School EM'S SIGNAL VILLAGE ELEMENTARY SCHOOL Grade Level

Teacher JENNET S. DEL ROSARIO Learning Area

GRADE 4
DAILY LESSON LOG 6:20 - 7:10 (IV - 20) 7:10
- 8:00 (IV - 16) 9:30 -
Dates and Time JULY 02 - 06, 2018 10:20 (IV - 17) 10:20 - Quarter
11:10 (IV - 18)

Monday Tuesday Wednesday Thursday

July 02, 2018 July 03, 2018 July 04, 2018 July 05, 2018
I. OBJECTIVES
Use context clues (synonyms)
The teacher was absent. to find meaning of unfamiliar Identify learners who need Read words, phrases, poems or
words further testing in Phil-IRI. stories with long vowel a sound

The learners demonstrate an

The learners demonstrate an The learners demonstrate an understanding that English is
A. Content Standards understanding that word understanding of various
meaning can be derived from linguistic nodes to comprehend stress-timed language to
different resources. various texts. achieve accuracy and
automaticity.

The learners use linguistic

The learners use different cues to appropriately The learners read aloud text
B. Performance Standards resources to find word construct meaning from a with accuracy, automaticity
meaning. variety of texts for a variety and prosody.
of purposes.
C. Learning Competencies / Objectives
EN4V-Ia-d2 EN4F-Ia-6

Big Feet – Bigger Heart

(Adapted from Chicken Soup
II. CONTENT for the Soul) by Jack Canfield The Best Part of the Day Long a sound
and Mark Hanse

III. LEARNING RESOURCES Chart, pictures, real objects test booklet, chart chart, learning material

A. References Phil-IRI Manual

1. Teacher’s Guides pages p. 27 - 29 p. 14 - 15
2. Learner’s Materials pages LM, p. 18-19 p. 2 - 6
3. Textbook pages

PREPARED BY: JSDELROSARIO

4. Additional materials from Learning
Resource portal

B. Other Learning Resources

IV. PROCEDURES

For this day, we will not be

holding regular class. Each of
Have a Tongue Twister you will be asked to read a set Review (short a). Let the
A. Reviewing previous lesson or presenting of passages that have learners read the paragraph
new lesson Have Unlocking of Difficulties corresponding questions. Read and look for the words with a
each passage carefully and short a sound.
answer the questions that
follow.

Let the pupils recall the story You will only given 30 mins
Add e at the end of each word.
B. Establishing a purpose for the lesson
Androcles. to finish the reading Let the learners listen on how
Answer the motive question. selections and answer all of the teacher read the words.
the questions.

Ask the learners if the sound of

a the same in the first and
C. Presenting examples / instances of the Refer to LM, Read and Learn, p. Administer the Phil-IRI Group second group of words. Explain
new lesson 18 Screening Test.
what sound it produces with
long a.

Distribute the answer sheets. Let the learners read the

D. Discussing new concepts and practicing Comprehension Check: Refer to
skills #1 LM, Talk about It, p. 19 Have the learners fill in their following words on the chart
personal information. correctly.

Show the class pictures or

E. Discussing new concepts and new Using a chart, model how the objects of the words on the
Do Engagement Activity
practicing skills #2 test should be answered. chart. Let the learners match
the pictures with the words.

ask the learners to use in

Discuss more about the Distribute the test booklets. sentences or through action
F. Developing Mastery Have them answer the test
Engagement Activity silently. words that cannot be shown in
a picture.

PREPARED BY: JSDELROSARIO

G. Finding practical applications of concepts Have group activity Checking of the answers. Refer to LM, Try and Learn, p. 3
and skills in daily living

H. Making generalizations and abstractions Generalize on how find Getting the correct response. Answer Ex. 2, p. 4
about the lesson meanings of unfamiliar words

I. Evaluating learning Answer the chart for context

clues. Answer Learn Some More, p. 6

J. Additional activities for application or Refer to LM, Write About It, p. Read the poem on Do and
remediation 19 Learn, p. 5

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 lesson

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?

PREPARED BY: JSDELROSARIO

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

PREPARED BY: JSDELROSARIO

 FOUR
ENGLISH

FIRST

Friday
July 06, 2018

Read words, phrases, poems or

stories with long vowel e
sound.

The learners demonstrate an

understanding that English is
stress-timed language to
achieve accuracy and
automaticity.

The learners read aloud text

with accuracy, automaticity
and prosody.

EN4F-Ia-7

Long e sound

chart, learning material

p. 26 - 27
p. 14 - 17

PREPARED BY: JSDELROSARIO

Review long vowel a. Ask the
learners to read the paragraph
with correct pronunciation,
intonation and expression.

Read the following sentences.

Take note how the underlined
words are read.(Find Out and
Learn, p. 14

Ask what are the underlined

words in the sentences. Let
them write the words in
appropriate column.

Let the class read more words

with long e.

Read the phrasesin Try and

Learn, p. 15

Do Ex. 2, p. 15

PREPARED BY: JSDELROSARIO

The teacher displays pictures.
Ask volunteers to match the
picture with the words on the
board.

Read the following sentences.

Then answer the questions that
follow.

Answer, Do and Learn, p. 16

PREPARED BY: JSDELROSARIO

PREPARED BY: JSDELROSARIO