tall c. short
2. Pupils name are arranged in
Chronological Order.
a. broken b. out of order
c. in order
3. Gab was sent to jail for
stealing a money.
a. prison house
b. hospital
c. hotel
4. Listen carefully to acquire
more knowledge.
a. lost
b. gain
c. trouble
5. Shane knows the answer on
a given question, but she is
reluctant to give her answer.
a. a. ready b. excited
c. not willing
Study in advance about verbs.
M.L.:
How can we compare topics
from subtopics?
When do we use the s-form What is an Outline?
and the base form of the What are it’s two parts?
verb?
Directions: Choose the Directions: Using the
correct form of the verb in the template below, Write a two-
parenthesis to complete the level sentence outline about
sentence. “The Bamboos”.
Write your answer on your
paper. I. _____________________
A. ___________________
Animal Beads
B. ___________________
A bat (sleep, sleeps) in a C. ___________________
cave.
The bird (rests, rest) in a II. ______________________
tree. A.____________________
Rabbits (stay, stays) in a B. ___________________
tunnel underground and C.___________________
fish (sleep, sleeps) in the
sea.
Answer Do And Learn letter
C LM p. 159
M.L.: M.L.: M.L.:
 I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 5 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Appreciate the EO: Show admiration for the Use possessive pronouns Use the pronouns that agree Outline a paragraph with an
beauty of nature. friendship between the fish in gender with their explicitly given main idea.
IO: Relate story events to and the frog despite their antecedents.
one’s experience. differences.
IO: Use prefix and root word
as clues to get meanings of
words.
Demonstrates Demonstrates understanding Demonstrates understanding Demonstrates understanding Demonstrates understanding
understanding of the that word meaning changes of English grammar and of English grammar and of the importance of using
Content Standards elements of based on the context. usage in speaking or writing usage in speaking or writing varied sources of information
informational texts for to support writing.
comprehension.
Recalls details, sequence Uses strategies to decode the Uses the classes of words Uses the classes of words Uses varied sources of
of events, and shares meaning of the word in aptly in various oral and aptly in various oral and information to support
b. Performance Standards ideas on texts listened to. context. written discourse. written discourse. writing

c. Learning Competencies/ EN4LC-IIe-5 EN4V-IIe-4 EN4G-IIe-5 EN4G-IIe-5 EN4WC-IIe-5

Objectives. Write the LC Code for
each
II.CONTENT Story Events Prefixes and root word as Possessive pronouns Pronouns that agrees in Outlining a paragraph
clues gender with their
antecedents
III.LEARNING RESOURCES Chart, Pictures Flashcards, Chart, paper Chart, flashcards Pictures, chart, flashcards Chart
strips,
A. References
1.Teacher’s Guide pages P157 -159 159-162 164-164 164-165 165
2.Learner’s Materials pages 164 - 169 170 - 173 173 - 175 176 - 177
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
Audio-visual presentation
B. Other Learning Resources – Butterfly Cycle
IV.PROCEDURES
A. Review previous lesson or Present the picture to Review of yesterday’s lesson. Review of yesterday’s lesson Review of yesterday’s lesson Recall how to write a
presenting the new lesson. unlock the following Reading of some words about prefixes and root word. about possessive pronouns. sentence outline.
words. Refer to TG p. 157 through flashcards. Present a short conversation Post a sentence on the board.
on the board about “the fish Refer to TG p. 164.
and frog” Find out and Learn LM p. 173

B. Establishing the purpose to the
lesson.
Post a picture of butterfly. Unlocking of difficult words Ask: “Who had wings? Four Let the pupils identify and What are the parts of a two-
Ask: what can you say Refer to TG p 159 - 160 Legs? Who owns the wings? understand the pronouns and level sentence outline?
about the picture? Have the legs? its antecedents.
you seen butterflies in TG p. 163
your garden? What do Present the Teaching Chart
they do there? Refer to TG p. 165

C. Presenting examples/ Describe using KWL Read and Learn Teaching/ Modelling Do and Learn A In writing the topic is written
instances of the new lesson Chart. Find out and Learn TG p 163 LM p. 174 in Roman Numeral, and the
LM p 168 subtopics are in Capital
Letters.
D. Discussing new concepts and Post the story Refer on Do and Learn A LM p.168 Try and Learn Ex. 1 LM p. 170 Do and Learn B Write About It LM p. 176
practicing new skills # 1 TG p. 158 LM p. 175

E. Discussing new concepts and Teaching Chart TG p 162

practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
Answer the
Comprehension Question
TG P 158.
What are we going to do
for the butterflies to live
a little bit longer?
Do and Learn B, LM p 169
If you were a fish, would you
feel bad because your friend
doesn’t remember you?
Try and Learn Ex. 2 LM p. 171
If you were a fish, how would
you feel that your friend will
surprise to visit you?
Learn Some More LM p. 174 Write About It B. LM p. 177
Why is/ are pronouns should
always agree with their
antecedents in number and
gender?
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
Why butterfly is / are How do get / know the What is the difference What is / are How to outline a paragraph?
important? Why we meaning of the words? between Singular Possessive antecedents?
should take good care Pronouns and plural
our environment? Possessive pronouns?
Directions: Draw and Directions: Complete the Directions: Choose the Directions: Read the Direction: Read the
explain the possible table below using prefix in- or possessive pronoun that best paragraph. In each sentence, paragraph. Write an outline
ending. im-, and write their meaning. completes each sentence. underline the antecedent and using the following format.
Prefix New Meaning Write your answer on your box the pronoun that refers
word paper. to it. A HONEY BEE
1. active
A honey bee is any bee
2. perfect (My, Mine)
The children were busy in member of the genus Apis,
3. possible bother planted a mango school one Monday morning. primarily distinguished by the
4. material tree in (our, ours) Mary and Paul studied their production and storage of
5. direct backyard. Jaren’s spelling words. Josie played honey and the construction of
brother trims (its, it’s) with her guitar. Anthony perennial, colonial nests from
branches every week. talked to his judo coach about wax.
They take good care of the upcoming tournament. The best known honey
the mango tree. Suddenly, they heard a loud bee is the Western honey bee
bang! Everyone in the room which has been domesticated
turned to where the sound for honey production and
came from. crop pollination.
A HONEY BEE
I. _____________________
A.___________________
B. ___________________
C. ___________________
II. ____________________
A. __________________
B. __________________
Make your own paper art Study in advance about verbs. Answer Do And Learn letter Find some information / a Write an outline about your
work. Explain why you C LM p. 159 selection about a Wild Cat. research for wild cat.
choose that artwork? (about 1 -2 paragraph)
M.L.: M.L.: M.L.: M.L.: M.L.:
I.D.: I.D.: I.D.: I.D.: I.D.:
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
I.OBJECTIVES
a. Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC
Code for each
II.CONTENT
III.LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials pages
Additional Resources from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV.PROCEDURES
School Grade Level FOUR
Teacher Subject ENGLISH IV
Teaching Dates and Time WEEK 6 Quarter 2ND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Infer traits of characters
Use suffixes and root words to get Use the correct time expression to Write a short paragraph based on
from what they do or say in
the meaning of words. indicate an action in the present. a two-level sentence outline.
a story listened to.
Demonstrates understanding that Demonstrate command of the
Demonstrates
words are of different parts and conventions of standard English Demonstrates understanding of
understanding of text types Summative Test
their meaning changes depending grammar and usage when writing writing as a process.
to construct feedback.
on context. or speaking.
Speaks and writes using good Uses a variety of strategies to
Identifies story perspective Uses strategies to decode the
command of the conventions of write informational and literary
and text elements. meaning of words.
standard English. composition.
EN4LC-IIf-6 EN4V-IIIf-6 EN4G-IIf-6 EN4WC-IIf-6
Story “The Tomatoes of Writing a paragraph based on a
Suffixes Time Expressions in the Present
Peles” two level sentence outline
big book story “The
Chart, flashcards,story book,
Tomatoes of Peles”, picture chart, flashcards chart
picture of a whale shark
of tomato
167-168 169-170 171-172 172-173
178-185 185-187
Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation

A. Review previous lesson or
presenting the new
lesson.
B. Establishing the purpose to
the lesson.
Say: There are many things that
we do everyday. Let us read the
Review of the past lesson. sentences from our story
Do the drill. Refer to TG p.169
Present picture of a tomato yesterday.
Refer to TG on p.171
Solve the word puzzle. Choose Say: What time do the words in
the word from the box to finish the chart tell? These are called
the puzzle. Refer to LM Read and time expressions. These time
Learn on p.178 expressions are in the present
tense. What other time expression
do you know that indicates the
Unlocking of difficult present time?
words.
Refer to TG p.167
The teacher will write on the
board the time expressions that
the pupils will give. Possible
answers: now,today,every time
Recall the two level sentence
outline they have done. What are
the parts of the sentce outline?
Say: Here is an outline. Have
the pupils read the two point
sentence outline they made
Ask: What is the topic of the
outline? What sentence states
the topic? What are the sub-
topics? What sentences state the
subtopics?
1. The bay of Sorsogon is
home to large whale sharks.
A. They freely feed, grow and
play everyday.
B. There’s a young whale who
loves to play hide and seek
C. It hides very well.

C. Presenting examples/
instances of the new lesson
Do you have a garden at
home? What plants grow in
your garden? Read the story
about “The Tomatoes of
Peles”.
Do you remember the news Read the selection below. Give Based on the outline, what is
about Kabang? What did he do the time expressions that the topic sentence? What
to save the children? denote the present tense. Refer does it express?
Show picture of a whale shark. to LM, Read and Learn on p.185.
Say:”This is a whale shark. Do you
know that a whale shark is the
biggest fish in the world? That is
why it is called a whale shark
because of its size.”

Say: “Today, I will read to you a

story entitled Bing, the Little
Whale Shark. This story was
written by Jomiko Tejido.”

Ask: What did Bing and the other

whale sharks do to save their
community?

Read the story aloud while Let us write a paragraph based

showing the pages of the book.
D. Discussing new concepts The teacher may stop at certain
and practicing new skills # 1
parts and ask the children what
they think happen next. Refer to
LM on p.179.
What are the time expressions
you noted from the selection?
These are the time expressions
that refer to actions in the present
tense.
on our outline. What is the topic
sentence? What about the
subtopics? Model how to write a
paragraph.

Do the Talk about it. Refer to LM Note: The teacher will add the
on p.180. time expressions

Based on the story “The Do the Find Out and Learn.

E. Discussing new concepts
and .practicing new skills # 2
Tomatoes of Peles”, what
did Peles feel when the
seeds dis not sprout?
What dis Hugo say was his
secret for growing healthy
Refer to LM on. P 181. The bay of Sorsogon is home to
large whale sharks. They freely
Answer the Do and Learn.
Answer the Do and Learn feed and grow every day. Young
Refer to LM on p. 186
and Try and Learn. Refer to LM whale sharks play here.
on pp. 182-183.
 tomatoes? Dis Peles
follow Hugo’s advice?
Why?
Read the sentences taken
from the story. Notice the
F. Developing Mastery (Leads underlined words. Give the
to Formative Assessment 3 meaning of the words.
1. The sea became peaceful
once more.
2. The whales were helpless
against the visitors.
How did you find the meaning
of the word?
In the first sentence, the
word peaceful is from the
word peace. The suffix –ful is
added at the end. The new
word formed is peaceful which
means “full of peace”.
In the second sentence,
the word helpless has a suffix
–less which means without.
What do you think is the
meaning of the word helpless? 5. __________ they quarrel. In the
Form new words by adding
the suffix –less to the words
outside the circle. Give the
meaning of the newly formed
words.
Care-
Fruit- -less child-
Read the sentences carefully and
write the correct time
expressions.
1. Fish and frogs are friends. They
play in the pond___________.
2. __________, they meet at the
pond.
3. And_______ the tadpole
discovers that he has two legs.
4. _________ the fish did not
believe that the tadpole has
legs.
end, agree that “fish are fish
and frogs are frogs”.
Have the pupils read the
paragraph. Note how the
paragraph is written. Here is
another outline. Let us write a
short paragraph about the
bamboo. What is our topic
sentence? Based on the outline
above, what are the details? Ask
the pupils to read the topic
sentence. What do you think is
the paragraph about?
I. The bamboo is the giant of the
grass family.
A. It can grow as big as trees.
B. It can grow in lowlands or in
rolling hills.
C. There are different kind of
bamboos.
Say: You will be looking at the
model paragraph. Have the
pupils read it. Ask them to
identify the topic sentence and
the sentences that give the
details.
Bamboos are the giant grass
family. They can grow as big as
tree. They can grow in the
lowlands or in rolling hills. There
are different kinds of bamboos.

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
What trait did Peles show in
and abstractions about the
the story?
lesson
Directions: Answer the
following questions.
I Evaluating learning
1. What happened to the
seeds that Peles planted?
2. What dis Peles feel when
he saw his plants growing?
3. Why did Hugo praise him?
4. What lesson did you
learned from the story?
Tooth-
What words were you able to
form?
What is the meaning of the
newly formed words?
Complete the chart. Write
down the words asked for. Use
the suffix –less or –full.
Refer to LM on p. 184.
What are the words that indicate
What is suffix?
Directions: Change the words
inside the parentheses by using
correct suffixes to complete the
meaning of the sentences.
1. Ryan loves being outdoor. He
likes to sleep in his tent. He loves
star gazing. However, tonight the
sky is_________(no stars).
2. The plants in the yard are
______(no flowers). The trees
are______(no fruit).
3. It is ______(full of beauty) day.
Angelo is going to see his
grandparents. He will help them
harvest mangoes today.
the time expressions in the
present tense?
Directions: Answer the
following questions using
sentences with verbs and time
expressions.
1. What do you do every
morning?
2. What does your family
usually do on weekends?
3. What do you do before
going to school?
4. Where does your family
spend the summer vacation?
5. What do you do in school
everyday?
Make your own paragraph based
on the following outline.
I. Different movements of frog.
A. dives into the water
B. swims in the pond.
C. hops on land
D. leaps for food
How do we write a paragraph
based on a two level sentence
outline?
Directions: Write a short
paragraph based on this.
Taking care of fish.
A. Keep the aquarium clean
B. Feed the fish daily
C. Keep it away from cats.
 4. She has a________(full of
power) to manage all things.
5. Dan is_________(full of hope)
to see his friend again.
J. Additional activities for
application or remediation
V.REMARKS M.L. M.L. M.L. M.L.
P.L. P.L. P.L. P.L.

VI.REFLECTION

A. Number of pupils who

earned 80% in the evaluation

B. Number of learners who

require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson

D. Number of learners who

continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. what innovation or
localized materials did I used
to discover which I wish to
share with the teachers.

GRADE 1 to 12 School Grade Level FOUR

DAILY LESSON LOG Teacher Subject ENGLISH IV
(Pang-araw-araw na Teaching Dates and Time WEEK 7 Quarter 2ND
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES Retell the best liked part of Identify and use simile in a Use the past form the regular Write a paragraph about a
the story sentence. verbs. personal experience.
Demonstrates understanding Demonstrates understanding that Demonstrates understanding of Demonstrates
a. Content Standards
of verbal cues for clear word meaning changes based on verbal cues for clear expression understanding of writing SUMMATIVE TEST
expression of ideas context. of ideas. as process.

b. Performance Standards
participates in oral theme-
c. Learning Competencies/
Objectives. Write the LC Code
for each
Story “ How thw Jellyfish Lost
II.CONTENT
III.LEARNING RESOURCES
strip,chart,picture of jellyfish
A. References
Teacher’s Guide pages
Learner’s Materials pages
Additional Resources from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV.PROCEDURES
B. Review previous lesson or
presenting the new
lesson.
I’m holding a__________.
I like this beacause_____.
B. Establishing the purpose to
the lesson.
Actively creates and
based activities
EN4OL-IIg-7
His Bone”
Big book story “How the
Jellyfish Lost His
Bone”,flashcard,paper
175-177
188-191
Audio-visual presentation
Show and Tell: Look for
something inside your
bag and be ready to tell
about it.
Retell the story “How the Jellyfish
Drill: Teacher models in
reading the words with
consonant blends. Refer
to TG on p. 175.
A. Pre Listening
Unlocking of
Difficulties.Refer to TG on
p.176
Actively creates and
Uses strategies to decode the
participates in oral theme-
meaning of words in context.
based activities.
EN4V-IIg6 EN4g-IIf-6
Simile Past Form of the Regular Verbs
chart, flashcards chart,flashcards
177-179 179
191-193 193-195
Audio-visual presentation Audio-visual presentation
Say: Let’s recite and read the
Lost His Bone”. poem “In the Forest”
Read the conversation.
Read and Learn on LM p.193.
Unlocking of Difficulties. Refer to
TG on p.177
Uses a variety strategies
to write information as
literary compositions.
EN4WC-IIg-7
Writing a Paragraph
chart
180-181
195-196
Audio-visual presentation
Message Relay:
Say: All groups have a
piece of paper with lines
from the poem “In tbe
Foresr”. Each group will
have seven members. All
number 1 will get a piece
of paper in the bowl. The
first group who can
whisper the correct wins.
Where did you spend
your vacation? How was
your vacation? How do
you describe your
vacation? Who were your
companions? What did

C. Presenting examples/
instances of the new lesson
jellyfish doesn’t have bones?
D. Discussing new concepts
and practicing new skills # 1
Listening ( Read Aloud by the
you do there? What would
you like to do if you could
return to be there again?
Note: All answers
should be written on the
board.
Say: Have you seen a
jellyfish? How does it look?
Here is a picture of a
What comes to your ming when
jellyfish. Who can describe
you hear the word forest?
it? Why do you think a Teaching/Modeling-Refer to Read the paragraph.
LM, Talk About It” on p. 194. Refer to LM on p. 195.
What are our treasures in the
forest?
In the selection that I will
read, find out why jellyfish
doesn’t have bones.
Take a look at the
paragraph.
What is the first
sentence?
What do we call that
sentence?(Topic
sentence)
Give some examples of What sentence support
During Reading similar words. Let the pupils the first sentence?
Teacher models in reading the give the past form of the words How did we organize a
teacher). Refer to LM, Read
poem. Refer to LM, Read and and ask them in sentences. paragraph?
and Learn on pp.188-189.
Learn on p. 191. Sentences should be written on Notice how the first
the board and processed. sentence was written.
What punctuation mark
is seen after a sentence?
How did we write the
title of a paragraph?
How did we write the
first sentence of the
paragraph?(Indent)

E. Discussing new concepts
and .practicing new skills # 2
Give the possible endings.
F. Developing Mastery (Leads
to Formative Assessment 3
Engagement Activity:
Group 1 and 2: Choral
Reading of the poem.
The group will choose a
leader to lead the group.
Retell the story using Group 3 and 4: Drawing a
pictures. Refer to LM on forest
p.190. The group will draw a forest.
Discussion Questions: Refer
to LM, Talk About It on p. 191-
192.
Teacher asks them to read this
Refer to LM on p.190. part of the poem.
Tall trees growing on a
mountain top
To me like a queenly crown I
see
Wild animals running so
swiftly
As lively children full of glee
Wild Animals are treasure to
me
Ask:
What is compared to tall
trees? (queenly crown)
What is used in comparing
them (like)
Say: Recall your activities
yesterday of using any of the
words inside the box. Refer
to TG on p.179.
Complete the sentence by
writing the past form of the
verb. Refer on LM p.194
How did we start the first
sentence? (first word of
the sentence is capitalize)
What did we write after
asentence?(period)
Group the pupils into four.
Each group will write a
paragraph about their first
day of school following
the guide questions. Refer
on TG. Guided activity on
p. 181.
Write a paragraph about
first time at a restaurant
follow the guide
questions.
1. Describe your feeling
in the sentence.
2. Who were your
companions?
3. What did you eat?
4. Who paid for your
food?
5. What would you like to
happen when you eat at
a restaurant next time?

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I Evaluating learning
Answer the following
questions.
1. Why did the king call the
brave fish?
2. Did the brave fish follow
the king’s order? Why?
3. What happened when the
brave fish found the
monkey?
4. What can you say about
the monkey’s trick?
5. If you were the brave fish,
would you believe the
monkey? Why?
Why jellyfish doesn’t have
bones?
Answer the following
questions.
1. What did the king do to
the brave fish?Why?
2. If you were the king/fish
what would you do?
What is compared to wild
animals? (lively children full of
glee)
What is used in comparing
them? (as)
What compared to wild
animals and plants?
(treasures)
Why do we consider animals
and plants treasure?
Did we use like or as in
comparing?
Complete the story using
the verbs found in the box.
called
called shouted
laughed stopped
cleaned
Do the Try and Learn Exercise 1 on
One day, Mother and
LM p. 192.
Mario_____ the house. Mother
_____ because she saw a
snake. Mario _____ father
because he was afraid of it.
Father _____at them because it
wasn’t real. It was only a toy.
All of them_____ working.
How do we write a
paragraph?
What is simile? What are regular verbs?
What are the tips in
writing a paragraph?
Match column A with column From the list below, Write a paragraph
B to complete the sentence. Write pick out the five misspelled about your experiences
the letter of the correct answer. verb in the past tense. Then during summer vacation.
write the correct spelling Use the following
A on the right side of each questions.
1. Marie swams____ number.
2. He is as tall_____.
 3. Why did the jellyfish lost 3. Rica slept______. 1. prepared danced 1. What was your
his bones? 4. Richard is as thin_____. mised experience? Describe
4. Do you like the ending of 5. Peter eats______ 2. cleand helped your feelings.
the story? How would you washed 2. Where did it happen?
like to end the story? B. 3. pushed sleepd 3. When did it happen?
5. What lesson this story a. like a dog roasted 4. Who were your
give? b. as hard as stone 4. runed climbed companions?
c. as a giant walked 5. What did you do?
d. like a log 5. buidt asked 6. What would you like to
e. as a stick swam happen next time?
f. like a fish

Write sentences using the

J. Additional activities for following similes.
application or remediation 1. as red as gumamela
2. as fast as horse
3. as busy as a bee
4. like an old man
5. like an angel
V.REMARKS M.L. M.L. M.L. M.L.
P.L. P.L. P.L. P.L.

VI.REFLECTION
A. Number of pupils who
earned 80% in the evaluation

B. Number of learners who

require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson

D. Number of learners who

continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. what innovation or
localized materials did I used
to discover which I wish to
share with the teachers.
 GRADE 1 to 12 School Grade FOUR
DAILY LESSON LOG Teacher Learning Area: ENGLISH
(Pang-araw-araw na Tala ng Week/Teaching Date WEEK 8 Quarter: SECOND
Pagtuturo)

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EO: Appreciate the value of
telling the truth.
IO: Sequence events in a story
heard.
Act out a well liked part of a
story heard.
I. OBJECTIVES
EO: Admire Green Bird's love Use the past form of Compose slogan from a. Browse and read more
for his lady love irregular verbs. a given stimulus. stories b. Use dictionary
EO: a. Read a story with in getting the meaning of
appropraite intonation and words
expression.
b. Read words with
consonant blends /br/ and
/gr/
c. Infer the feelings and traits
of the characters from a
story read.
d. Identify and use a simile
and a metaphor.

A. Content Standards
The learner demonstrates
understanding of the elements
of informational text for
comprehension.
The learner demonstrates
understanding that English is
stress-timed language to
achieve accuracy and
automaticity/demonstrates
understanding that word
meaning changes based on
context.
The learner demonstrates The learner The learner demonstrates
command of the demonstrates understanding of library
conventions of standard understanding of skills/dictionary to research on
English grammar and writing as a process. a variety of topics.
usage when writing or
speaking.
 The learner reads aloud text The learner speaks and The learner uses a
The learner uses
The learner recalls details, with accuracy and writes using good variety strategies to
library/dictionary skills to
B. Performance Standards sequence of events and shares automaticity/uses strategies command of the write informational
gather appropriate and
ideas on texts listened to. to decode the meaning of conventions of standard and literary
relevant information.
words. English. compositions.
C. Learning
Competencies/Objectives EN4LC-IIh-i-8 EN4F-IIh-8 EN4G-IIh-i-8 EN4WC-IIh-8 EN4SS-IIf-6
Write the LC code for each EN4V-IIh-7

Sequence events in a story Past form of irregular

II. CONTENT heard Identify and use a simile and verbs Compose slogan Use dictionary in getting the
metaphor meaning of words

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages 184-186 186-187 188-189 189-190 190
2. Learner's Materials pages 200 201-204 205-207 207-208 208-209
3. Textbook
pages
4. Additional Materials from
Learning
Resource (LR)portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson What comes to your

Read the Dialog
or Oral Language Drill mind when Do you have a dctionary?
presenting the new
Read and Learn
lesson see TG p. 184 see TG p. 186 you think of slogan?
see LM p. 205
 Did you know how to
Pre-Listening Unlocking of Difficulties Skilss Development write What is the use of the
B. Establishing a purpose for
the lesson Unlocking of Difficulties see TG p. 186-187 see TG p. 188 slogan? dictionary?
see TG p. 184

C. Presenting What do you usually do when Motivation/Motive Read the following

examples/instances of you Questions Read and Study the Table product slogans Bring out your dictionary.
that have become very
the new lesson have a problem? see TG p. 187 see LM p. 205 popular. Browse the dictionary.
Notice how the words are
see TG p. 189 arranged.
During Listening: Let's read a
story on, Guided Practice
D. Discussing new concepts and
practi- The King of the Forest and His During Reading see TG p. 188 Discussin Skilss Development
cing new skills Three Advisers. What did King Try and Learn Exercise 1
#1 Lion do The Green Bird and 2 see TG p. 189 see TG p. 190
when he had a poroblem? See
TG p. 185 see LM p. 201-202 see LM p. 206
Engagement activity/Group
Activity
E. Discussing new concepts and
practi- see TG p. 158 Post Reading Independent Practice Guiede Practice Guided Practice
cing new skills
#2 Try and Learn Engagement Activity Try and Learn Exercise 3 see TG p. 189 see TG p. 190
see LM p. 200 see TG p. 187 see LM p. 207
Group Presentation
F. Developing mastery Discussion Discussion Read again the Table Independent Practice Try and Learn
 (Leads to Formative
Assessment 3) see TG p. 185-186 Talk About It see LM p. 205 Wtire About It see LM p. 208
see LM p. 202-203 see LM p. 208
Skills Development
G. Finding practical applications What do you feel when
of someone see TG p. 187
concepts and skills in daily
living doesn't tell you the truth? Read and Learn
see LM p. 203
What do you notice about
H. Making generalizations and What is the message of the the spelling of the past
abs- story? What is simile? Metaphor? form of What is slogan? Hwat is dictionary?
tractions about the
lesson irregular verbs? Remember see LM p. 209
Remember see LM p. 206 see LM p. 206
Group activity-Do and Learn
see LM p. 204 Enrichment Activity
I. Evaluating learning Formative Assessment Independent Practice see TG p. 189 Formative Assessment Lern Some More
Activity Output Learn Some More Activity Output see LM p. 209
see LM p. 204
Write atleast two sentences
using
J. Additional activities for any of the similes and Make a poster to
application metaphor illustrate your Enrichment/Assignment
or remediation inside the box. slogan see TG p. 190
see TG p. 187 see TG p. 190
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in
the evaluation
B. No. of learners who require
addi-
tional activities for
remediation
C. Did the remedial lessons work?
No. of learners who 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 orlocalized
mate-
riald did I used/discover which I
wish
to share with other teachers?
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 9 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Sequence the events EO: To realize the many uses Use the past form of regular Identify and use Express ideas through writing
in the story listened to. of the coconut tree. and irregular verbs. personification. a news report from the facts
IO: Connect events in a IO: Read words with presented.
story heard to a personal consonant blends pr and gr.
experience.
Demonstrates Demonstrates understanding Demonstrates understanding Demonstrates understanding Demonstrates understanding
understanding of the that word meaning changes of English grammar and of English grammar and of the importance of using
Content Standards elements of based on the context. usage in speaking or writing usage in speaking or writing varied sources of information
informational texts for to support writing.
comprehension.
Recalls details, sequence Uses strategies to decode the Uses the classes of words Uses the classes of words Uses varied sources of
of events, and shares meaning of the word in aptly in various oral and aptly in various oral and information to support
b. Performance Standards ideas on texts listened to. context. written discourse. written discourse. writing

c. Learning Competencies/ EN4OL-IIi-8 EN4F-IIi-9 EN4G-IIh-i-9 EN4G-IIh-i-9 EN4WC-IIi-9

Objectives. Write the LC Code for
each
II.CONTENT Story Events Consonant Blend Past form of Regular and Personifications Writing news report
Irregular verb
III.LEARNING RESOURCES Chart, Pictures Flashcards, Chart, paper Chart, flashcards Pictures, chart, flashcards Chart
strips,
A. References
1.Teacher’s Guide pages P192-194 194-196 196 196-197 198-199
2.Learner’s Materials pages 210-211 212-215 214-216 217-219 219-221
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A.Review previous lesson or
presenting the new lesson.
B. Establishing the purpose to the
lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating learning
Audio-visual presentation
Unlocking of Difficulties Review of yesterday’s lesson. Review of yesterday’s lesson Review of yesterday’s lesson Recall the lesson yesterday.
Refer to TG p. 192 Reading of Consonant Blend about the coconut tree and its about past tense of the verb.
through flashcards. many uses. Post a sentence on the board.
Show a picture of a Unlocking of difficult words Present a poem, give the past Let the pupils identify and What TV programs give us
tortoise. Refer to TG p 195 tense of underlined word. understand the past form of news? Where can we read
Ask: What do you notice the verb. news?
about its shell? Are
tortoise’s shells not
smooth?
Ask: Why are tortoise Present a picture. Let the pupils read the poem Read and Learn: Teacher assigns a good reader
shells not smooth? Ask: Why do we consider the after putting in the past tense Read the poem and to read this news. LM p. 219
coconut tree a tree of life? of the verb. understand. LM p. 217
Refer to LM p. 214
Post the story and read. Read and Learn What are the underlined Talk about it. Discussion: TG p. 198
Refer on TG p. 193 LM p 212-213 words in the stanza one, two Answer the following
up to three? questions.
Discuss the happenings in Talk about it Which are regular verbs? Underline the part of a poem Let the pupils write a news
the story. LM p. 213 Irregular verbs? which personified. they listened and read it.
Group Activity: Do Try and Learn Let each group work on this. Try and Learn LM p. 218 Ask the following questions in
Refer to TM p. 210 Refer to LM p. 214 Complete my diary. LM p. 215 TG p. 199
What lesson did you How will you protect the tree Give an examples of past Give an examples of a Group Activity: write about it.
learn from the story? of life? tense of the verb and use it in personification. LM p. 220
How would you apply it the sentence.
to the real situations?
What will you do in What are the uses of the How do we form the past What is Personification? How do we express our ideas
sequencing events? coconut tree? tense of regular and irregular in writing news? What are the
verbs? questions that we need to
consider in a news report?
Refer to LM. P 211, Do Directions: Draw a coconut Directions: Give the past form Do Learn Some More A. Direction: Write a news
and Learn; Learn Some tree and label each part? of the words inside the LM p. 218 report in your paper. Use the
More facts below. LM p. 221
 parenthesis. Write it on your
paper. LM p. 216

J. Additional activities for Study in advance about verbs. Answer: Write about it. LM Answer Learn Some More B.
application or remediation p. 216 LM p. 219

V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:

I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.