School: Bariis Elementary School Grade Level: I

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: MARCH 6 - 10, 2017 Quarter: 4TH Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVE (Listening Comprehension) (Listening Comprehension) (Grammar) (Grammar)
The learner Demonstrates The learner Demonstrates The learner demonstrates The learner demonstrates
A. Content Standard understanding of story understanding of story understanding of concepts of understanding of concepts of verbs,
elements and text structures elements and text structures verbs, pronouns, and pronouns, and prepositions in
for effective oral expression for effective oral expression prepositions in meaningful meaningful messages
messages
(Listening Comprehension) (Listening Comprehension) (Grammar) (Grammar)
The learner Correctly identifies The learner Correctly identifies The learner Constructs The learner Constructs
B. Performance Standard elements of literary and elements of literary and grammatically correct-simple grammatically correct-simple
informational texts to aid informational texts to aid sentences in theme-based sentences in theme-based
meaning getting meaning getting conversations using verbs, conversations using verbs,
pronouns, and prepositions pronouns, and prepositions
EN1OL-IVf-1.17.2 EN1OL-IVf-1.17.2 EN1OL-IVf-1.17.2 EN1OL-IVf-1.17.2
Ask simple questios Ask simple questions Ask simple questions Ask simple questions
C. Learning • EN1LC-IVg-h-3.6 Follow one- • EN1LC-IVg-h-3.6 Follow one- • EN1LC-IVg-h-3.6 Follow one- • EN1LC-IVg-h-3.6 Follow one-to-
Competencies/ to-two step directions to-two step directions to-two step directions two step directions
Objectives • EN1LC- IVa-j-3.12 Listen to • EN1LC- IVa-j-3.12 Listen to • EN1LC- IVa-j-3.12 Listen to • EN1G-IVf-j-5 Adjectives: Recognize
narrative and informational text narrative and informational text narrative and informational text describing words for people, objects,
or poem and give one’s or poem and give one’s or poem and give one’s things, and places (color, shape, size,
reaction to an event or issue reaction to an event or issue reaction to an event or issue height, weight, length, distance, etc.)
-

II. CONTENT: Asking Simple Questions Asking Simple Questions Asking Simple Questions Following One-to-Two-Steps
Directions
SUBJECT MATTER

LEARNING RESOURCES:

A. References
1. Mga pahina sa Gabay
ng Guro Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4
English Teachers Guide English Teachers Guide English Teachers Guide English Teachers Guide

2. Mga pahina sa
Kagamitang Pang-mag-
 aaral
3. Mga pahina sa Teksbuk
4.
KaragdagangKagamitanm
ula sa portal ng Learning
Resource
B. Other Learning Resources

III PROCEDURES: Recall the story, “Nina in the Let pupils reteel the first half of Answer the questions. Circle Recall the story, “Tutulili.”
REVIEW / DRILL (Reviewing Town of Daldalina.” Then let the story, “Tutulili,” in your answer.
past lesson) them answer this; MotherTonge. 1. Who are the characters in
the story?
A. Mother, Empoy
B. Lulu, Mother and Empoy
C. Lili and Empoy
2. Where do Lili live?
A. Mother’s ear
B. Empoy’s ear
C. At Empoy’s house
3. Who usually cleans your
ears?
A. Mother
B. Grandmother
C. Sister
4. Do you want your ears
always clean? Why?
A. Yes. to avoid from infection.
B. No. It is so much hurt while
cleaning.
C. Maybe
MOTIVATION (Establishing a Teacher and pupils recite the Teacher introduces the poem, Teacher introduces the poem, Teacher and pupils recite the poem,
purpose of the lesson) poem, “Clap Your Hands.” “At the Zoo,” in class. Pupils “Wee Willie Winkie,” in class. “Clap Your Hands.” Pupils do the
Pupils do the action while recite the poem and then think Pupils recite the poem and then action while reciting the poem.
reciting the poem. of simple questions about the think of simple questions about
poem. the poem. “Clap Your Hands”
“Clap Your Hands” Clap your hands
Clap your hands “At the Zoo” “Wee Willie Winkie” Touch your toes
Touch your toes By: William Makepeace Wee Willie Winkie runs Turn around
Turn around Thackeray through the town, Put your finger on your
Put your finger on your nose First I saw the white bear, Upstairs and downstairs, in nose
Flap your arms then I saw the black; his nightgown; Flap your arms
Jump up high Then I saw the camel with a Rapping at the window, Jump up high
Wiggle your fingers hump upon his back; crying through the lock, Wiggle your fingers
And reach for the sky. Then I saw the grey wolf, “Are the children in their And reach for the sky.
 with mutton in his maw; beds?
Then I saw the wombat Now it’s eight o’clock.”
waddle in the straw;
Then I saw the elephant a-
waving of his trunk;
Then I saw the monkeys-
mercy, how unpleasantly
they

PRESENTATION (Presenting Teacher posts a picture on the Teacher posts a picture on the Teacher posts a picture on the Teacher posts a picture on the
examples/ Instances of the board, and asks questions board, and asks questions board, and asks questions board, and asks questions about it.
new lesson) about it. Pupils pretend to be about it. Pupils pretend to be about it. Pupils pretend to be Pupils pretend to be reporters and
reporters and think of simple reporters and think of simple reporters and think of simple think of simple questions to ask the
questions to ask the person in questions to ask the person in questions to ask the person in person in the picture.
the picture. the picture. the picture.

Teacher says: I have a picture

Teacher says: What do you see in
on the board. Do you know who
Teacher says: What do you see the picture? Do you know who is in
is in the picture? That’s right. Teacher says: What do you see
in the picture? Do you know the picture? That’s right. She is a
The person in the picture is a in the picture? Do you know
who is in the picture? That’s cook. How do you think does she
fire fighter. How do you know who is in the picture? That’s
right. He is a police officer. How help to keep us healthy? If you were
that she is a fire fighter? If you right. He is a meat inspector.
do you know that he is a police a reporter, what are the questions
were a reporter, what are the How do you think does he help
officer? If you were a reporter, that you will ask her?
questions that you will ask her? to keep us healthy? If you were
what are the questions that you
a reporter, what are the Think of questions you want to ask
will ask him?
questions that you will ask him? the cook.

Think of questions you want to

ask the meat inspector.
DISCUSSION # 1(Discussing Teacher shows the cover of the Reading the second part of the 1. Retelling the second part of Teacher gives description of a
new concepts and practicing book in class and asks questions story, “Tutulili.” the story. picture and asks pupils to draw the
new skills) about it. Pupils study the cover The teacher will read the Teacher asks pupils to retell the picture. Pupils draw their picture in
and answer questions about it. second half of the story to the second part of the story. their notebooks.
Teacher says: Today, we are class. 2. Reading of the last part of
going to read a new story. Let’s (It is during the reading activity the story.
look at the book. What do you when teacher unlock difficult (It is during the reading activity
see on the cover? What do you words through gestures, when teacher unlock difficult
think is the thing shown in the pictures or facial expressions.) words through gestures,
picture? Have you seen pictures or facial expressions.)
something like it before?

Where in the cover is the title of

the book? Can you point at it?
What is the title of the book?
Very good! The title of the book
is Tutulili. Why do you think it’s
entitled Tutulili? Do you know
what a “tutuli” is?
The teacher will read the first Teacher asks pupils to work in pairs
half of the story to the class. and do the same activity.
(It is during the reading activity Teacher says: On the board, I have
when teacher unlock difficult posted a mystery picture. What do
words through gestures, you think it is? Who would like to
pictures or facial expressions.) guess? Do you really want to know
what it is? Then, you will have to
draw it. You will draw the mystery
picture based on the description that
I will read. Listen carefully especially
for the adjectives that I will use.
Okay, are you ready?

Directions:

Draw a big circle.

Draw two small triangles on top of
the circle. One on the right part and
one on the left part.
Draw two circles inside the big circle.
Draw another circle in the middle of
the circle.
Draw three lines on the right side of
the circle, and another three lines on
the left side of the circle.
Draw a line under the small circle in
the middle of the big circle.

Teacher says: Are you done with

your picture? What were you able to
draw? Show your work to your
seatmate. Is your picture the same
as your seatmate’s drawing? Do you
think it is the same as the mystery
picture? Let’s find out.
 Teacher says: What is the mystery
picture? That’s right. It is a cat. How
were you able to draw the picture?
What did you do? Can you recall the
instructions I gave you earlier? Let’s
read them.
DISCUSSION # 2(Discussing Talk about the story. Talk about the story. Teacher asks questions about Teacher posts the instructions on
new concepts and practicing 1. Who is Lili? What does she Teacher says: the story. Pupils answer the the board and reads them.
new skills) look like? Where does she live? 1.What does Lili do when Epoy teacher’s questions. Ask: What are the adjectives that
Who is Epoy? takes a bath? Why does she do Questions: were used in the instructions?
that? Who tries very hard to Tell the pupils also that the key to
2. What does Epoy do when clean Epoy’s ears? 1. Who are the characters in follow one-to-two-stp direction is
mother insists to clean his ears? 2. the story? through attentive listening.
What does Epoy tell his What is Lili’s most favorite 2. What are they like?
mother? Where is Lili? That’s time? Why does she like the 3. Where do they live?
right. She is still inside Epoy’s evening? Where do mother’s 4. Why was Lili happy living in
ear. What happens to Lili when stories bring Lili? What brings Epoy’s ear?
Epoy wails? Was Epoy’s mother Lili to sleep? 5. Why do you think Epoy does
able to clean his ears? not want to have his ears
cleaned?
3. What does Epoy feel when he 6. What happened when Epoy
sees his elder brother’s ears didn’t have his ears cleaned?
being cleaned? What does Lili 7. What did Epoy and his
feel when Epoy is frightened? mother do?
What does Lilido after? 8. What happened to Lili?
9. Why does Lili need to leave
Epoy’s ear?
10. Are you like Epoy? Do you
have your ears cleaned?
11. Who usually cleans your
ears?

DEVELOPING MASTERY Let pupils do what you tell Following one-to-two-steps Pupils read the story through Let the pupils do these activities on
(Formative Assessment) them to do regarding the direction. round-robin-technique. following directons.
difficult words learned from the 1. corner (draw)
story. 2. reach (gesture)
(Following one-to-two-steps 3. tickle (actual)
direction) 4. snore (gesture)
1. Moan when you see dirty
wax coming out from your ears.
2. Remove something from
your ear.
3. Struggle when you don’t
want your ears be cleaned.

VALUES FORMATION/ When mother asks you to clean Your ear doesn’t smells good Why do you think it is If your teacher told you to keep your
INTEGRATION:(Finding your ears by herself, what are because of the earwax, what important to have your ears things in your bag, what are you
practical Applicationsof you suppose to do? will you do then? cleaned? suppose to do?
concepts and skills in daily
living )
GENERALIZATION:(Abstraction If you are directed to do what is What is a tutuli? How do you take care of your How are one-to-two-step directions
about the lesson ought to be done, will you Is it good to have stinky ears? ears? be easily followed?
follow?

IV.EVALUATION: Answer the following questions Answer the questions. Circle Following one-to-two-step Follow one-to-two step directions to
(Evaluating learning) from the first half of the story. your answer. direction. complete the story.
Write your answer in the box. 1. Who are the characters in If you are satisfied with the
1. Who is inside Epoy’s the story? story draw a happy face.
ear? A. Mother, Empoy
A. Lili B. Lulu B. Lulu, Mother and Empoy If you are not satisfied with
C. Lili and Empoy what you hear, draw a sad face
2. What does she say? 2. Where do Lili live?
Write the answer in the speech A. Mother’s ear
balloon. B. Empoy’s ear
C. At Empoy’s house
3. Who usually cleans your
ears?
A. Mother
B. Grandmother
 C. Sister
4. Do you want your ears
always clean? Why?
A. Yes. to avoid from infection.
B. No. It is so much hurt while
cleaning.
C. Maybe
V.ASSIGNMENT/AGREEMENT: Teacher asks pupils to retell the Answer the question and write Review on the adjectives
(Additional activities for first part of the story to their it in your notebook.
remediation/ application) families. Is it important to have clean
ears?

VI. REMARKS: The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
delivered due to: delivered due to: delivered due to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets

VII. REFLECTION:
No. Of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80%
earned 80% on the formative 80% above 80% above 80% above above
assessment
No. Of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for remediation
remediation remediation remediation remediation
Did the remedial lesson work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up the
with the lesson up the lesson up the lesson up the lesson lesson
No. of learners who ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to
continue to require to require remediation to require remediation to require remediation require remediation
remediation
Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies work well? Why did ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
this work? ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
 ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
Cooperation in Cooperation in Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks
What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my Principal/ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
Supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I used/ discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with __ Making big books from __ Making big books from __ Making big books from __ Making big books from
other teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition