School PLARIDEL ELEM SCH Grade Four -

Grade 1 to 12 Teacher LORNA DE LUNA ADUANA Learning Area ENGLISH

Daily Lesson Log Teaching Dates and Time WEEK 1/JUNE 2019 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Demonstrate understanding that
A. Content Standards reading in a wide range of text
provide pleasure and avenue for
self expression and personal
development
Use literal information from text
B. Performance to aptly infer and predict
Standards outcome ( EN4LC-Ia-1 )
Knowledge Knowledge Knowledge Knowledge Knowledge
1.Note details in a selection 1.Realize that the world is made
C. Learning listened to ( EN4LC-Ia-1 ) up of people in different races and 1. Analyze a narrative in terms 1. Use the plural form of regular 1.Locate information using
Competencies/Objectives 2. Show willingness and with different colors of each characters noun. print sources
Write the LC Code for each enthusiasm in reading/ listening 2. Appreciate and respect the 2. Read aloud Grade level texts Values: be respectful ( advertisement)
to a literary text. differences of people in the world with accuracy and proper Be proud of your race 2, To Realize that not all
3.Realize that the world is made 3. Feel proud of being a Filipino, a expressions Integration information in
up of people of different races member of the brown race 3. Use context clues /synonyms advertisements should be
and colors 4. Speak clearly using appropriate to find the meaning of taken as true.
4.Appreciate and respect the expression and intonation( EN4OL- unfamiliar words Values: be respectful
differences of people in the Ia-d-1 ) 4. Write two to three sentences Integration: esp
world 5.Read words, phrases, poems, and about a characters in a story
5. Feel proud of being a Filipino, a stories with the long/a/ sound read
member of the brown race ( EN4RC-Ia-b-1 ) Values: be respectful, be proud
EN4 CL Ia -1,Eng4A-Ia-1 Values: Be respectful, be proud of your race
Values: Be respectful, be proud Integration: esp Integration: esp
of your race,
Integration: esp
II. Content Literature: Black, White, Brown Me and My World 1 Using context clues/synonyms Locating information
by Nemah N. Hermosa, A cake for Kate by Gretel Laura to find the meaning of Using the plural form of regular using print and nonprint
M. Cadiong unfamiliar words noun. sources
A cake for Kate
By: Gretel Laura M. Cadiong
III. LEARNING RESOURCE
 A. References
1. Teacher’s Guide pages Pages 9-11 Pages 13-15 Page 17-18 Pages 19-20 Pages 19- 20
2. Learner’s Materials Pages
3. Textbooks pages
4. Additional Mats from Laptop, TV, LED projector Laptop, TV, LED projector Laptop, TV, LED projector Laptop, TV, LED projector Laptop, TV, LED projector
(LR)portal.
B. Other Learning Resources   
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learn

A. Reviewing previous lesson A. Drill: A. Drill: A. Drill: A. Drill: A. Drill:

or presenting the new lesson 1. Prayer 1. Prayer 1. Prayer 1. Prayer 1. Prayer
2. Greetings 2. Greetings 2. Greetings 2. Greetings 2. Greetings
3. Classroom Rules 3. Classroom Rules 3. Classroom Rules 3. Classroom Rules 3. Classroom Rules
B. Oral Language Activity B. Oral Language Activity B .Oral Language Activity B. Oral Language Activity B. Oral language Practice
Ask: What they like most about Recall the story heard Let the pupils read the sentences Show the class the different News for the day
themselves. yesterday correctly pictures/objects. Name each Ask volunteer to share the
I am___________ C. Presenting the group output 1. Ana saw a rake on the gate. picture. Let them write their things they saw as they
Others say I am ________ assigned yesterday. 2. She used the rake to clean the answer on the board. were on their to school. Use
Actually, I am _________ 1. group 1 lane. C. Grammar plural nouns on their
C. Unlocking of Difficulties 2, group 2 3. She cleaned the cage on the 1. Review sharing
1. Clay is a kind of soil 3, group 3 window pane. Going back to the words listed C. Skills Development
2. Kabunian = is what the old Filipino 4. group 4 4. Mara came and they played a on the board. What can you say 1. Presentation
called their God. D. Discussion game. about these words? What are ( Refer to LM, Think and
C. Unlocking of Difficulties nouns? Tell page 13 )
E. Skills Development: Ask the pupils to use the 2. Introduction/ Presentation
1. Read the paragraph and following words in context or Let the class recall a Story A Cake
look for the words with a short picture clues for Kate. Ask: Can you remember
vowel sound /a/ A. rice cake the things that Kate saw in the Big
2. ask: what words in the story B. benches Box? Name them?
have the vowel /a/ c. wristwatch
How it is pronounced? Let D. surprise
them write the words on the (TG. Page 16)
board.

B. Establishing a purpose for the D. Motivation: D. Motivation

lesson/ Motivation/ Motive Refer to Lm, Think and Tell Ask: What do you usually have
questions E. Motive Question when you celebrate your
Say: In the story you are going to birthday? Do you also have a
 listen to, Let us Find out Why people cake? Who gives you a cake
have different colors

C. Presenting examples/ instances F. During Listening ( Big Book Story)F. Introduction/ Presentation E. During Reading D. Teaching / Modelling D. Teaching / Modelling
of the new lesson Read the story to the class 1. Let the teacher read the Do the reading of the Draw 2 column on the board. Ask: What is a Poster?
Black, White, and Brown words( refer to find out and story ,afterwards, ask the Then ask the class to study the ( Posters are materials with
students to read the story by pictures. information which intend to
learn. ( LM p.2 )
parts. After the whole story had Ask: who can write the names of advertise or publicize
2. Let the pupils read the words been read, ask the class to read the picture on the board. Guide something ) Look the
correctly the story together with the then in writing the words in proper picture of UNICEF.
G. Vocabulary Development proper intonation and column
 Match the picture/ expression. ( Refer to LM, Find out and Learn
object with the correct ( Refer to LM, Read and Learn page 9 )
word. page 7 )
Try and Learn:
 Read & Answer the
questions?
D. Discussing new concepts and G. Discussions: H. Guided Practice F. Discussion E. Guided Practice E. Discussing about the
practicing new skill #1 Why people have different colors? Try and Learn (LM p 3 ) Comprehension check up : ( Refer to LM, Try and Learn poster.
How do you think kabunian will make  Let the pupils read the ( Refer to LM, Talk about it page Exercises 1 page 11 ) Ask: What pictures do you
following phrases 8) see in the poster?
people?
 Teacher Guide p.14 Are there information that
Do you think Kabunian like the black we can get from the
man he made? What do you think will poster?
he do next? What Information is given
Did Kabunian like what he made? in this poster?
What do you think will he do next? Where did this poster came
from?
What does UNICEF want to
tell the people?
Is this a helpful material?
Why? Why not?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery I. Independent Practice:
(Leads to Formative Assessment 3 Refer to Lm Do and Learn
Let the pupils read the
 following phrases TG,p 14
G. Finding practical applications H. Post Listening G. Post Reading F. Let the pupils give more F. Guided Practice
of concepts 1. Engagement Activity 1. Cooperative/ Differentiated examples of nouns that they used Group the class into four
and skills in daily living or seen around. Write the Plural Group task
Group the class into five. Give each Activities
form of it. Group 1 a poster of Buwan
group a specific task to do using clear Group the class into three
ng Wika
and specific instructions. Set the Group 1 Draw kate’s cake. Show Group 2 a poster about
standards for pupils to follow so that it to the class and say something planting a tree
the group task will be done efficiently about your drawing. Group 3. A poster about
within the given time. Group 2 Write a short message nutrition month
GROUPINGS to Kate. Be ready to read it Group 4 a poster about the
GROUP 1 DRAMATIZE THE STORY before the class. value of respecting elders
ABOUT KABUNIAN Group 3 Prepare a song that will
GROUP 2 THINK OF A SONG YOU sing for Kate on her birthday. Be
KNOW ABOUT PEOPLE OF THE ready to sing to the class.
WORLD
GROUP 4 RAP THE LINES OF THE
STORY

H. Making generalizations and G. Generalization G. generalization

abstractions about the lesson In forming plural form of a noun How does a poster help to
what are the rules to follow? inform the people?
I. Evaluating learning I. Have the class rehearse their tasks J. Evaluation Let the pupils present the output H. Evaluation: H. Independent Practice
for their presentation for the Let the pupils give an Do Exercise on page 12 LM Show a movie poster
following day. examples of the words with Complete the sentence with What information is given
short /a/and long /a/ the correct form of a noun. by this poster? Write at
least 2 sentences about
what you read.
J. Additional activities for application K. Enrichment Activity Composition I. Assignment I. Assignment:
or remediation Refer to Lm Learn some more Refer to LM. Write About it page  Look around your home and Look for a poster about
8 its surroundings. List in your asking for help or seeking
notebook as many regular
donations.
nouns as you can see and
Bring it to the class. Be
write their plural forms.
ready to share it to the
class ( Refer to LM page 20)
V. REMARKS
 VI. REFLECTION
A.No. of learners who earned 80%
in the evaluation.
B. No.of learners who require
additional activities for
Remediation
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?
 School Plaridel Elem. School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 2/JUNE 2019 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate

understanding of the elements of
informal text for comprehension,

B. Performance The learner recall details of

Standards events and shares ideas on text
listened to
KNOWLEDGE KNOWLEDGE KNOWLEDGE KNOWLEDGE KNOWLEDGE
1. Show willingness and
C. Learning enthusiasm in reading 1. To realize that kindness 1. To realize that being helpful 1. Use plural form of regular 1. To Locate information
Competencies/Objectives /Listening to literary text begets kindness brings happiness to others and to nouns ( nouns ending in –y and – using print sources
Write the LC Code for each 2. Realize that kindness begets 2. Read words, phrases poems, one self f/fe) ( advertisement)
kindness stories, with the long vowel /e/ 2. Use context clues( synonyms ) to 2. To realize that not all
3. Note details in a selection 3. Speak clearly using find the meaning of unfamiliar information in
listened to appropriate pronunciation and words advertisements should be
4. Identify the setting intonation (EN4LC-1b-2) 3. Analyze a narrative in terms of taken as true
VALUES: its setting
INTEGRATION:
II. Content Noting details of the story # Reading words, phrases poems, Using context clues to find the Using plural form of regular nouns Locating information using
Identifying the details stories, with the long vowel e meaning of unfamiliar words words ending in –y and –f/-fe print sources
“Androcles” # Speaking clearly using Analyzing a narrative in terms of ( advertisement)
( adapted from Aesop’s Fable) appropriate pronunciation and its setting
intonation “Androcles”
“Androcles” ( adapted from Aesop’s Fable)
( adapted from Aesop’s Fable) “Big Feet- Big Heart”
Adapted from Chicken Soup
for the Soul
by Jack Canfield and Mark Hansel
III. LEARNING RESOURCE
 B. References
1. Teacher’s Guide pages Pages 22-24 Pages 25- 26 Pages 27-28 Pages 29-30 Pages 31 -33
2. Learner’s Materials Pages Page 13 15-17 18-19 20-22
3. Textbooks pages
4. Additional Mats from
(LR)portal.
B. Other Learning Resources Laptop, tv, printed materials Laptop, tv, printed materials Laptop, tv, printed materials Laptop, tv, printed
materials
1.
IV. PROCEDURES
A. Reviewing previous lesson A. Drill: A. Drill: A. Drill: A. Drill:
or presenting the new lesson A. Drill: 1. Prayer 1. Prayer 1. Prayer 1. Prayer
1. Prayer 2. Greetings 2. Greetings 2. Greetings 2. Greetings
2. Greetings 3. Classroom Rules 3. Classroom Rules 3. Classroom Rules 3. Classroom Rules
3. Classroom Rules B. Oral Language Activity B. Oral Language Activity B. Oral Language Activity B. Oral Language Activity
B. Oral Language Activity 1. Share a news Tongue Twister 1. Presentation Let the pupils present to
Show a poster. Tell something Tell any news about helping ( TG page 27 ) Refer to LM ,Find out and learn the class their favorite
about it. others. Discuss the news they Questions: Page 20
drink.
C. Pre Listening Activity shared and connect it to the story Why do we scream for ice cream? 2. Group into two
1.Unlocking of Difficulties about Androcles Are you happy when someone Read the part of Vicky and My favorite beverage is
a. Imprisoned, escape C. Presentation of the group brings ice cream at home? mother _____________.
b. Moaning, groaning output assigned yesterday and Ask: who were talking in the I like this very much
Chase, lick, swollen, discussed it deeper. C. Unlocking of Difficulty dialog? because _______________.
bleeding, paw, bound up 1. relief Where are they going?
( TG. Page 22-23) 2. tight What day could it be?
3. put on
4. belly

B. Establishing a purpose for

the lesson

C. Presenting examples/ D. Motivation B. Skills Development: D. Motivation: C. Skill Development

Motivation /instances of the new Ask: have you ever helped 1. Review ( long vowel a ) How did Androcles help the 1. introduction/
lesson someone? Read the paragraph with correct Lion? Presentation
What did you feel as you did it? pronunciation, intonation and ( showing an advertisement
Who helped you when you were expression. ( TG p.26 ) E. Motive Question: of bath soap to the class )
hurt? C. Presentation Find out : How a big man helped TG page 31
 How did you feel about the ( Refer to LM Find out and Learn a little girl
person? page 14)
E. Motive Questions:
A prediction chart posted on the
board.
How did androcles help the Lion?
What did the Lion do after
androcles helped him?
D. Discussing new concepts and F. During Listening D. Teaching / Modelling F. During Reading C. Teaching/ Modelling D. Teaching / Modeling
practicing new skill #1 Read the story to the pupils What are the underlined words Refer to LM, Read and Learn Ask: What are the things that Help the class read the
slowly and clearly. Pause once in in the sentence? Big Feet-Bigger Heart Vicky and mother prepared given information in the
Page 18 for the picnic?
a while to ask questions Let the pupils write the words in advertisement.
G. Comprehension: D. Discussion
( Androcles page 24 TG) appropriate column. Refer to LM Talk about it. Page How is the plural of nouns formed Ask. What is the product
What are the common sound in 19 in Group A? being advertised?
the words? TG Page 30 Do the pictures tell us
Read the words correctly. something about the soap?
( TG Page 26 )
F. Discussing new concepts G. Post Listening: E. Vocabulary Development H. Post Reading:
and practicing new skills #2 1. Cooperative Group Activities The teacher displays pictures on 1. Engagement Activity
Group Into three the board and real objects on the Put on the board a drawing of a
Group 1 Dramatize the part of table. man with a very big belly and long,
androcles helped the lion and Match the pictures/objects big feet has a big heart-figure on
how he become friends. with the words on the board. his chest.
Group 2 Draw the part when ( TG Page 26 ) Give the following tasks. Write or
androcles was to be fed to the draw on a half sheet colored
lion and the Lion recognize him paper about your own experience
Group 3 If you were given a of helping others.
change to talk with androcles #Paste your work on man’s heart
what would you tell him? Write if you help someone you didn’t
him a message to a cartolina, know
Shared it with the class # Paste your work on man’s belly
if you helped family members
F. Developing mastery F. Guided Practice: E. Guided Practice E. Guided Practise
(Leads to Formative Assessment 3 ( Refer to LM, Try and Learn page Refer to LM, Try and Learn Group the class into five.
15 ) words search puzzle Exercises 1 and 2 pages 22 Give each group a
 materials. Explain to them
their tasks
Group 1 hotdog
advertisement
Group 2 softdrink ads
Group 3 lollipop or candy
Group 4 cologne
Group 5 shampoo
F. Discussion on the group
output
H. Finding practical G. Independent Practice Write two sentences about a place G. When you have your
applications of concepts (Refer to LM Do and Learn page you want to visit own business, How can you
and skills in daily living 16 ) make an advertisement to
inform the product you are
selling?
H. Making generalizations and H. Generalization: F. To form a regular noun in plural G. Why advertisement is
abstractions about the lesson What is the common vowel what we should remember? one way informing the
sound in the words? How is it State the rules in forming. people about the product
pronounced? What letters
they were selling or
produce the long /e/
promoting?
I. Evaluating learning G. Write a sentences using a plural H. Independent Practice
form of the following nouns. Find Partner. Study this
1, key 2. Wolf 3. Calf advertisement. Help each
4. strawberry 5. Trolly 6 half other answer the question
7, roof 8. hnadkerchief that follow.( TG page 33)
J. Additional activities for I. Assignment: !. assignment: H. assignment: I. Assignment:
application or remediation Refer to LM Learn some more Composition Cut out from magazine or Bring a map to a class.
page 17 Refer to LM, Write about it. Page newspapers pictures of your Choose and mark one place
19 favorite drink. Post it on the you want to visit. Prepare
cardboard. Write something about at least three sentences
it. Use as many plural noun as about why you want to visit
possible. this place.

V. REMARKS
VI. REFLECTION
 F. No. of learners who earned
80% in the evaluation.
G. No. of learners who
require additional activities for
remediation
H. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

I. No. of learners who continue to

require remediation
J. 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?
 School PLARIDEL ELEM SCHOOL Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 3/JUNE 2019 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

- demonstrates understanding - demonstrate understanding of - demonstrate understanding of -demonstrate
I. OBJECTIVES that English is stress-timed text elements to comprehend English grammar and usage in understanding of library
language to achieve accuracy and various texts speaking or writing skills to research on a
automaticity variety of topics
- recalls details in a selection - reads aloud texts with accuracy - use knowledge of text types to -uses the classes of words aptly in - Uses library skills to
A. Content Standards listened to and automaticity correctly distinguish literary from various oral and written discourse gather appropriate and
informational texts. relevant information
The learner recall details of The learner recall details of The learner recall details of events The learner recall details of events The learner recall details of
B. Performance events and shares ideas on text events and shares ideas on text and shares ideas on text listened and shares ideas on text listened events and shares ideas on
Standards listened to listened to to to text listened to
A. Knowledge A. Knowledge State similarities and differences 1.Use plural form of irregular Locate information using
1.Note details in a section Read words, phrases, poems or in information/literary text read nouns print and non-print
C. Learning listened to stories with long vowel I sound (EN4RC-Ic-3) ( EN4G-Ic-2) resources (using map)
Competencies/Objectives (EN4LC-Ic-3) ( EN4F-Ic-3) 1.Compare and contrast 2.Appreciate different cultures of (EN4SS-Ic-3)
Write the LC Code for each 2. Realize that hard work pays off B. Skills information from literary texts children from different parts of
B. Skills : Listening. Critical read or listened to the world
Listening. Critical thinking ,Reading , creative 2.Appreciate different cultures of 3. Realize that children all over the
thinking ,Reading , creative C. Values: Hardship, Bravery, children from different parts of world are alike in many ways.
C. Values: Hardship, Bravery, Determination the world
Determination D. Integration : ESP. AP 3. Realize that children all over the
D. Integration : ESP. AP world are alike in many ways.
II. Content A Trip for Mike and Spikes A Trip for Mike and Spikes We are one world Plural form of Irregular nouns Information Through Print
By; Robert Charles By; Robert Charles by: Meish Goldfish Sources
Long vowel i: final silent e Help! By Gretrel Laura M. Cadiong
III. LEARNING RESOURCE
I. References Pages 35-36 Page 37 Pages 38-39 Pages 40-42 pages42-43
A. Teacher’s Guide pages Page 23 Pages 23-25 Pages 27-28 Pages 28-30
B. Learner’s Materials Pages
C. Textbooks pages Story: A Trip for Mike and Spike Story: A Trip for Mike and Spike Poem: We Are One World by Poem: Help by Gretel Laura M. Books, Maps
By Robert Charls By Robert Charls Meish Goldish Cadlong
D. Additional Mats from Powerpoint Presentations Power point Presentations Powerpoint Presentations, World Powerpoint Presentations Powerpoint Presentations
(LR)portal. Map
E. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learn

A. Reviewing previous lesson A. Drill: A. Drill: A. Drill: A. Drill: A. Drill:

or presenting the new lesson 1. Prayer 1. Prayer 1. Prayer 1. Prayer 1. Prayer
2. Greetings 2. Greetings 2. Greetings 2. Greetings 2. Greetings
3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant
4. Spelling 4. Spelling 4. Spelling 4. Spelling 4. Spelling
5. Classroom Rules 5. Classroom Rules 5. Classroom Rules 5. Classroom Rules 5. Classroom Rules
B. Review about the story Androcles B. Oral Language Activity B. Oral Language Activity B. Oral Language Activity B. Oral Language Activity
C. Oral Language Activity 1. Let the class recall the 1.Unlocking of difficulties 1. Review Recite the poem: We Are
Tell and share story they listened to the Show the class a world map. Have Have the class read the poem We One World
Refer to LM Think and Share page 23 previous day. you heard about these places? are One world
Tell the name of the place and the 2. Set the standards to the Would you like visit these places? Presentation of the group output
reason why they want to visit. group presentation to avoid Show a picture of children from and deeper discussion of the
I want to visit______ because ______ delayed of time. different countries. poem
D.. Unlocking of difficulties Groupings Canada Norway Egypt USA
Trip, dine, limes Group 1 presents their Spain Peru Japan Chad
Show the World Map drawing Where do these children come
Do you like to go on other places?... Group 2 presents their role from? What do you think they
play love doing?
Group 3 presents their chants

B. Establishing a purpose for the Guidelines in forming the plural of Post a big map on the
lesson regular nouns. board

C. Presenting examples/ E. Motivation: C. Skill Development C. Motivation C. Grammar C.Skill development

instances of the new lesson Do you like to go a Trip? Refer to Lm, Find out and Show a pictures of childrens in 1. Introduction/ Presentation  Read the information
What places would you like to visit? Learn different countries. Guidelines in forming the plural of given in the
why? What can you do so that you Where do these children came regular nouns. advertisements
can visit this places? from? What do you think they Read the poem Help. Refer to LM,
F. Motive question: love doing? Find Out and Learn
Mike and spike would like to go to D. Motive Questions Ask: What does the person in the
places. Find out what they did so that Say: What do children all over poem read
they can visit many places. the world do? Let’s find out the Why does she need help?
poem
D. Discussing new concepts and G. Listening to a story What common sound do you E. During Reading D.Discussion about the the poem D. Teaching/ Modelling
 practicing new skill #1 A trip for Mike and Spike hear?” Refer to LM Read and Learn read What is the product
What words have the long i? Reading by the whole class, group being advertised?
How is the sound and individual
pronounce?
E. Discussing new concepts and H. Answering the Motive Questions Reading the words with long i F. Post Reading E. Teaching/Modeling E. Guided Practice
practicing new skills #2 Answering comprehension questions: correctly Cooperative Group Activity Which words in the poem are Exercise 1. Let the class
Wh---? Group them into to 5 plural nouns? answer the questions with
Group 1 2 3 4 5
the use of the map
F. Developing mastery Guided Practice F. Guided practice:
(Leads to Formative Assessment 3 Refer to LM, Try and Learn. Refer to LM, Try and Learn
Exercise 1 Page 29
G .Finding practical applications I. Cooperative Group Activity Exercises 2 G.Spelling Bee F. Exercise 2
of concepts Group activity: TG p.36 Divide the class into three Show a map
and skills in daily living Grp 1 Draw the best part of the story Look for their town city
and tell the class something about
your drawing.
Grp 2 Dramatize the best part of the
story
Grp 3 Create a chant about mike and
spike
H. Making generalizations and What is the sound of /i/ Let them prepare for the next day H.How do you form plural form of
abstractions about the lesson when letter e is added at the irregular nouns?
end of a word?
What is the sound of the long
/i/?
I. Evaluating learning Independent Practice I Independent Practice G. Independent Practice
Refer to LM, Do and Learn. Refer to LM, Do and Learn page Treasure hunt
30
J. Additional activities for Refer to LM, Learn Some More. Assignment: J. Assignment
application or remediation Let them write a friendly letter to Watch a tv advertisement about
their friends abroad. Write you favorite drink. Write down
something of what you are doing things that the advertisement says
in the Phils like what they are also about the product. Be ready to tell
what to do. your classmates about it. .
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No.of learners who require
 additional activities for
remediation
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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 4/June 2019 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
- Demonstrates understanding of -Demonstrates understanding - Demonstrates understanding of Demonstrate understanding of Demonstrate
A. Content Standards the elements of informational that English is stress-timed the elements of informational text English grammar and usage in understanding of writing as
text for comprehension. language to achieve accuracy and for comprehension. speaking or writing. a process
automaticity
- demonstrates understanding
that word meaning changes
based on context.
-Reads aloud text with accuracy Uses the classes of words aptly of Uses a variety of strategies
B. Performance Recall details, sequence of events and automaticity Recall details, sequence of events various oral and written discourse to write informational and
Standards and shares ideas on text listened - use strategies to decode the and shares ideas on text listened literary composition
to. meaning of words in the context to.
1-Sequence events in a story 1.Speaks clearly using 1.Sequence events in literary texts 1..Arrange words in alphabetical - Use Mass and Count
listened to appropriate pronunciation and EN4RC - Id-e-3 order with the same first letter but Nouns
C. Learning Code:EN4LC-Id--4 intonation (Poems chants, a different second letter in EN4G-Id-3
Competencies/Objectives 2.-Use context clues (antonyms)n rhymes , riddles) alphabetical order - Write 2-3 step directions
Write the LC Code for each to determine the meaning of EN4OL-Ia-d-2 EN4SS - Id-2. using signal words
unfamiliar words EN4V - Ia-d-2 2.- Read words , phrases, poems 2-Use Mass and Count Nouns EN4WC-Id-3
or stories with long vowel o EN4G-Id-3
sound
3. Use context clues ( antonyms)
to find the meaning of unfamiliar
words.
EN4F-Id-4
II. Content “Tower to the Moon” Reading words with long Poem: Cooking in the Kitchen Mass Noun and Count Noun “I love the Market”
_Sequencing Events vowel /0/ -Sequencing events -Following Direction
Using context clues to find the
meaning of unfamiliar words
Who’s Afraid?
III. LEARNING RESOURCE
II.References
 A. Teacher’s Guide pages 45-48 pages 48-50 Pages 50-51 Page 52 Page 50
pages
B.Learner’s Materials Pages Pages 31-32 Page 34-36 Pages 36-37 Pages 38-39 Page 40
C.Textbooks pages
D. Additional Mats from (LR) Power point presentation Maps Power point presentation Power point presentation, flashcards Power point presentation,
portal.
E.Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learn

A.Reviewing previous lesson or A. Drill: A. Drill: A. Drill: A. Drill:

presenting the new lesson 1. Prayer 1. Prayer A. Drill: 1. Prayer 1. Prayer
2. Greetings 2. Greetings 1. Prayer 2. Greetings 2. Greetings
3. Poem/jazz chant 3. Poem/jazz chant 2. Greetings 3. Poem/jazz chant 3. Poem/jazz chant
4. Spelling 4. Spelling 3. Poem/jazz chant 4. Spelling 4. Spelling
5. Classroom Rules 5. Classroom Rules 4. Spelling 5. Classroom Rules 5. Classroom Rules
B. Preliminary Activity B. Oral Fluency 5. Classroom Rules
1. Review: 1. Presentation: B. Review of the past lesson about -B. Review of the past lesson Recite the poem: We Are
Ask the class to recite a poem rhyme Read the paragraph long vowel o sound about sequencing events in a One World
learned in a previous lesson Refer to LM: Find out and literary text
C. Pre- Listening Activities learn page 32
1. Unlocking of Difficulties C. Discussion / Vocabulary
( Task , commands , stubborn ) Development
D. Motivation: Where does the king sit?
Let the pupils draw a Tower Show a picture of throne
Ask: What do you wish for yourself? What is the vowel sound of
What do you wish for your family? throne?
E. Motive Question:
Identify the King’s dream
B. Establishing a purpose for the D. Guided Practice: Post a big map on the
lesson Refer to LM, try and Learn board
page 33
Spelling Do and Learn Page
34
C. Presenting examples/ instances F. During Reading Activities E. Pre Reading Activities C. Post Reading Activity C. Read the paragraph -Today we are prepare a
of the new lesson Read the story to the pupils. 1. Unlocking of Difficulties 1. Engagement Activity Refer to LM fruit salad.
Stop/pause at some part and ask a. measure Divide the class into 3 groups Find out and Learn
predicting questions. b. sift
c. recipe
d. grown up
 F. Motivation:
What chores at home do you
want to learn?
G. Motive Question
Read the poem Cooking in
the Kitchen, Find out what
you can learn from it.
D. Discussing new concepts and G. Engagement Activities Where those the King sit? D. Discussion : D.-Name other things which -What do we do first?
practicing new skill #1 Group Activity: Could they build a tower with Group 1 will present cannot be counted? - What do we do next?
-Draw a tower the box? How can he/she make cooking -Name other things which can be -What did we do after that?
-Write a letter easy counted? -What did we do last?
-Write a trait that one must posses Group 2
H. Discussion of the story What makes him/her happy after
What was the king’s dream? cooking?
Group 3
Were you happy to do it? Why?
E. Discussing new concepts and I. Skill Development H. During Reading E. Skills Development: E.Classify nouns as count noun -What steps do you follow
practicing new skills #2 1. Refer to Lm : Try and Learn The Teacher read the poem Sequencing and mass nouns. in washing your hands?
Page 31 a loud while the pupils listen. a. Introduction/Presentation -Alphabet game
Arrange the events as they happened Refer to LM Read and Learn Refer to LM. Try an Learn
in the story “ Tower to the Moon” P. 49 b. Teaching/modelling:
2. Teaching/modelling I. Discussion ask: Which task is done first?
What helped you sequence the What chores did the child Second? Next? Last?
events in the story Learn? What did she do in How do we arrange the steps in a
the kitchen? process?
Refer to LM ..Think and Tell
page 36
F. Developing mastery F. Guided Practice: G.Guided Practice Refer to LM,
(Leads to Formative Assessment 3 Refer to Lm, Do and Learn Read the poem: Identify and Write about it.
classify count noun and mass
noun
G.Finding practical applications of J. Reading the poem by G. In cooking rice what will you do
concepts J Guided Practice see TG p. 47 group, and individual first? Second? Third? etc
and skills in daily living
H. Making generalizations and K. Generalization H. Generalization H.What is the difference of mass What words did we use to
abstractions about the lesson What do you remember in How do we arrange the steps in and count nouns? show the steps in washing
sequencing? the process? your hands? What is signal
We follow the steps in a process in words?
the order or sequence they are
 done.
I. Evaluating learning L .Independent Practice H. give more examples of the I. Independent Practice: I Market List: Refer to LM, Learn
Refer to Lm, Do and Learn page 32 words with long /O/ sounds Refer to LM, learn some more. Some More p. 39
IN a Minute
J. Additional activities for Refer to LM, Learn Some More.
application or remediation
V. REMARKS
VI. REFLECTION
E. No. of learners who earned 80% in
the evaluation.
F. No.of learners who require
additional activities for
remediation
G.Did the remedial lessons work? No.
of learners who have caught up
with the lesson.

H.No. of learners who continue to

require remediation
I. 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?
 School PLARIDEL ELEM SCHOOL Grade Four -
Grade 1 to 12 Teacher LORNA D. ADUANA Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 5/JULY 2019 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Demonstrate understanding of Demonstrate understanding of the element of informational text for comprehension
I. OBJECTIVES writing as a process
Uses a variety of strategies to The learner recall details , sequence of events and shares ideas on text listened to,
A. Content Standards write informational and literary efficiently deliver oral presentation, use strategies to decode the meaning of words
composition
Uses a variety of strategies to The learner recall details , Uses a variety of strategies to The learner recall details , Uses a variety of strategies
B. Performance write informational and literary sequence of events and shares write informational and literary sequence of events and shares to write informational and
Standards composition ideas on text listened to, composition ideas on text listened to, literary composition
efficiently deliver oral efficiently deliver oral
presentation, use strategies to presentation, use strategies to
decode the meaning of words decode the meaning of words
1. Sequence series of events of 1. Realize that the love and care 1.Use Quantifiers of mass 1. Read words, phrases, poems -Sequence events in a story
stories listened to ( EN4LC-le-5) of family and loved ones bring ( EN4G-I e-4 and stories with long /u/ vowel read
C. Learning 2. Give direction orally ( EN4OL- wellness and happiness sounds EN4F-le-5 Use graphic organizers to
Competencies/Objectives le-2) 2. Write different forms of simple 2. Use context clues ( definition ) show understanding of
Write the LC Code for each 3. Use context clues to determine composition ( thank you card ) as to find the meaning of unfamiliar texts
the meaning of unfamiliar words a response to the story listened words. EN4V-Ie-2
(EN4V-Ie-2) 3. Use graphic organizers ( story 3. Use graphic organizer to show -Write different forms of
4. Write different forms of simple sequence chart ) to show understanding of text. simple composition (skit,
composition( thank you card, understanding of text. slogan) as a response to
note, poster slogan) the story read
1. EN4WC-Ie-f-4
II. Content 1.Sequencing series of events “Halo Halo Especial” 1. Reading words, phrases ,poems “Pop Corn”
2.Giving Direction By Yvette Fereol and stories with long /U/ sounds
3. Using Context clues 2. Using context clues to find the
4. Writing different forms of
meaning of unfamiliar words
simple composition
“Halo Halo special”

III. LEARNING RESOURCE

A. References
1.Teacher’s Guide pages Pp. 54-56 Page 57- Page 58-59 Page 60-61 Page 61-62
2. Learner’s Materials Pages Pp.40 Page 43 Page 47 Page 50
 3.Textbooks pages
4.Additional Mats from Power point presentation, Power point presentation,
(LR)portal.
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learn

A.Reviewing previous lesson or A. Drill: A. Drill: A. Drill: A. Drill: - A. Drill:

presenting the new lesson 1. Prayer 1. Prayer 1. Prayer 1. Prayer 1. Prayer
2. Greetings 2. Greetings 2. Greetings 2. Greetings 2. Greetings
3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant
4. Spelling 4. Spelling 4. Spelling 4. Spelling 4. Spelling
5. Classroom Rules 5. Classroom Rules 5. Classroom Rules 5. Classroom Rules 5. Classroom Rules
B. Post Listening B. Developmental Activities: B. Oral Fluency: B. Preliminary Activity
B. Preliminary Activity/Oral Language 1. Review: 1. Grammar Awareness 1. Presentation Review the past lesson
Recall activity on giving direction Recall activities on a. Review Read the words learned
(Show a picture of a child washing Pure sugar
giving direction. Find out and learn page 43 Sequencing
his/her hands.) what are the steps in Sure cure
washing hands? This is Lola Itang’s special What is the common sound in Mass nouns and count
C. Pre- Listening Haluhalo. Name the ingredients of these words? nouns
1. Unlocking of difficulty Lola Itang’s haluhalo and classify Read other words with the long u Long /u/ sound
a. awful them as count nouns or mass sound. Context clues
b. coals nouns Cube fuse excuse cute huge
c. fragrant etc Count nouns Mass nouns Use amuse muse tube tune
D. Motivation C. Vocabulary Development:
Show a picture of a sick child Refer to LM . Try and Learn page
Refer to Lm, Think and Tell 47
How do you know that she is sick? Exercises 1
Have you ever been sick? Read aloud the following
What you made you feel better when sentences.
you were sick?
E. Motive Question
What made Jackie feel better when
she was sick

-
B. Establishing a purpose for the
lesson

C. Presenting examples/ F. During Reading C. Engagement Activity C. Introduction/Presentation D. Guided Practice C. Post Reading Activity
 instances of the new lesson Read the story to the pupils. Pause Divide the class into groups Refer to LM” Read and Learn p 59 Refer to LM Try and learn page 48 1. Engagement activity
some part story and ask prediction Group 1: Draw jackie’s happy Read the paragraph 1.Read the phrases, sentences The pupils are group into
place and say something and rhymes three and each group is
given a task card.
about it. 2. Spelling
Group 1. Make a Timeline
Group 2 : Make a food Show and name some pictures of MUtya’s Plans
calendar of what Lola Itang with /u/ sounds Group 2. Show a skit on the
prepared for Jackie. Cute excuse cube huge part of Mutya spilled the
Group 3: Make a Thank you milk
Card for Lola Itang. Group 3. Make a slogan for
Mutya
D. Discussing new concepts and G. answering the motive question. D. Discussion of the story D. Teaching/ Modelling E. Pre Reading Activities D. Discussion
practicing new skill #1 What made Jackie feel better when ASk: who is sick? 1, what is place on top of lola 1. Unlocking of Difficulties Group activity discussion
she was sick? What should Jackie think of, itang’s rice cake? a. jealous while presenting their
(Refer to TG page 59) b. toss
that will make her feel output.
Say: “ We call these words as c, spilled
better? quantifiers or counters of mass 2. Motivation
nouns. What will you buy if you get some
money? What will Mutya buy with
3. Motive Question her money?
What will Mutya buy when she
gets some money?

E. Discussing new concepts and H. In the story you’ve been listened to E. Presentation of Group E. Guided Practice F. During Reading
practicing new skills #2 Which of the six events happened Output? Discuss every group. ( Refer to LM, do and Learn page 1. The pupils will read the story “
first? Second? third? and last? Group 1 45 ) Popcorn”
2. identify the details of the story
Group 2 What’s in the refrigerator?
through the following graphic
Group 3 A. List down the food items inside organizer
the ref. Use quantifiers for the ( flower )
mass nouns. 3. retell the story using the
graphic organizer
F. Developing mastery I. Recall how lola Itang prepared the F. Skill Development; F. Do activity on page 45 LM E. Skill Development
(Leads to Formative Assessment 3 haluhalo. Arrange the steps in Retell the story on how Lola Complete the lines of the poem a. Teaching/ modelling
preparing the haluhalo. Itang prepared Haluhalo. with the appropriate counter or refer to Lm Do and Learn
Refer to LM p 42 Try and Learn What helped you retell
Recall the steps to follow in quantifiers. Choose the quantifiers
the story?
preparing haluhalo. on the box. How did the graphic
organizer help you?
 What are graphic
organizer?
G. Finding practical applications of J. What are the steps in washing the G. Form a group of 3-4 Pretend G. Let the pupils give an examples F. Guided Practice:
concepts dishes when your mother ask you to that you are in the supermarket. of words with /u/ sounds Story construction game
and skills in daily living do it. Talk about the things you need to Refer to LM, Learn some
buy. Use quantifiers for mass more page 51
nouns, You can start your Story A
conversation with the following Story b page 52
I need to buy_____
I will for _________-
H. Making generalizations and K. What process you should follow in H. what can you say about H. generalization
abstractions about the lesson sequencing? what are the signal quantifiers or determiners of mass What is graphic organizer?
words? nouns? How it helps you in reading
the short story?
I. Evaluating learning L. Listen to your teacher as she read G. Read another short story I. Independent practice H. identify words with /u/ sounds Refer to Story C.
another short story. Arrange the sequence the events Use the correct ( let the teacher prepare for this ) Make a Story/Write a story
pictures of the events as they happened in the story. counters/quantifiers for the mass in response to story read.
nouns.
happened in the story. ( Refer to ( use a graphic organizer fish
Refer to LM, Learn some more
LM .try and learn B. P 42) bone)
J. Additional activities for M. Think of something that you can do and I. use these words in a sentence
application or remediation write the steps to follow. Cute tube cube
Like when you are preparing your beddings, Use huge
Washing your face, Brushing your teeth. etc

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No.of learners who require
additional activities for
remediation
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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 6/JULY 2019 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Understanding that one should Infer feelings of characters in the Use possessive nouns Write a poem/note as a response Summative Test
I. OBJECTIVES listen only to sound advice story listened to to the poem read
Demonstrate understanding of Demonstrate understanding that Demonstrates command of the Demonstrate understanding of
A. Content Standards text type to construct feedback. reading is a wide range to texts convention of standard English writing as a process
provide pleasure and avenue for grammar and usage when writing
self-expression and personal or speaking
development.
Identify story perspective and Use literal information from text Speaks and writes using good Uses a variety of strategies to
B. Performance text elements. to aptly infer and predict command of the conventions of write informational and literary
Standards outcomes. standards English. compositions.
EN4LC-If-1 EN4RC-II-If-4 EN4G-If-5 EN4WC-Ie-f-4 kNOWLEDGE
Knowledge: Knowledge: Knowledge: Knowledge
C. Learning 1. Understand that one should 1. Understand that one should 1.Realize that everything we love 1. Identify and use
Competencies/Objectives listen only to sound advice listen only to sound advice 1. Use possessive nouns can make us happy compound words
Write the LC Code for each 2. Express one’s ideas, 2.Infer feelings of characters in 2. Express ones ideas, feelings 2. Infer feelings, traits of 2. Read words, phrases,
feelings clearly the story listened to clearly characters from poem read poems, and stories with
3. Use context clues ( definition) 3. Write a comic strip , news 3.Use context clues ( definition ) compound words
to find the meaning of report in response to a story to find the meaning of unfamiliar
unfamiliar words. listened to words
Values: 4. Write a poem/note as a
Integration: response to the poem read
II. Content
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
B. References
1.Teacher’s Guide pages P64-66 P66-69 P69-70 P70-72
2. Learner’s Materials Pages P54 P54-56 P57-59 P59-61
3.Textbooks pages
4.Additional Mats from
(LR)portal.
B. Other Learning Resources Chart, flashcards, audio-visual Chart, flashcards Chart, flashcard Chart, flashcard
presentation, picture
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson A. Drill: A. Drill: A. Drill: A. Drill: A. Drill:
or presenting the new lesson 1. Prayer 1. Prayer 1. Prayer 1. Prayer 1. Prayer
2. Greetings 2. Greetings 2. Greetings 2. Greetings 2. Greetings
3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant 3. Poem/jazz chant
4. Spelling 4. Spelling 4. Spelling 4. Spelling 4. Spelling
5. Classroom Rules 5. Classroom Rules 5. Classroom Rules 5. Classroom Rules 5. Classroom Rules
A. Oral Language Development
Show smileys of different B. Preliminary Activities B. Preliminary Activity B. Preliminary Activity B. review
feelings( happy, sad, surprised, 1. Review Reviewing the past lesson Review the past lesson learned
excited etc) Talk about the story C. SkillS Development .
When do you feel happy? listened yesterday C. Presentation C. Pre Reading Activities a.Introduction/Presentation
When do you feel sad? C. Post Listening Refer to LM : Find Out and Learn 1, Unlocking of Difficulty Refer to LM, Find Out and
I feel happy when_________ 1. Engagement Activity Secret Learn.
I feel sad when____________ Divide the class into groups Whistle Say: “Let us read these
The last time I felt excited when Group 1 Firefly words.”
_____ Show in a comic strip when 2. Motivation
the old man, his son, and the What things make you happy? ice cream nighttime
donkey met the different 3. Motive Question anyone firefly anything
people Say: “Today, we are going to daytime
Group 2 read a poem/song entitled
Show a live news report Happiness. This is a song from the
about what happened to the TV special You’re a Good Man
old man, his son, and the Charlie Brown.
donkey What things make the person in
Group 3 the poem/song happy?”
Make a card that will make
the old man and his son feel
good.

B. Establishing a purpose for B. Pre- Listening Activity C. During Reading

the lesson 1. Unlocking of Difficulties Present the poem/song in a chart
a. fool by reading it aloud while the
b. loose pupils listen, then later let the
c. please pupils read/sing it aloud too. Refer
to LM, Read and Learn
 c. Motivation:
Who usually gives you some advice?
Do you listen to him /her?

D. Motive Question
Show a drawing of an old man ,his
son, and a donkey
To whom did the old man and his
son listen to?
C. Presenting examples/ E. During Listening Teaching / Modelling D. Post Reading Activities Teaching/ modelling
instances of the new lesson Read the story to the pupils. Ask 1. Engagement Activities WHAT DO YOU NOTICE
prediction questions at some parts of Possessive Pronouns express Divide participants into 3 groups ABOUT THE WORDS
the story. ownership or possession. . Group 1: In picture cards,
 To make most singular nouns draw meanings of happiness.
show possession, add an Group 2: Draw the
apostrophe s. (‘s) happiest place/s for you. Say
 However, for singular nouns something about it
that ends with -s, add an . Group 3: sing a happy song
apostrophe after -s to show
possession. (s’)
G. For plural nouns that ens in
-s, add an apostrophe after
the s to show possession.
(s’)
D. Discussing new concepts and F. Comprehension check up Discussion Guided Practice Refer to LM, . Discussion Guided Practice Refer to
practicing new skill #1 Answering th motive question 1. Who is going to the Try and Learn. Exercises 1-3 Ask: According to the poem, LM, Try and Learn.
To whom did the old man and his market? what is happiness? Exercises 1-2 Say: “Read
son listened to? 2. Who did they meet on the (Group 1 will show their picture the poems. Identify the
way to the market? cards) Why does the poem say compound nouns.” Form
3. What did they tell the old that all of these make people compound words from the
man and his son? happy? What makes you happy? pair or words given
( Each group shows their Why do these make you happy?
presentation ) (Group 2 will show and say
something about their drawing)
What do you do when you are
happy?
(Group 3 will sing a happy song)
Does everything that you love
make you happy? Do you love
doing the things that make you
 happy? Why? Why not? Who
makes you happy? How can you
make others happy in return?
Let the class do a choral
recitation
E. Discussing new concepts and G. Do they follow the advice of other Skill Development: Inferring Write the correct possessive form Skills Development
practicing new skills #2 villagers? traits/feelings of characters of the given noun in the blank. a. Presentation
a. Introduction/Presentation Refer to LM, Find Out and Learn
It will be (birthday of
Say: “Listen to the following Mika)_________ next Saturday.
sentences from the story Her parents are preparing a party
The Old Man, His Son and a for her. Mother ordered the
Donkey.” birthday cake at (the bakeshop of
Agnes) ________. She has the
invitations printed at (the print
House of Macy)__________
F. Developing mastery Teaching/Modelling Write the correct possessive form Teaching/Modelling
(Leads to Formative Ask: “How were you able to of the given noun in the blank. Ask: “How did we write our
Assessment 3 tell or guess the trait of the poem?
characters? What did you She will be preparing (favorite of ” Say: “We have written an
look for in the statements or Mika) ________ party food. acrostic poem. What can you say
texts that helped you guess Meanwhile, Father bought some about an acrostic poem?”
the trait or feeling of the pink and white balloons at (the “Acrostic poetry uses the letters
characters in the story?” Toy Balloons of of a word to convey a message.”
Say: We can infer or guess Coco)___________. All of the
the traits and feelings of (friends of the children)
characters by what they ___________ are invited. Mika
say, what others say about cannot seem to wait for Saturday.
them, by what they think She is very excited.
and feel and by what they
do.
G. Finding practical applications H. If you were the old man and his Guided Practice Guided Practice
of concepts son. Do you also listen to what the Refer to LM, Do and Learn.
and skills in daily living villagers want them to do? Read the story Lion and the Group Poem
Why or why not? Mouse Divide pupils into 5 or 6 groups.
Say: “Write an acrostic poem
about a feeling or trait (kindness,
honesty, surprise, sadness etc.)”
Example: Keeping a friend In
 good times and never leaving
them during bad times
( Recite poem in the class )
H. Making generalizations and What are you going to do in order to How can we infer or guess How are we going to show How can we infer or guess the
abstractions about the lesson have good fortune? the traits and feelings of possession to express ownership? traits and feelings of characters?
characters?

I. Evaluating learning What is the moral value of this this Listen to the story of “The Direction: Write the possessive Independent Practice
story? Lion and The Mouse” form of the following: Independent Practice Write an acrostic poem
Choose the best word that 1. License of driver- Write an acrostic poem using the using the letters of your
completes the sentence. 2. Hose of firefighter- letters of your name. write name. write something
1. The lion roared at the 3. Baskets of vendors- something about yourself or how about yourself or how you
mouse, put his paw over her 4. Keys of clerk- you feel feel
and said, “I will eat you.” the 5. Dress of Sheila-
lion was ____. Ask some pupils to share their Ask some pupils to share
A. Playful b. Powerful c. poems with the class. Note: As an their poems with the class.
Tearful assigned activity, let the pupils Note: As an assigned
2. The mouse was _____ the make drawings that is activity, let the pupils
lion. appropriate to their poems make drawings that is
A. Afraid of b. Angry with appropriate to their poems
c. Ashamed of
3. The lion laughed and said,
“”I am strong. How could
you ever help me?” the lion
thought that the mouse was
____.
A. Foolish b. Selfish c.
Serious
4. The lion tried to break the
net, but the rope was strong.
The lion flt _____.
A. Careless b. Friendly c.
Helpless
5. “you saved my life. Thank
you,” said the lion to the
mouse. The lion was _____.
A. Cheerful b. Thankful c.
thoughtful
J. Additional activities for Direction: Write an acrostic poem
 application or remediation about “Happiness”. Think of a
word or phrase using the letters
in the word “Shoes”

S
H
O
E
S
V. REMARKS
VI. REFLECTION
F. No. of learners who
earned 80% in the evaluation.
G. No.of learners who
require additional activities for
remediation
H. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

I. No. of learners
who continue to require
remediation
J. 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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 7/JULY 2019 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Realize that one has to exert Express one’s ideas, feelings Read words, phrases, poems, and Identify concrete and abstract Summative Test
I. OBJECTIVES effort to achieve his/her dreams. clearly. stories with accuracy. nouns in sentences.
Demonstrates understanding of Demonstrates understanding of Demonstrate understanding of Demonstrate understanding of the
A. Content Standards the elements of informational verbal and non-verbal elements text elements to comprehend conventions of standard English
text of comprehension of communication to respond various texts grammar and usage when writing
back or speaking.
Recall detail, sequence of events Uses paralanguage and non- Use knowledge of text types to Speaks and write using good
B. Performance and shares ideas on texts listened verbal cues to respond correctly distinguished literary command of the conventions of
Standards to appropriately. from informational texts. standard English.
EN4LC-Ig-1 EN4A-IIa-1 EN4RC-Ig-5 EN4G-Ig-6 Knowledge
knowledge Knowledge Knowledge Knowledge Write a letter of apology
C. Learning 1. Realize that one has to exert 1. Express one’s ideas, feelings Read words,phrases ,poems ,and 1. Identify concrete and abstract
Competencies/Objectives effort to achieve his/her dreams clearly stories with accuracy nouns in sentences
Write the LC Code for each 2. Admire Mouse for his 2. Make inferences and draw 2. Use concrete and abstract
determination to realize his conclusions based on a literary or nouns in sentences
dream expository text
3. Admire Mouse’s parents for
supporting his dream
II. Content
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
 C. References
1.Teacher’s Guide pages P75-77 P77-78 P78-79 P79-80 Page 80
2. Learner’s Materials Pages P66-68 P66-68 P68-69 P71-73
3.Textbooks pages
4.Additional Mats from Chart, flashcards Chart, flashcards, activity card Chart, flashcards, activity card Chart, flashcards, activity card
(LR)portal.
B. Other Learning Resources Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson or A. Drill A. Drill A. Drill A. Drill A. Drill
presenting the new lesson 1. prayer 1. prayer 1. prayer 1. prayer 1. prayer
2. Greetings 2. Greetings 2. Greetings 2. Greetings 2. Greetings
3.reciting poem ,jazz chant 3.reciting poem ,jazz chant 3.reciting poem ,jazz chant 3.reciting poem ,jazz chant 3.reciting poem ,jazz
4. House Rules 4. House Rules 4. House Rules 4. House Rules chant
B. Pre- Listening B. Review B. Review B. Review 4. House Rules
1. Unlocking of Difficulties Recall the details of the story a. recall the story and ask a fewB. Review
Refer to LM ,Think and Tell The Mouse at the Seashore questions about it C.
2. Activating Prior Knowledge C. Read the following sentences b.Direction: Read the words inside
Introduction/Presentation
What comes to mind if you see the taken from the story. Refer to Lm, the box. The teacher will introduce
word seashore? What are the things Think and tell a new game entitled, Show
Beach mouse cat tree
that you can see in it? Refer to LM a. Mouse had one big wish. dogs peace and Tell to the pupils. Show
SEASHORE b. He wanted to go to the fear
trouble
seashore
birds
and Tell will focus on
seashore. concrete/abstract nouns. A
b. Is it easy for you to go to the c. His parents could not change his -What do you call these words? pupil will show an object
seashore? Why? Why not? mind. -Which nouns can be seen, heard, noun to the class and ask
smelled, Which nouns can be somebody to name it.
c. mOTIVE qUESTION: seen, heard, smelled, tasted?
-Which words can be felt?
Say:“you are going to listen to a story
about a mouse who wants to go to
the seashore. Will it be for him to
reach the seashore? Let us find out
the answer to those questions after
listening to the story “The Mouse at
the Seashore” ”
B. Establishing a purpose for the What do we call these two type of
lesson noun?
C. Presenting examples/ D. During Listening B Engagement Activity D.Teaching chart -Concrete nouns are nouns that
instances of the new lesson The teacher reads the story Recall the story The mouse A diagraph is a single sound or can be seen, heard, smelled,
Mouse at the Seashore at the Seashore phoneme which is represented by tasted or felt.
Act out some of the major two letters. Ex.: cat, bird, stone, water
scene in the story. Assign -/sh/ - Abstract Nouns shows virtues,
roles to pupils and encourage -/ch/ traits, characters, or qualities.
them to be as expressive as They cannot be seen, heard,
the characters in the story smelled, or tasted.
Ex.: peace, contentment,
happiness
D. Discussing new concepts and E. Post-Listening C. Enrichment Activities Direction: Compare how the Refer to LM p72 Try and Learn
practicing new skill #1 1. Group the pupils into 4 following words are pronounced. Exercise 1 D. Guided Practice
Answer the following questions: 2. each group must have Listen as the teacher reads the Refer to LM, Learn some
1. Who was going on a trip to the their own task word. Then, read after the more
seashore? Group 1 teacher. Read the sentences
2. What did his parents say? Group 2 /sh/
shore
/ch/
change
/k/
choir
/sh/
chemise carefully. Identify the
3. Did he still push through his plans? Group 3 correct concrete or
wish church chorus chic
shoreline chores choral parachute
Shell children chaos chandelier
Group 3 Shop chant school chantal abstract noun inside the
shepherd chart schedule chicago
box that fits the blank.
Complete the sentence
E. Discussing new concepts and Answer the following questions: ” Refer to LM p69 DO and learn Refer to LM p72 Try and Learn
practicing new skills #2 4. What happened to him on his D. Presentation of their Exercise 2
journey to the seashore? output
What happened in the first light of
dawn? E. Discussion
What happened by the afternoon? Processing the group output
5. When and how did he reach the
ocean he has been dreaming to see?
F. Developing mastery Answer the following questions: Refer to LM p69 Learn some more Refer to LM p 73 Do and Learn
(Leads to Formative Assessment 3 6. What kind of mouse is he? If you
were the mouse, would you take
same action as he did? Why or why
not?
7. What have you learned from the
story “The Mouse at the Seashore?”
G. Finding practical applications of Answer the following questions: Refer to LM p73 Learn Some More E. Independent Practice
concepts 8. Do you have a dream/an ambition Refer to LM, Read and
 and skills in daily living in life? What is it? Learn
9. What will you do to achieve your
dream/ambition?
10. If you meet a challenge along
your way, will you give up? Why or
why not?
H. Making generalizations and What will you do to achieve your What do you do to express How are we going to read words, What is an abstract noun and a Discuss the story
abstractions about the lesson goals in life? your self or your ideas with phrases, poems, and stories with concrete noun? Refer to LM, talk about it
others? accuracy?
I. Evaluating learning Direction: please answer the question Direction: Write a friendly Direction: Look for words in the Direction: Tell weather a noun is Writing/Composition
below in no less than 3 sentences: letter about your trip to any poem with sh and ch sounds. abstract or concrete. Say: “Do you follow your
What will you do to achieve your destination or if you haven’t Classify these words according to parent’s advice? Are there
goals in life? been to any place, you may their sound. Write them on the 1. Beauty some instances in your
share your experiences of appropriate column. 2. Ball life when you disobeyed
how you spent your summer 3. Honesty them? Do you feel sorry
vacation at your own place. sh sound ch sound 4. Faith after you have done them
5. paper wrong?
Write a letter of apology
to your parents saying
how sorry you are for
disobeying them.
Discuss how to write a
letter. Teach the parts of a
letter. Check the pupil’s
composition; then, have
them rewrite the letter
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
K. No. of learners who earned
80% in the evaluation.
L. No.of learners who require
additional activities for
remediation
M. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

N. No. of learners
 who continue to require
remediation
O. 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?
 School Grade Four -
Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 8/JULY 24-28, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Express one’s ides and feelings clearly.
Write forms of simple Read words, phrases and poems Use collective nouns properly Summative Test
I. OBJECTIVES composition as a response to with diphthongs oy, ow and oi
stories/poems read or listened to with accuracy.
-notes/letters
-descriptive paragraph
Demonstrate understanding of non- Demonstrates understanding of Demonstrate understanding of Demonstrates command of the
A. Content Standards verbal cues to communicate with others writing as a process various linguistics nodes to conventions of standard English
comprehend various texts grammar and usage when writing
or speaking.
Applies knowledge of non-verbal skills Use a variety strategies to write Use linguistic cues to Speaks and writes using good
B. Performance to show respect when communicating informational and literary appropriately construct command of the conventions of
Standards with others. compositions. meaning from a variety of texts standards English.
for a variety of purpose.
EN4A-11a-1 EN4WC-Ig-h-6 EN4VRC-Ig-5 EN4GWC-Ig-h-6 Knowledge
Knowledge Knowledge Knowledge Knowledge Skills
C. Learning 1. Use context clues (exemplification) 1. Realize that destroying the 1. Read words, phrases and Infer the theme of literary text Values:
to find the meaning of unfamiliar environment brings bad results poems with diphthongs oy, ow Use collective nouns properly Integration
Competencies/Objectives words 2. Instill in the learners the value and oi with accuracy
Write the LC Code for 2. Express one’s ideas and feelings of caring for the environment 2. Read aloud grade level texts Skills
each clearly 3. Realize that bad ways can be fluently Values:
Skills changed Integration
Values: 4. Infer feelings and traits of Skills
Integration: characters in selections listened Values:
to
5. Write forms of simple Integration
composition as a response to
stories/poems read or listened
to -notes/letters -d

Skills
Values:
 Integration
II. Content
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands -on learning promotes concept development.
D. References
1.Teacher’s Guide page82-85 P85-86 P86-87 P87-88
pages
2. Learner’s Materials
Pages
3.Textbooks pages
4.Additional Mats from
(LR)portal.
B. Other Learning Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative assessment
activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous A. Preliminary A. Preliminary A. Preliminary A. Preliminary A. Preliminary
lesson or presenting the a. Drill a. Drill a. Drill a. Drill a. Drill
new lesson Prayer Prayer Prayer Prayer Prayer
Greetings Greetings Greetings Greetings Greetings
Reciting poem/ jazzchant Reciting poem/ jazzchant Reciting poem/ Reciting poem/ Reciting poem/
Reading Exercises Reading Exercises jazzchant jazzchant jazzchant
Spelling week 8 Spelling week 8 Reading Exercises Reading Exercises Reading Exercises
B. Review B. Review Spelling week 8 Spelling week 8 Spelling week 8
What story did you listen to B. Presentation B. Presentation:
C. Pre-Listening yesterday?
1, Vocabulary Listen as the teacher reads the Present the poem entitled, The
Enchantress,brat,wreck,littering paragraph. Notice how she Flies and the Ants. Ask: “Have you
D. Motivation: pronounces the words in seen a group of flies? Have you
Have you been to beautiful place? Can boldface. also seen a group of ants? What
you describe the beautiful place you Refer to LM, Find Out and Learn have you noticed with these
Direction: listen as the teacher reads the
have been to?( Refer to LM, Think and paragraph. Notice how he/she pronounces the groups of creatures?” Show a
words in boldface.
tell Pol Putol is a big boy. He is one of the three picture of ants and flies. Then
brats. Instead of playing with toys, he destroys unlock the underlined words.
things around him. He cuts trees in a row.
E. Motive Question He does not know about taking care of the Refer to LM, Think and Tell
environment. He does not show concern for it.
One day, he he learned a big lesson. He started
You are going to listen to the story Ema to change his ways. He no longer spoils other
people’s days. People smile at his ways. He now
the Enchantress and the Three Brats. enjoys being with people. He has learned to help
How does Ema’s place looks like? Mother earth grow trees.
B. Establishing a purpose Group activity (4 groups)
for the lesson Group 1: draw Ema the
echantress’ garden.
Group 2: Make a “wanted” poster
for the brats. Describe what each
of them did to Ema’s garden.
Wanted Wanted Wanted
Pat Kalat Pol Putol Paz Waldas

Group 3: Show a charade of how

the three brats react and feel
when they were punished by Ema
the Enchantress.
Group 4: Write an open letter
about taking cre of the
environment.
C. Presenting examples/ Presenting the story Ema the Presenting their group activity Reading of the story. Refer to LM,
instances of the new Enchantress and the Three Brats. Direction: Read the words with Read and Learn.
lesson Say: This story was written by Rene oy, ow, and oi sounds.
Villanueva and Illustrated by Alfonso /oy/ /ow/ /oi/
Onate an Wilfredo Pollarco. Boy row spoil
Enjoy know voice
Toy show choice
Roy grow soil

D. Discussing new concepts Refer to LM pp 75 Try and Learn Discussion: DIPTHONG

and practicing new skill Discussion
A Dipthong is a vowel sound
#1 1. Why is it important to be
* how does Ema’s garden look that begins with the sound of
united in times of emergency?
like? one vowel and ends with the
2. What could have happened if
(group 1 show a drawing of Ema’s sound of another vowel as in
the ants did not cooperate with
garden and describes it) /oy/,/ow/, /oi/
the King?
 *Who are the three brats? What 3. Are you cooperative? How do
did the three brats do to Ema’s you show it?
garden?
(Show a poster of three brats)
*In what ways do we also destroy
our environment?
*How did Ema feel about what
they have done to the garden?

E. Discussing new concepts Continue... *how did Ema punished the three Teaching/ modelling
and practicing new skills Refer to LM pp 75 Try and Learn brats? Direction: Read phrases with
#2 * how did pol feel about having /oy/ Say: “Read the poem again and
no plants and water around? try to look at the underlined
Why? A boy and his toy words. What are these words?”
* How did Pat feel about being in Joy and Roy Refer to LM, Try and Learn
a garbage dump? Why? Roy the young boy
* how did Paz feel about being in Joy the young girl Squadron band kingdom
a dark city? Why? Battalion choir
(group 3 shows through a : Which sentence has collective
charade how Pol, Pat and Paz nouns?
react and feel about their
situations.) 1. A. The waiter served us fruit
juice and oatmeal.
B. A crowd of children and adults
watched the street dancing.
C. Her gems are expensive.
2. A. The students were amazed
at the performance of the
orchestra.
B.The secretary is responsible for
writing the minutes of the
meeting.
C. The tourists love to visit
Hundred Islands in Pangasinan
F. Developing mastery Continue... *Did Ema the enchantress forgive Direction: Which sentence has
(Leads to Formative Refer to LM pp 75 Try and Learn the three brats? Direction: Read phrases with collective nouns?
Assessment 3 * if you were Ema would you /ow/ 1. A. Summer vocation is a fun
forgive the three brats? Why? time for everyone.
Why not? A long row B. I love watching movies,
 *did the three brats change their Don’t know how collecting old coins, and travelling
ways? How did they show it? A good show abroad.
Plants to grow C. A battalion of soldiers marched
to the gate.
Direction: Read phrases with 2. A. Rence, Mark and Benedict
/oi/ like watching Gilas Pilipinas
basketball team play.
Spoiled brat B. Teachers aim the best for thier
Fertile soil pupils.
Right choice C. As Bambina hears the bell
Golden voice ringing, she enters the room
immediately.
3. A. At last, I found my diamond
ring.
B. Renato Reviewed for the
examinations last night.
C. Mr. Romyrick Dela Cruz taught
Music in our class last Friday.
G. Finding practical Continue... *How can we also change our Direction: read, copy underline Direction: Fill in the blanks with
applications of concepts Refer to LM pp 75 Try and Learn ways towards the environment? and the word with /oy/, /ow/ the appropriate collective nouns.
and skills in daily living (group 4 reads the open letter and /oi/ in the sentence. 1. a ___________ of lions
about taking care of the 1. Pol Putol is a big boy. 2. a ___________ of oxen
environment) 2. He destroys things around 3. a ___________ of cattle/ goats
*why is it important to take care him. 4. a ___________ of gorillas
of the environment? 3. He does not show concern to 5. a ___________ of soldiers
the environment.
4. He now enjoys being with
people.
5. He learned to help Mother
Earth grow trees.
H. Making generalizations How do you feel about the story? Can you say something to the *What do you call a word with a *What is a collective noun?
and abstractions about three brats about their bad deeds vowel sound that begins with *How and when do we use it?
the lesson based on the story? Let us put it the sound of one vowel and
into writings. ends with the sound of another
vowel?
-dipthong
* what dipthongs have we
learned today?
 I. Evaluating learning Direction: please answer the questions Direction: write a letter of advice Direction: Read aloud the sentences. Direction: Read the words inside
in no less than 3 sentences. to the three brats to help them Pronounce the words with oy, ow, and the box. Use these collective
oi sounds correctly.
1. What did Ema have done with the avoid their bad deeds. 1. Roy, the young boy has a new toy nouns to complete the paragraph
three brats? car. below.
2. If you were one of the three brats, 2. Show your smile to everyone. Audience crowd choir
will you continue do bad things? Why? 3. Poy told his friends that he has seen band troupe
a long row of trees.
Or why not? 4. Now you can make a choice to join
our club.
5. Plants grow well in fertile soil.
*what words in the sentences have oy,
ow, and oi sounds?
*what other words have oy, ow and oi
sounds?

J. Additional activities for

application or
remediation
V. REMARKS
VI. REFLECTION
P. No. of learners who
earned 80% in the
evaluation.
Q. No.of learners who
require additional activities
for
remediation
R. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.

S. No. of
learners who
continue to require
remediation
T. 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?

School Grade Four -

Grade 1 to 12 Teacher Learning Area ENGLISH
Daily Lesson Log Teaching Dates and Time WEEK 9/JULY 31- AUG. 4, 2017 Quarter 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Express ideas and feeling clearly
Express one’s ideas, feelings Recognize words with silent letter Identify and use the simple Summative Test
I. OBJECTIVES clearly h and gh in phrases, sentences present tense of verbs in
and in a poem sentence.
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrates command of the
A. Content Standards non-verbal cues to communicate non-verbal cues to communicate various linguistic nodes to conversations of standard English
with other. with others comprehend various texts. grammar and usage when writing
and speaking.
 Applies knowledge of non-verbal Applies knowledge of non-verbal Use linguistic cues to Speaks and writes using good
B. Performance skills to show respect when skills to show respect when appropriately construct meaning command of the conversations of
Standards communicating with others communicating with others. from a variety of text for a variety standard English.
of purposes
EN4A-IIa-1 EN4A-IIa-1 EN4RC-Ih-i-4 EN4G-Ii-8 Knowlegde:
Knowledge Knowledge Knowledge Knowledge Write a five-
C. Learning 1. Express one’s ideas 1. Express one’s ideas, 1. Recognize words with 1. Identify and use the sentence paragraph
Competencies/Objectives and feelings clearly feelings clearly silent letters h and gh in simple present tense of using the present
Write the LC Code for each
2. Use pictures, context 2. Infer the theme of a phrases, sentences and verbs in sentences tense of verbs.
clues (exemplification) literary text in a poem 2. Read words, 2. Use the simple present
to find the meaning of phrases and sentences tense of the verbs in a Skills
unfamiliar words Skills with the silent letters h, sentence Values
Values gh Skills Integration
Skills Skills Values
Values Integration Values
Integration Integration Integration

II. Content Using pictures, context clues Writing composition

( exemplification) to find the
meaning of unfamiliar words
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
E. References
1.Teacher’s Guide pages Pp91-94 P94-95 P96-97 P97-98
2. Learner’s Materials Pages P86 P86-89 P90-94
3.Textbooks pages
4.Additional Mats from Chart, flashcards Chart, flashcards, activity card Chart, flashcards, activity card Chart, flashcards, activity card
(LR)portal.
B. Other Learning Resources Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson or Complete the story by choosing the words Recall the story about John Complete the story by choosing the words Recall the story about John Benedict.. Ask Complete the story by choosing
presenting the new lesson inside the box.. Write your answer on a Benedict.. Ask questions to track inside the box.. Write your answer on a questions to track pupil’s comprehension. the words inside the box.. Write
separate sheet of paper. pupil’s comprehension. separate sheet of paper. your answer on a separate sheet
of paper.
Nutritious food junk food Nutritious food junk food
processed food hospital processed food hospital Nutritious food junk food
Mother prepares_____ Mother prepares_____ processed food hospital
for my snacks. These are for my snacks. These are Mother prepares_____
 boiled bananas, a bottle of boiled bananas, a bottle of for my snacks. These are
milk, and sliced of mango. milk, and sliced of mango. boiled bananas, a bottle of
She doesn’t like to give me She doesn’t like to give me milk, and sliced of mango.
money as my baon. She money as my baon. She She doesn’t like to give me
knows that I will buy _____ knows that I will buy _____ money as my baon. She
from the store. She doesn’t from the store. She doesn’t knows that I will buy _____
prepare ______either. prepare ______either. from the store. She doesn’t
Based on her experience, Based on her experience, prepare ______either.
eating processed food like eating processed food like Based on her experience,
toceno, ham and hotdog toceno, ham and hotdog eating processed food like
has once put her life in has once put her life in toceno, ham and hotdog
danger. She had a kidney danger. She had a kidney has once put her life in
problem was confined in the problem was confined in the danger. She had a kidney
_______for a week. She _______for a week. She problem was confined in the
promised not to eat those promised not to eat those _______for a week. She
foods anymore. foods anymore. promised not to eat those
foods anymore.
B. Establishing a purpose for the Refer to LM p 93 Divide the class in four groups. Refer to LM p87 Teaching Chart
lesson Reading of story entitled: A lesson for Each group will do a specific Do and Learn A Subject-verb Agreement
John Benedict activity. *verbs are action words
And will have to present *we use the s form of the verb with
afterwards. singular subjects.
Group 1: Draw Me Example:
Direction: draw nutritious food Mama Annie cuddles her baby with
that you need to eat to grow much love and care.
strong and healthy. Then answer Jovie reads his favorite book.
this: Why do you like to eat *We use the base form of the verb
them? with the plural subject.
C. Presenting examples/ Question 1: Group 2: “Lights...Camera Refer to LM p 87 Refer to LM p91 Try and Learn
instances of the new lesson What did John Benedict bring to his Action!” DO and Learn B A. Myra dances gracefully.
mother and his father when he arrived Act out a healthy and a sickly Ask: who dances gracefully?
home from the school? What kind of child. B. Eric and Ismael join the newly
young boy was he? organized basketball team.
Question 2: Ask: Who join the newly organized
What happened to him? basketball team?
D. Discussing new concepts and Question 3: Group 3: “Tell Me and I will Refer to LM p88 Refer to LM p91 Do and Learn A
practicing new skill #1 What did the doctor do to find out the Listen” Learn Some More
cause of his sickness? Q: if you had the chance to talk
Question 4: to John Benedict when he was Answer the Questions below:
Why did he have to stay in the hospital? still eating junk food, processed 1. What kind of Girl is Haira?
food, and still drinking soft 2. Why do you say that she is
drinks, what would you tell him? Honest?
Let the pupils talk, and let the If you find something, are you going
class listen to the advice that to return it? Why?
some of the pupils will give.
E. Discussing new concepts and Question 5: Direction: check the ones you Question 5: Direction: check the ones you love Question 5:
practicing new skills #2 Would you like to be sick and be brought love and the ones you don’t like. Would you like to be sick and be and the ones you don’t like. Would you like to be sick and
to the hospital like Benedict? Why? Why Kinds of food I like I brought to the hospital like Benedict? Kinds of food I like I be brought to the hospital like
not? to don’t Why? Why not? to don’t Benedict? Why? Why not?
eat like eat like
to to
eat eat
1. Boiled 1. Boiled
banana banana
2. Boiled 2. Boiled
sweet potato sweet potato
3. Boiled 3. Boiled
cassava cassava
4. Native 4. Native
bibingka bibingka
5. Corn chips 5. Corn chips
F. Developing mastery Question 6: Direction: check the ones you 3. What did the police say to her? Refer to LM P 92
(Leads to Formative Assessment 3 Is it proper for children to eat junk love and the ones you don’t like. 4. What did she want the police to Learn Some More (item 1-5 only)
foods? What will happen if you continue Kinds of I like I don’t do with the wallet she found?
eating junk foods? food to eat like to
eat
1. candies
2.chocolate
3. Banana
cue
4.Camote
cue
5. curls
G. Finding practical applications of Question 7: If you were Haira, would you do the Refer to LM p 93
concepts What kind of food children eat everyday? same thing? Why? Why not? Try and Learn
and skills in daily living
H. Making generalizations and Question 8: How many of you like to eat There are that are pronounce with When do we use the s form of the
abstractions about the lesson What kind of food should you eat to stay boiled banana? Boiled potato? silent letter h and gh. Give example of verb?
healthy? Boiled cassava? those
Why do you like to eat them?
I. Evaluating learning Direction: answer the question based on Direction: answer the question Delighted honest Direction: Copy the sentences on your
your very own opinion. Answer the based on your very own opinion. thoughful bright paper and underline the correct verb
questions in no less that 3 sentences. Answer the questions in no less form in each sentence.
that 3 sentences. Pangasinan is one of the 1. His friends Marylyn and Alicia
Q: if you were John Benedict, what progressive provinces in the country. (clean, cleans) the classroom.
would you choose to eat, junk foods or Q: why do we need to eat You will be _____to see and visit the 2. RenTO and Romyrick (arrange,
healthy food? explain. nutritious food? explain. place because of its beauty and arranges) the chairs.
grandeur. 3. They (help, helps) one another
 The people are open minded in cleaning the room.
with ______ ideas to improve the 4. They also (weed, weeds) their
province. Aside from that, they are vegetable garden.
industrious and ____________. 5. They (form, forms) their line
straight in front of the
flagpole.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
U. No. of learners who earned
80% in the evaluation.
V. No.of learners who require
additional activities for
remediation
W. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

X. No. of learners
who continue to require
remediation
Y. 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?

School Grade Four -

Grade 1 to 12
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Demonstrate understanding of Demonstrates understanding that Demonstrate understanding of FIRST QUARTERLY EXAM FIRST QUARTERLY EXAM
A. Content Standards various linguistic nodes to English is stress-timed language English grammar and usage in
comprehend various texts. to achieve accuracy and speaking.
automaticity
Use linguistic nodes to Reads aloud text with accuracy Use the classes of words aptly in
B. Performance appropriately construct meaning and automaticity various oral and written discourse.
Standards from a variety of texts for a
variety of purposes.
Realize that destroying the Read words, phrases and poems Infer the theme of literary text
environment brings bad results with diphthongs oy, ow and oi Use collective nouns properly
C. Learning Instil in the learners the value of with accuracy
Competencies/Objectives caring for the environment Read aloud grade level text
Write the LC Code for each Realize that bad ways can be fluently
changed
Write forms of simple
composition as a response to
stories/poems read or listened to
II. Content Week 8: Caring for the World Week 8: Caring for the World Week 8: Caring for the World Week 8: Caring for the World Week 8: Caring for the
Post Listening Activities Phonics and Word Recognition Post Listening Activities World
Grammar Lesson Collective Nouns
Phonics and Word
Recognition
III. LEARNING RESOURCE List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands -on learning promotes concept development.
F. References
1.Teacher’s Guide pages 85-86 86-87 87-88
2. Learner’s Materials Pages 76-77 77-83
3.Textbooks pages Cartolina, drawing materials, ball Flascards, chart, book, manila Chart of the poem, pictures,
pen paper, pentel pen powerpoint
4.Additional Mats from
(LR)portal.
B. Other Learning Resources What story did you listened Listen as the teacher reads the Present the poem entitled The
yesterday? paragraph. Notice how she Flies and the ant. Ask, Have you
pronounces the words in seen a group of flies? Have you
boldface. See LM p. 76 also seen a group of ants? What
have you noticed with these
 groups of creatures?
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils will learn well. Always be guided by demonstration of learning by the pupils which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils with multiple ways to learn new things, Practice their learning question their learning process, and draw conclusion about what they learned
in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson or Group Activity see TG pp. 85-86 Individual and group reading Reading of the story refer to the
presenting the new lesson LM p. 78
B. Establishing a purpose for the How does Ema’s garden look like? Explain dipthong see Lm p. 76 Read the poem again and try to
lesson Who are the three brats? What did look at the underlined words.
the three brats do to Ema’s garden? What are these words? Refer to
How did you feel about the three LM pp. 78
brats?
How did Ema punish the brats?
C. Presenting examples/ How did Pol feel about having no Give more examples of Discuss collective nouns and
instances of the new lesson plants and water? dipthongs.“What can you say different examples. Refer to LM p.
How did Pat feel being in the garbage about dipthongs?” 79-80
dump? Why?
How did Paz feel being in the dark
city? Why?
D. Discussing new concepts and Did Ema the Enchantress forgive the Read the phrases in Try and Ask the pupils to do the DO and
practicing new skill #1 three brats? Learn p. 77 Learn letter A refer on LM p. 80 81
Did the three brats change their way?
How did they show it?

E. Discussing new concepts and If you were Ema would you forgive How can these words helps Ask the pupils to do the DO and
practicing new skills #2 the three brats? Why? Why not? you to enrich your Learn letter B refer on LM p. 80 81
vocabulary?
F. Developing mastery Why is it important to take care of What is dipthong? How can we identify collective
(Leads to Formative Assessment 3 our environment? nouns?
G. Finding practical applications of Please see TG Skill Development p. Answer Lear Some More LM Answer Learn Some More letter A
concepts 86 p. 77 refer on LM p. 82
and skills in daily living
H. Making generalizations and Write a poem or a paragraph of how Think of other words with Answer Learn Some More letter B
abstractions about the lesson we can take care of our dipthong. Write it on your refer on LM p. 82-83
environment? notebook.
I. Evaluating learning Demonstrate understanding of Demonstrates understanding Demonstrate understanding of
various linguistic nodes to that English is stress-timed English grammar and usage in
comprehend various texts. language to achieve accuracy speaking.
and automaticity
J. Additional activities for Use linguistic nodes to appropriately Reads aloud text with Use the classes of words aptly in
application or remediation construct meaning from a variety of accuracy and automaticity various oral and written discourse.
 texts for a variety of purposes.
V. REMARKS
VI. REFLECTION
Z. No. of learners who earned
80% in the evaluation.
AA. No.of learners who require
additional activities for
remediation
BB. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.

CC. No. of learners

who continue to require
remediation
DD. 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?