DLL - English 1 - Q4 - W6

School: File Submitted by DepEd Club Member - depedclub.
com Grade Level: I

GRADES 1 to 12 Teacher: File created by Ma’am NINA SHERRY L. CLEMENTE Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 18 – 22, 2019 (WEEK 6) Quarter: 4TH QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Listening Comprehension (Vocabulary) Grammar Grammar Listening Comprehension
-The learner demonstrates The Learner demonstrates -The learner demonstrates -The learner demonstrates -The learner demonstrates
understanding of story elements understanding of familiar English understanding of concepts of understanding of concepts of nouns understanding of story elements
and text structures for effective words for effective nouns and adjectives for and adjectives for identification and and text structures for effective
oral expression. communication identification and description description oral expression.
A. Content Standards
Listening Comprehension
-The learner demonstrates
understanding of story elements
and text structures for effective
oral expression
Listening Comprehension (Vocabulary) Grammar Grammar Listening Comprehension
-The learner correctly identifies The learner uses basic vocabulary -The learner correctly names -The learner correctly names people, -The learner correctly identifies
elements of literary and to independently express ideas people, objects, places and things objects, places and things through elements of literary and
informational texts to aid about personal, home, school through theme-based activities. theme-based activities. informational texts to aid meaning
meaning getting. and community experiences getting.
B. Performance Standards
Listening Comprehension
-The learner correctly identifies
elements of literary and
informational texts to aid
meaning getting.
EN1LC-IVa-j-2.1 EN1V-IVf-j-12.1 EN1G-IVf-j- EN1G-IVf-j-5 EN1LC-IVa-j-2.1

Listen to narrative and Give the meaning of words using Recognize describing words for Recognize describing words for Listen to narrative and
informational text or poem and clues (TPR, pictures, body people, objects, things and places people, objects, things and places informational text or poem and
C. Learning Competencies/
Note important details movements, etc.) (color, shape, size, height, weight, (color, shape, size, height, weight, Note important details
Objectives Write the LC for
EN1LC-IVa-j-2.1 length, distance, etc.) length, distance, etc.)
each
1. Listen to narrative and
informational text or poem and
Note important details
II. CONTENT
III. LEARNING RESOURCES

A. References
Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4
English Teachers Guide English Teachers Guide English Teachers Guide English Teachers Guide English Teachers Guide
1. Teacher’s Guide pages Page 98 Page 99 Page 100 Page 101-102 Page 103
2. Learner’s Materials pages
3. Textbook pages
B. Other Learning Resources

IV. PROCEDURES
Let pupils answer the question Asking question about the story. Ask question regarding the story, What are adjectives? Singing of a song “ itsy bitsy spider”.
from the story, “Si Nina sa Bayan What did Nina do? Where did she “Nina in the Town of Daldalina.”
ng Daldalina.” plan to go? What did her mother (lyrics of a song is at TG on page
tell her to do? What did her 311)
A. Reviewing previous lesson
father ask her to bring?
or presenting the new lesson
Where did Nina go? What did she
see in the forest? What did she
see on top of the mountain?
What did she see under the sea?
Introduces the poem “ cackle Teacher introduces the poem “At Recite the poem “ little Miss Muffet,” Teacher:
cackle mother goose” the Seaside” in class. Pupils recite “I’m a Little Tea Pot” Today, shares/express personal
Let them recite the poem and the poem and unlock the I’m a little tea pot -let pupils unlock the meanings of the ideas, thoughts, actions, and
unlock the meanings of the new meaning of the highlighted words Short and stout highlighted words in the poem feelings using familiar words
words in the poem. in the poem. Here is my handle
Here is my spout
“Cackle Cackle Mother “At the Seaside” When I get all steamed “Little Miss Muffet”
Goose” By: Robert Louis up Little Miss Muffet
Cackle cackle Mother Stevenson Hear me shout Sat on a tuffet,
B. Establishing a purpose for Goose, When I was down beside Tip me over and pour me Eating her curds and
the lesson Have you any feathers the sea out whey;
loose? A wooden spade they I’m a little clever tea pot Then came a big spider;
Truly have I, pretty gave to me Yes, it’s true Who sat down beside
fellow, To dig the sandy shore. Here let me show you her;
Half enough to fill a My holes were empty like What I can do And frightened Miss
pillow. a cup. I can change my handle Muffet away
Here are quills, take one In every hole the sea and my spout Teacher:
or two, came up, Just tip me over and pour Today, you will able to recognize
And down to make a bed Till it could come no me out describing words.
for you. more. (Repeat first stanza)
C. Presenting Posts a picture on the board. Teacher: Teacher posts a picture on the Posts a picture and asks questions Asks the pupils to share with the
examples/instances of the Today, we are going to continue board and asks questions about it. about it. class the cleanest and the most
new lesson to read the second half of the beautiful place they know.
story entitled “si nina sa bayan ng
daldalina” Let them share their stories with
-pupils answer some questions their classmates.
Talk about the psted picture. Ask a volunteer to recall the first about the picture and talk about
half of the events of the story it. -pupils will study the picture. And
they heard yesterday. answer the questions.
Let them share their experiences
Show some objects used for related to the picture. -pupils answer questions about the
cleaning. picture and talk about it.
Pupils will say the names of the
objects.
-teacher will introduce the

English names of the objects.
-have the pupils share their ideas

on when and how they often use
those objects.
Have the pupils answer the Asks pupils to show and describe Talk about the pictures. Asks the pupils to practice using the Teacher posts some simple
teachers questions. their pictures of daldalina. adjectives discussed the previous day. questions and answers to those
Teacher says: What do you see in Original File Submitted and Formatted question on the board.
What do you see in the picture? Teacher will prepare the pupils the picture? That’s right. There are by DepEd Club Member - visit
How will you describe the for the rereading of the second garbage bins for paper, glass, and depedclub.com for more
picture? That’s right. It is part of the story. plastic. What are they for? What Let pupils determine the words that
beautiful. It is clean. Why do do we put in each one? Have you are used to ask questions.
think is the place beautiful and seen one of those at home, in
clean? What things make it school, or in your neighborhood? ( questions and answer is at TG on
beautiful? Is your neighborhood Do you know how to make them? page 311)
as clean and beautiful like the What do you think are other things
D. Discussing new concept
picture? What does your that we can use as garbage bins?
and practicing new skills #1
neighborhood look like? Talk Discuss and brainstorm with your
about your community with your seatmate about the things that we
seatmate. Use the adjectives that can use as garbage bins. I will give
we studied. Later, I will call some you a few minutes to discuss.
of you to share what your Later, I will call some of you to
seatmate told you about their share your ideas in class.
community.
Encourage them to share their Encourage them to do the task.
answers with their seatmate.
Call some pupil to share their
answer in front of the class.
E. Discussing new concepts Tell the class that they will read Teacher : Posts some pictures and a list of Teacher asks pupils to practice using Encourage each pupil to participate
and practicing new skills #2 the story again Re-reads the second half of the adjectives on the board. the adjectives discussed the previous the class discussion.
story. day. Some pupils may act them out,
while others may say the adjective Guide each in making the task.
Rereading the story, “Si Nina sa that describes the feeling acted out by
Bayan ng Daldalina.” the other group.
Teacher says: We are going to practice
Pupils listen carefully and focus Let pupils works in triads and using the adjectives that we studied
on the details of the story. match the adjectives with the yesterday. I will divide your class into
correct pictures. eight groups. There should be only
four members in your group. Each
Teacher will discuss the pupils group will get pieces of paper with
answers. adjectives written and pictures drawn
on them. Two members of your group
Encourage them to participate the will act out the feelings shown on the
discussion. papers, while the other two will say
the adjectives that describe the
feelings. After a few rounds, the
members will exchange roles.
F. Developing mastery (Leads Asking questions from the story. Asking questions from the story. -let them make a sentence using Let pupils make their own crown. And Call each pupil to answer the
to formative assessment) the adjectives posted on the in their crown, let them write a word questions.
Encourage each to participate the board. that best describe them.
class discussion
G. Finding Incase you meet a girl like Nina, Will you laugh at a person with Ask them to draw their community Group sharing using their improvise Have them make a sentence using
practical/ will you befriended her? disability? and make a simple sentence using crown.: the words posted , recently
application of concepts and an adjective. discussed.
skills in daily living Have each group present their task in
front of the class.
H. Making generalizations Remember: Who is Nina? What are adjectives? What are adjectives? Ask:
and abstractions about the Do not laugh a person with
lesson disabilities. What is a question?
(questions are asking sentences)
Direction: Direction: Direction: Direction:

Circle the letter of the correct Color the kind of neighborhood Choose the word which goes with Write the answers to the following
answer: that you want to have. each picture. Write the adjective questions in the space.
I.Evaluating Learning under each picture.
J. Additional activities for - let them draw their own -reminds the pupils to review Asks the pupils to review Write 20 adjectives in your notebook. Checking and recording
application or remediation versions of daldalina in their their lesson on adjectives. adjectives.
notebook.
-write two or three adjectives to
describe their pictures.
V. REMARKS
VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above above above above above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for remediation additional activities for remediation
remediation who scored remediation remediation remediation
below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the
have caught up with the the lesson the lesson the lesson lesson lesson
lesson
D. No. of learners who ___ 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
continue to require require remediation require remediation require remediation require remediation require remediation
remediation
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:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ 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/
E. Which of my teaching
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
strategies worked well? Why
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
did these work?
___ 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 ___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation
Cooperation in Cooperation in in doing their tasks in
doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ 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
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making 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 __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully delivered The lesson have successfully
delivered due to: delivered due to: delivered due to: due to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
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:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
G. What innovation or
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
localized materials did I
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
use/discover which I wish to
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
share with other teachers?
___ 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 ___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation
Cooperation in Cooperation in in doing their tasks in
doing their tasks doing their tasks doing their tasks doing their tasks
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File created by Ma’am NINA SHERRY L. CLEMENTE

DLL - English 1 - Q4 - W6

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DLL - English 1 - Q4 - W6

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School: File Submitted by DepEd Club Member - depedclub.

com Grade Level: I

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EN1LC-IVa-j-2.1 EN1V-IVf-j-12.1 EN1G-IVf-j- EN1G-IVf-j-5 EN1LC-IVa-j-2.1

III. LEARNING RESOURCES

B. Other Learning Resources

-teacher will introduce the

-have the pupils share their ideas

Direction: Direction: Direction: Direction:

File Submitted by DepEd Club Member - depedclub.com

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