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School: Grade Level: IV

GRADES 1 to 12 Teacher: File created by Sir BIENVINIDO C. CRUZ JR Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 18 – 22, 2017 (WEEK 8) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES ORAL LANGUAGE – The learner demonstrates understanding of ORF – The learner demonstrates SS – The learner demonstrates an G – The learner demonstrates a
A. CONTENT STANDARDS verbal cues for clear expression of ideas an understanding that English is understanding of library skills to command of the conventions of
LC – the learner demonstrates an understanding of the elements of stress-timed language to achieve research on a variety of topics standard English grammar and
literary and informational texts for comprehension accuracy and automaticity A – The learner demonstrates an usage when writing or speaking
*READING COMPREHENSION –The learner demonstrates V - The learner demonstrates an understanding of verbal and non WC – The learner demonstrates an
understanding of various linguistics nodes to comprehend various understanding that word meaning verbal elements of understanding of the importance of
texts can be derived from different communication to respond back using varied sources of information
sources to support writing
The learner demonstrates an
understanding that words are
composed of different parts and
their meaning changes depending
on context

B. PERFOMANCE STANDARDS OL- The learner efficiently delivers oral presentations ORF- The learner reads aloud text SS – The learner uses library skills G – The learner speaks and writes
LC – The learner identifies story perspectives and text elements with accuracy, automaticity, and to gather appropriate and using good command of the
RC – The learner uses knowledge of text types to correctly prosody relevant information conventions of standard English
distinguish literary from informational text V – The learner uses different A – The learner uses WC – The learner uses varied
resources to find word meaning paralanguage and nonverbal cues sources of information tp support
The learner uses strategies to to respond appropriately writing
decode the meaning of words
C. LEARNING COMPETENCIES/ ORF- Read grade-level texts with SS – Locate information from G – Use adverb of place in
OBJECTIVES (Write the LC Code for LC- Identify the main idea, key sentences, and supporting details appropriate speed, accuracy, and indices sentences
each) from text listened to expression EN4SS-IIIg-1.3 EN4G-IIIg-18
EN4LC-IIIg-1.1 - EN4F-IIIg -15 A – Browse and read news page WC – Write/compose clear and
OL – Tell/retell familiar stories by using appropriate gestures and V- Identify different meanings of school paper for information coherent sentences using adverb
expressions in complete sentences of content specific words EN4A-IIIg-33 of manner
EN4OL-IIIg-18 (denotation and connotation) EN4WC-IIIf-32
RC- Identify the main idea, key sentences, and supporting details EN4V-IIIg-38
of a given text
EN4RC-IIIg-40
II. CONTENT
 Identifying the main idea, Key Sentences, and Supporting *Identifying Different Meanings *Locating Information from *Using Appropriate Adverb of
Details of a Given text Listened to and Read of Content Specific Words ( Indices Place
 Telling and retelling Familiar Stories by Using Appropriate denotation and connotation) *Browsing And Reading News *Writing/ Composing Clear and
Gestures and Expressions in Complete Sentences *Reading Grade level Texts with Page of School Paper for Coherent sentences Using Adverb
Appropriate speed, Accuracy and Information of Place
Expression

LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages TG pp. 276-281 TG pp. 285-287 TG pp. 271 – 274, 287-290 TG pp. 255-258
2. Learner’s Materials Pages LM pp. LM pp. 301-303 LM pp. 290- 294, 303- 305 LM pp.
3. Textbook Pages Getting to Know Others 4 tx.pp. 119
4. Additional Materials from
Learning
Resource (LR) Portal
B. Other Learning Resources Pictures, Chart, PPT, task cards, foldables Pictures, Chart, PPTx, foldables Pictures, Chart, PPTx, foldables Chart, PPTx, foldables
III. PROCEDURES
A. Reviewing the previous lesson or Let the pupils Watch the video of water cycle. Present the two boxes A and B on What are the different type of Ask: have you been to this place? (
presenting the new lesson Write some observations based on the video. LM p. 301. texts? Give examples. a picture of a grocery or a
Let the pupils examine and study convenient store or market place)
the sentences inside the two
boxes.
B. Establishing a purpose for the Unlocking of difficulties Answer questions 1 – 4 on LM p. Do you still remember the parts Let the pupils read the dialogue.
lesson Invisible vapor 301 of the book? The teacher will ask questions
Moisture Explain about connotation and Original File Submitted and about the dialogue.
Precipitation denotation Formatted by DepEd Club A Day in the Market LM pp.
Circulation Ask the pupils to point out what Member - visit depedclub.com
Hydrologic cycle the two words’ definitions have in for more
( use pictures) common. Continue the
Motivation: Have you seen how water cycle moves? comparison and contrast of the
Motive Question: What is the paragraph about? two words until they come up with
which word has the positive and
negative meanings.
C. Presenting examples/instances of Let the pupils listen to the article the teacher will read. Let the pupils answer Try and Present the poem My Index Let the pupils study the examples.
the new lesson The waters of the earth move continuously from the oceans, to Learn on LM p. 302 ( 1 – 3 ) Finger Mother and jenny buy the things
the air, to the land, and back to the oceans again. The sun’s heat Refer to TG p. 271 they need at the market.
evaporates water from the oceans. The water rises as invisible What finger do you use to point? There are vendors everywhere.
vapor, and falls back to the ocean as rain, snow, and some other Is the index finger useful? Why? They sell their products around the
form of moisture. This moisture is called precipitation. Most town.
precipitation drops back directly into the oceans. The remainder Put the fish and vegetables in the
falls on the rest of the earth. In time, this water also returns to the basket.
sea, and the cycle starts again. This unending circulation of the
earth’s waters is called water cycle or hydrologic cycle.
D. Discussing new concepts and Ask questions about the article listened to. Explain about the denotation What do the underlined word tell?
practicing new skills #1 What is the paragraph about? Which sentence contains the main which is the specific, exact and Show the index of the book. Say: What question do these words
idea of the paragraph? What is the first supporting detail in the concrete meaning of a word . It This is the index of the book. It is answer?
paragraph? can be found in the dictionary. usually found at the back of the
Which detail is correct? While connotation is an idea or book or at the last page of a Adverb of Place tells where an
a.All forms of precipitation first falls into the oceans. quality that a word makes you book. Just like an index finger, it action is done.
b.Rain, snow, and water vapor are called precipitation. think about in addition to its points to a particular topic. There everywhere
c.Water cycle refers to the circulation of water on the earth. meaning. Show a sample page of an index Behind around
written on chart or in PPTx. iNside outside
Ask questions about the topic. Away in the city
Forward outdoors
Here on the farm
Upward in the office
E. Discussing new concepts and Guided Practice Guided Practice Guided Practice Guided Practice
practicing new skills #2 Let the pupils read the paragraph and answer the questions Answer Do and Learn on LM p. 303 Let the pupils answer the following.
afterwards. (1–5) Refer to LM p. 291-292 Try and “Where do things happen?”
( see attached sheets) Learn .Answer them afterwards. Where does Mother cook our food?
Etc.
F. Developing mastery Independent Practice Independent Practice “Independent Practice Independent Practice
(Leads to Formative Assessment 3) Let the pupils listen/read the article. Answer questions afterwards. Directions: Read the sentences Refer to LM Do and Learn on p. Let the pupils do Do and Learn on
The world’s surface consists of water and land. Air surrounds the then choose the real meaning of a 293 - 294 LM pp.
surface and extends to outer space. Water – chiefly the great word. Activity I
oceans-covers less than ¾ of the world’s surface. All living things 1.She is very childish in all Complete the sentences by writing
must have water to live , just as they must have air. People also use Her actuations and actions. the appropriate adverbs of place.
water for irrigation, industry, power, and transportation. In a.Child b. innocence In the library outdoors
addition, the oceans, lakes, and rivers provide fish and other foods. 2. There is a new restaurant in the at the park everywhere
What is the paragraph about? city. on the seashore
Is there one sentence to express the main idea? a.original d. fresh 1.We enjoy having
What two details are not mentioned in the paragraph? 3. Used clothes are considered picnic____________.
a.Air surrounds the world and extends outward into space. cheap. 2.Children love to read books
b.Fish and other foods are found in the world’s waters. a. inexpensive b. lower in quality _______________.
c.The oceans separate land masses called continents. 4.I have seen snakes in the zoo. 3.It is nice to exercise
d.All living things must have air to live. They are of different colors. ______________.
e.Farmers settle where there is water for irrigation. a. animal b. traitor 4.We can see GOD’s creations
5. What symbolizes dove in the _____________.
United Nations? 5.They enjoyed making sand castles
a. bird b. peace/unity ______________.
6. We have a real home in our
family.
a. house/shelter b. love
G. Finding practical application of Let the pupils tell their We use different places in all our
concepts and skills in daily living Denotation is the dictionary ideas/concepts of the lesson daily activities.
definition of a term. It goes by the presented. Do Learn some More A and B on LM
book, essentially. Whereas, a *What is an index of a book? pp.
connotation is what we associate *In which part of the book it is Write five sentences using adverb
the term with. located? of place.
* What does the index tell? Get a partner. Ask and answer
What are found in the index? questions about where they will be
going this coming weekends.

H. Making generalizations of The main idea of a paragraph is often stated in a sentence, called Denotation is the specific, exact Teaching Chart Adverb of Place
concepts and skills in daily living the topic sentence. It is usually the first sentence of the paragraph. and concrete meaning of a word. *The index is a listing of topics in  A word that tells where an
Sometimes the topic sentence is the last sentence and acts as a This is the meaning you will find in a book, arranged alphabetically. action is done is an adverb
summary of what the paragraph said. In a few cases, the main idea the dictionary It has more detailed information of place.
is stated in a sentence within the paragraph. In stories, there often Connotation is an idea or quality than the
is no topic sentence for the paragraphs of conversation. that a word makes you think about table of contents .
in addition to its meaning. It refers *It also gives the pages where
to the emotions associated with a you can find these topics.
word. Sometimes it has social *An index is located at the back
cultural implications. It can be of the book.
positive or negative.
I. Evaluating learning Directions: Read the paragraph below and answer the questions Directions: Write C if the meaning Directions: Study the index. Directions: Look at the pictures and
that follow. of the word is on connotation and And answer the following write sentences about them using
From the beginning of their life on earth people have had to D if it is a denotation meaning. questions. adverbs of place.
adapt to conditions in the world to survive. The earliest human 1. I had a nice time with my INDEX
beings lived by hunting and gathering wild plants. They made pet owl. Endangered species,20-21
clothing from animal hides and furs and used branches and other 2. You are like an owl in Reserves,22
natural materials to build shelters. About 10,000 years ago some your studies. Dodo,24-25
people began to raise plants and animals after food became scarce. 3. There are many sharks in The Panda, 24
People who farmed could settle in one place and produce enough the political arena. Tigers, 25-26
food to feed many others. 4. Let us enjoy the sharks in Gardenia taitiensis, 59
1. Want is the paragraph about? the Ocean Adventure in Giant lily,60
2. Which sentence contains the main idea of the paragraph? Subic, Zambales Ginger lily, 72
3. Which two supporting details are given in the paragraph? 5. I don’t like a friend who is Calla lily, 120
a snake. Hibiscus
6. Snakes are dangerous Apple Blossom, 67
reptiles. Syriacus, 68
Mary Forbes, 69
Lesson Index
Gardener and little Bird, 213
Geography lesson,109
Giant Ipil Ipil, 95
Gold, 14
1.What is the entry wor for the
panda?
2.Where can you find
information about apple
blossoms?
3.How many kinds of Gardenia
are there?
4.What picture is found on page
95?
5.What are the endangered
species?
J. Additional activities for Copy articles from magazines and state the main idea and the key Copy an index in any of the book
application or remediation sentence. you have at home.

V.REMARKS
VI.REFLECTION
No. of learners who earned 80% in the ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
evaluation above ___ of Learners who earned 80% above above
above
No. of learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation who scored additional activities for remediation additional activities for remediation activities for remediation activities for remediation activities for remediation
below 80%
Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson lesson
No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
remediation require remediation require remediation require remediation require remediation remediation
Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
What difficulties did I encounter which __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
my principal or supervisor can help me __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
as Instructional Materials as Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures