GRADE 1 to 12 School Grade Level IV

DAILY LESSON LOG Teacher Subject ENGLISH

(Pang-araw-araw na
Tala ng Pagtuturo)
I.OBJECTIVES
Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC Code for
each
II.CONTENT
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or
presenting the new lesson.
Teaching Dates and Time WEEK 1 Quarter QUARTER 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Get the main idea and Note important details from Identify the Story Elements Identify and use compound SUMMATIVE TEST
supporting details from a selection listened to. words in sentences. #1
text listened to.
Demonstrates Demonstrate understanding Demonstrate understanding Demonstrates understanding
understanding of the of various linguistic nodes to of writing styles to that word meaning can be
elements of comprehend various texts comprehend the author’s derived from different
informational text for message. sources.
comprehension.
Recalls details, sequence Use linguistic cues to Use literal information from Uses different resources to
of events and shares appropriately construct texts to aptly infer and find word meaning.
ideas on text listened to. meaning from a variety of predict outcomes.
text for a variety of purposes.
EN4LC-IIa-1 EN4RC-IIa-1 EN4RC-IIa-1 EN4V-IIa-1
Poems: “I like bugs”
Big Book Story “The Pictures of some Flashcards, chart, story, Flashcards, chart
Grouchy Ladybug”, animals/insects pictures
assorted pictures of
insects e.g. ladybug,
insect, etc.
P113-115 116-119 119-122 122-124
P98-106 P99-101 P101-111 P 111-112
Audio-visual presentation Audio-visual presentation Audio-visual presentation
Present a picture Review of yesterday’s lesson Retell the story yesterday. Post the following compound
Refer on LM98 about the bugs. Post the paragraph taken words.

B. Establishing the purpose to the
lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Present a picture of a whale from the story The Grouchy Refer LM P 112
Ladybug.
Look at the bugs in the Look at the Whale in the Based on the paragraph: Ask: What can you say about
picture? Can you name picture. Name the body parts When and where the story the compound words that I
them? of the whale from the happen? Describe it. posted on the board?
Refer to LM98 picture. What do you call this part of
the story?
Teaching/Modeling Unlocking of difficulties Find out and learn Present the following
Refer to TG113 Refer to TG 116 Refer to TG p 107 sentences on the board.
Refer to TG 122
Copy the concept map, Copy the concept map, then Introduce the Teaching Chart Introduce the Teaching Chart
then write the main idea write the main idea of the Refer to TG P 120 Refer to TG P 123
of the poem “I Like poem “Insect Bodies” and
Bugs”. provide other supporting
details found in the poem.
Find Out and Learn Ladybug circle of friends: Identify the elements in the Try and Learn
LMp.99 Draw faces that will show story “Buddy and the Cat” Refer to LM p112
one who is grouchy and one
who is friendly; and say
something about it.
Do and Learn LM p.100 Find out and Learn Do and Learn A.
Refer to TG p 107 LM p 113
How can you tell a bug Do all stories need an How do we identify
from other living things? elements? Why? compound words on
sentences?
Directions: Read the Directions: Read the story Directions: Write a short Directions: Identify the
poem below. Identify the “The Grouchy Ladybug” and story following the three compound words used in the
main idea and the answer the following story elements. poem.
supporting details. question: Setting: ________________ Animal Homes
1, What is the story about? Characters: _____________ (Author: Unknown)
Where is the Caterpillar? 2. What happened when the Plot: __________________ A spider live in a cobweb.
two ladybugs landed on the Beginning: ___________ A dog in the dog house.
Where is the caterpillar same leaf? Why? Middle: _____________ A worm in the tunnel
hiding today? 3. Why did the grouchy Ending: _____________ underground
We looked under the ladybug fly away?
 table. 4. If you were the grouchy
We looked on the chair. ladybug, what would have
We looked out the you done?
window. 5. Why did the ladybug want While horses stay in a
But he was not there. to fight? barnyard.
No bedroom, nor bed
Where is caterpillar Just a cozy place to sleep.
hiding today?
We looked in the
fishbowl.
We looked in the sink.
We looked in the flowers.
What did we see?
A beautiful butterfly
looking at me?

Main Idea:
Supporting Details:

J. Additional activities for Draw and color a bug Answer the questions on Find Identify the compound words
application or remediation which you think the out and learn used in the poem.
author of the poem will Refer to TG p 111 “In the Beehive” Refer on LM
like. Explain why? p 114

V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:

I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 2 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES NATIONAL HEROES DAY To arrange 8-10 words with Answer wh-questions based on Identify the different Identify word with affixes
different beginning letters in news reports/ selections listened elements of a story.
alphabetical order. to/read.
Demonstrates understanding Demonstrates understanding of Demonstrates Demonstrates understanding
of library skills to research on verbal and non-verbal cues for understanding of texts of verbal and non- verbal
Content Standards a variety of topics. effective oral presentation types to construct cues for effective oral
feedback. presentations.
Uses library skills to gather Efficiently delivers oral Identify story Efficiently delivers oral
b. Performance Standards appropriate and relevant presentations perspective and text presentations.
information. elements.
c. Learning Competencies/ EN4SS-IIa-1 EN4LC-Iib-3 EN4LC-Ib-2 EN4OL-IIb
Objectives. Write the LC Code for
each
II.CONTENT Different beginning letters in Song “If All the Little Raindrops” Story “ a Jar of Affixes
alphabetical order. Lollipops’
III.LEARNING RESOURCES Big book Newspapers Story Charts, paper strips
book,pictures,flashcards
, paper strips
A. References
1.Teacher’s Guide pages 124-125 127-129 129-132 132-133
2.Learner’s Materials pages 116-118 120-123 124-128 128-129
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal

B. Other Learning Resources

IV.PROCEDURES
A. Review previous lesson or Call some pupils to read the How do we alphabetize the What are the wh- What are we going to do if
presenting the new lesson. selection words? questions? there’s a typhoon?
Refer to LM p115
B. Establishing the purpose to the Let the pupils read the Do you listen to the news Do you prepare for a
lesson. following words individually, reports? typhoon? Why? Why
by pairs or by groups. What kind of news do you listen not?
Try and Learn Refer to LM p. to? Why? What happens during a
115 typhoon? Why?
C. Presenting examples/ Present the word box. Listen to the news report. Let the pupils complete Have children read the
instances of the new lesson Refer to LM, Listen and Learn p. the KWl chart following sentences. Refer to
Yellow 120. TG 132.
Jacket What I What I What I Learned
Ladybugs Know Want
Strolling to
Tiny Know
Creep
About
Arrange the following words a
in alphabetical order. typhoo
n
Say: This a story about
typhoon that hit the city
in 2013. What
happened during the
typhoon in Tacloban?
D. Discussing new concepts and Teaching / Modelling Teacher Present the telephone Interactive reading of Ask pupils to read the
practicing new skills # 1 Chart conversation in LM p.121 the story a jar of highlighted words in the
TG p125 Lollipops. Refer to Lm sentence. Refer to TG p 132.
p.124-125 Say: can you separate these
words into parts? How many
parts will you have? What are
these parts?
E. Discussing new concepts and Answer the questions in LM Talk
practicing new skills # 2 About It.
F. Developing Mastery (Leads to Group the pupils into 3. Each -What things should you Do the “Talk About Give the root words of the
Formative Assessment 3 group will arrange the given remember when listening to a It”.Refer to LM p.126. following.
words in alphabetical order. news report? 1. beautiful
Do and Learn -What question should you ask 2. unlike
Refer to LM p 118 yourself to check you got the 3. playful
important details from the news 4.disregard
report? 5. respectful
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and What are the things to be
abstractions about the lesson remember an Alphabetizing
list of words/names.
Directions: Arrange the
I. Evaluating learning following words in
alphabetical order.
Telephone Wire
Church tower
Elephant
Snail
Chimp
Do Learn Some More
J. Additional activities for Refer on LM p 119.
application or remediation
If you are to re-tell or restate
information to someone, what
details should you include?
Directions: Read the news report
and note the important details by
answering the wh-questions.Refer
to LM p.123
Do Learn Some More
Refer on LM p.124
Write the affixes for the
following words.
1. guard
2. rain
3.fold
4. make
5. use
What will you do What is affix?
during typhoon?
Directions: Interview Change the underlined words
your school principal. to new words with affixes.
What they do before, Rewrite the sentence with
during and after a the new words form.
typhoon. 1. The story of the flying
monkey is not believable.
2. The story teller also look
not sure of his details.
3. Many believe it was not
true.
4. The story teller looked
without hope because no
one believed him.
5. But some admired him
because he was without fear
to try and tell the story.
Refer to LM.Do and Learn
p.129.

V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:

I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
I. OBJECTIVES
a. Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC Code for
each
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A.Review previous lesson or
presenting the new lesson.
B. Establishing the purpose to the
lesson.
School
Teacher
Teaching Dates and Time WEEK 3
MONDAY TUESDAY
Use pronouns that agree Classify related words, ideas,
with its antecedents. concepts according to certain
characteristics and
similarities.
Demonstrate Demonstrate understanding
understanding of English of text element to
Grammar and usage in comprehend various texts
speaking or writing.
Use the classes of words Use knowledge of text types
aptly in various oral correctly distinguish literary
written discourse from informal texts
EN4G-Ii-9 EN4RC-IIc-3
P33-134 P134-135
P130-131 P132-135
What is affix? What shapes of things do you
see around?
Name the object and it’s
shape.
Do you know where bugs Let us read a poem and name
live? What do you call some shapes of things that
their homes? are given.
WEDNESDAY
Note details by asking/
answering questions about a
story/ poem listened to
demonstrate understanding
of text types to construct
feedback
Identifies story perspective
and text elements.
EN4LC-IIc-3
P137-140
P136-138
Refer to LM p 136 Sing and
Learn
Ask children to look at the
sky (if possible, bring the
class outdoor for a clear view
Grade Level IV
Subject ENGLISH
Quarter 2ND QUARTER
THURSDAY FRIDAY
Identify the important story
elements such as setting, SUMMATIVE TEST
character, and plot #2
Demonstrate understanding
of text types to construct
feedback
Identifies story perspective
and text elements
EN4LC-IIc-3
P140-143
P140-144
Have you ever been caught in
the rain? What did you do?
What will you do if it rains
and you have no umbrella or
rain coat?
What did the animals in the
story do when they were
caught in the rain?

C. Presenting examples/
instances of the new lesson
LM pp. 129 “Bugs at Refer to LM p132 Read and Learn
Home” The Shape of Things
What is a circle? What is round?
A quarter rolling on the ground.
A wheel s a circle, so is the moon
A bottle cap or a big balloon.
What is a square, with sides the
same?
The wooden board for a checker
game.
A slice of cheese, a TV screen
A table napkin to keep you clean.
What is a rectangle, straight or tall?
The door that stands within your
wall.
A dollar bill, a loaf of bread,
The mattress lying on your bed.
What is a triangle, with sides of
three?
A piece of pie for you and me.
A musical triangle, ding, ding, ding,
A slice of pizza with everything!
These are the shapes seen
everywhere:
A triangle, rectangle, circle, square.
of he clouds in the sky, if not,
have children look out the
window.) have them sing the
cloud song as they watch the
clouds.
“What shapes of clouds do
you see in the sky? Name
them.”
* “What shapes did the little
cloud form according to the
poem?”
“Listen as I read to you the
poem Little Clod by Eric
Carle.”
Refer to LM pp. 137-138 Refer to LM pp. 140-142
Read and Learn
Little Cloud
The clouds drifted slowly across the The following questions can
sky. be asked during the reading
Little Cloud trailed behind. of the story:
The clouds pushed upward and
away.
1. Where do you think the
Little Cloud pushed downward and ant is going to hide?
touched the tops of the houses and 2. What do you think will
trees. happen next?
The clouds moved out of sight 3. Do you think there will be
Little Cloud changed into a giant
cloud. enough space?
Little clouds changed into a sheep.
Sheep and clouds sometimes look
alike.
Little cloud changed into an
airplane.
Little cloud often saw airplanes
flying through the clouds.
Little clouds changed into sharks.
Little Cloud once saw a shark
through the waves of the ocean.
Little clouds changed into two trees.
Little Clouds liked the way trees
 If you look closely where you’ve
been,
You’ll surely see the shapes you’re
in!
1. What shapes are mentioned in
the poem?
2. What are the objects that have
the shapes mentioned in the poem?
3. What shape do you like most?
Why?
4. Are shapes of things important?
Why? Or why not?
never moved and stayed in one
place.
Little clouds changed into rabbit.
Little cloud loved to watch rabbits
dash across the meadows.
Then Little Cloud changes into a hat.
Because .….
Little cloud changed into a clown
and needed a hat.
The other clouds drifted back.
They huddled close together.
“little Cloud, Little Cloud,” they
called.

D. Discussing new concepts and
practicing new skills # 1
“Come Back.”
Little Cloud drifted towards the
clouds.
Then all the clouds changed into
one big cloud and . . . Rained!
-According to the Refer to LM p133 Try and Direction: Answer the Discussion Questions:
selection, what do you Learn questions about the poem.
call the home of a tick? Complete the chart below. What is the story about?
An ant? A bee? Write your answer on a What is the poem about?
-do you need these separate sheet of paper Why did the butterfly, the
homes? Why? Why not? What different shapes did mouse, and sparrow stay
Things Things Little Cloud form? under the mushroom?
mentione that can
d in the be added How did the animals fit in the
poem to the list mushroom? What did they
do?

*classifying.… Is arranging or
sorting thing according to
their similarities and
characteristics.
E. Discussing new concepts and Refer to LM p134 Do and Direction: Answer the Discussion Questions:
practicing new skills # 2 Learn A questions about the poem. What did the rabbit want
mother Direction: Read the following from the animals? Why?
 paragraphs. Classify the What happened when Little
underlined words into two Cloud joined the other Why was the fox chasing the
groups. Give a name to each clouds? rabbit?
group.
How did the animals help he
A.Mario, Jean, and Carla are rabbit escape the fox.
from the same class in grade
4. Luis and Lando, his twin
brothers are their friends
who are also in grade 4. They
play soccer after class hours.
Lanie, a Grade 6 pupil from
section B, also joins them in
the game together with her
Grade 4 brother, Paul.
Name of Name of
Group Group

F. Developing Mastery (Leads to Copy one stanza of the Refer to LM p134 Do and Direction: Answer the Discussion Questions:
Formative Assessment 3 poem “Bugs at Homes” Learn B questions about the poem.
on a separate sheet of B. Teacher Paula gave Charlie What can you say about the
paper. ten packs of seeds. There How was rain formed animals in the story? What
-Circle the personal were seeds of according to the poem? are their character traits?
pronouns in the stanza. jackfruit,petsay, mango,
-connect the personal potato, guava, raddish, How was the mushroom able
pronoun with the noun it kangkong, atis, chico, and to shelter all the animals
refers to or replaces. watermelon. Help Charlie during the rain?
classify. What happens to a
Name of Name of mushroom during the rain?
Group Group

G. Finding practical applications Identify the correct Direction: Classify the Direction: Answer the Discussion Questions:
of concepts and skills in daily personal pronoun in each following words into three questions about the poem.
living given pronoun. columns. Write the words What lesson did you learn

H. Making generalizations and
abstractions about the lesson
I.Evaluating learning
under the correct heading. Based on lesson in Science, from the story?
1. Animals Write the answer on a how is rain formed?
2. Family separate sheet of paper. What would you do if you
3. Bee were one of the animals in
4. Jill Classmates teacher the story? Why?
5. Jim and Jill
mother Medicine sala
desk books ambulance
bedroom clothes doctor
divan
What are antecedents? *what is classifying? How do you note details? What are the elements of the
Give some personal *how do we classify words? story?
pronouns that agree with
their antecedents in
number and gender?
Direction: Fill in the Direction: Read the words in Direction: Read the poem A. Direction: Identify the
blanks with a personal each row. Three of the words “Little Cloud” again. Write story elements below.
pronoun to complete the belong to one group. Identify five Wh- questions that you 1. ________refer to the
idea of the sentence. the words that does not can ask to check if you can persons, animals or things
Answers will be written belong. Write your answer on remember details from the who play the role in the
on a separate sheet of a separate sheet of pad poem. Write the answers story.
paper. paper. beside the questions you 2. ________refer to the place
1. Bread car candy soup have written. where the story happened.
Like people, animals 2. Blue rainbow green red 3. ________
have homes. (He, She, 3. Arm three four fifteen B. For no. 4-5. What are the
They) ________ live in 4. Plane house bus bike elements of the story?
special places where (he, 5. Tree plant ant flower
it, they) ________ can be
safe. These homes are
close to where (she, it,
they) ________ get food.
A mother bird lives on a
nest where (she, he,
it)________ keeps her
babies while father birds
searching for food. A
spider spins a web for

J. Additional activities for
application or remediation
home. (it, she, they)
________ trap food in
this web, too.
Direction: Fill in the Direction: List the things that
blanks with the correct you can find at home. Then,
pronoun that will classify them in the following
complete the story. categories. Write your
Write your answer on answers on a separate sheet
your notebook. of paper.
Bedro Kitch bathr
Johnny Bee lives in a om en oom
hive together with a
swarm of bees.
________work togeher
to keep the hives safe
and full of honey except
for Jhonny Bee.
________always hides
when ________ is time
to work. His sister, Jenny
Bee often tells him that
the swarm needs his
help. ________ tells
Jhonny what to do to
help but ________ never
listens. ________flies
away with his friends to
play.
One day, Jhonny Bee
flew away very
early.________ wanted
to escape work.________
looked at where Jenny
Bee was. ________ was
still asleep. He went with
his friends. ________
played far away from the
hive. It was getting dark
when ________ returned
 to the hive. Where was
the hive? ________ was
not on a tree!
A man walked away
from he tree. ________
was carrying with him
the beehive with all the
bees in a net. The swarm
of bees lost the fight to
protect their hive.
________needed the
help of Jhonny and his
friends but ________
were far away.
V.REMARKS M.L: M.L: M.L: M.L: M.L:
I.D: I.D: I.D: I.D: I.D:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 4 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Show appreciation EO: Show appreciation of the Use the present form of the EO: Appreciate the message SUMMATIVE TEST
for being able to create many uses of bamboo. verb that agrees with the of the poem #3
things through origami or IO: Use context clues to get subject. O: Write a two point
paper folding. the meaning of difficult sentence outline.
IO: Follow a set of three – words.
to five – step directions.
Demonstrates Demonstrates understanding Demonstrates command of Demonstrates understanding
understanding of the that words are composed of the conventions of standard of writing as a process.
Content Standards elements of different parts and their English Grammar and usage
informational texts for meaning changes depending when writing or speaking.
comprehension. on context.
Recalls details, sequence Uses strategies to decode the Speaks and writes using good Uses a variety strategies to
of events, and shares meaning of words. command of the conventions write informational and
b. Performance Standards ideas on texts listened to. of standard English. literary compositions.

c. Learning Competencies/ EN4LC-IId-4 EN4V-IId-3 EN4G-IId-4 EN4WC-IId-4

Objectives. Write the LC Code for
each
II.CONTENT Present Form of Verbs; Using context clues in getting Present form of the verb Sentence Outline
Giving Three – to 0 Five the difficult meaning of a
step directions word.
III.LEARNING RESOURCES Chart, Pictures, Big Chart, paper strips, picture of Chart, strip of paper with Pictures, chart
books, bond paper a bamboo some sentences.
A. References
1.Teacher’s Guide pages P148 - 150 150 -152 152-153 154-155
2.Learner’s Materials pages 153 157 - 159 154 - 156
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
Audio-visual presentation Audio-visual presentation –
B. Other Learning Resources – making a paper “The Bamboo Tree”
butterfly
IV.PROCEDURES
A. Review previous lesson or
presenting the new lesson.
B. Establishing the purpose to the
lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Sing the song with action Review of yesterday’s lesson Review of yesterday’s lesson Present a short paragraph on
“Fly Fly Fly The Butterfly” about making paper art about context clues. the board Refer to LM p 154
works. Find out and Learn
Flash the different words LM p. 157
And Unlock some difficult
words Refer TG p 151
Unlock some difficult Ask the pupils if they have a illustrations Refer to LM p Let the pupils identify the
words in the song using bamboo furniture at home. 153 topic on the given details.
pictures. What are the many uses of Ask: How many bamboos are
Demonstrate how to fold bamboo? Accomplish the there in column A? Column
and unfold pieces of KWL Chart. B? What do bamboos do?
papers to make some What words tell what
paper folded art work. persons do?
How do we make paper
butterflies?
Display samples of folded Read and Learn LM p. 153 Post the chart on TG p 153 Present the short paragraph
art work; butterflies, on the board.
fans, caps, etc. Refer to TG 154
Ask: What kinds of
objects do you see? How
are they made?
Post the chart on how to Talk about it Study the chart Refer to LM p Ask: What is the topic of each
make a paper butterfly LM p 153 157 paragraph? What sentences
Refer to TG 149-150 say about the topic?
What are the steps in Why bamboos important? Do and Learn Letter B p. 158 Write About It A. LM p. 156
making a paper
butterfly?
Why we should always How do bamboos help How can we compare topics
follow the steps or the especially to the farmers? from subtopics?
direction?
Relate to our daily living.
How can you make a What is the most important When do we use the s-form What is an Outline?
perfect paper butterfly? use/s of bamboo? and the base form of the What are it’s two parts?
verb?
Directions: Make your Directions: Using context Directions: Choose the Directions: Using the
 own Paper art work, clues find the meaning of the
Follow the steps and give underlined word/s.
5 uses or its finction/s. 1. The Bamboo is a Giant
among of the grass family.
a. long b. tall c. short
2. Pupils name are arranged
in Chronological Order.
a. broken b. out of order
c. in order
3. Gab was sent to jail for
stealing a money.
a. prison house
b. hospital
c. hotel
4. Listen carefully to acquire
more knowledge.
a. lost
b. gain
c. trouble
5. Shane knows the answer
on a given question, but she
is reluctant to give her
answer.
a. a. ready b. excited
c. not willing
correct form of the verb in
the parenthesis to complete
the sentence.
Write your answer on your
paper.
Animal Beads
A bat (sleep, sleeps) in a
cave.
The bird (rests, rest) in a
tree.
Rabbits (stay, stays) in a
tunnel underground and
fish (sleep, sleeps) in the
sea.
template below, Write a two-
level sentence outline about
“The Bamboos”.
I. _____________________
A. ___________________
B. ___________________
C. ___________________
II. ______________________
A.____________________
B. ___________________
C.___________________

J. Additional activities for Make your own paper art Study in advance about Answer Do And Learn letter
application or remediation work. Explain why you verbs. C LM p. 159
choose that artwork?
V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:
I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 5 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Appreciate the EO: Show admiration for the Use possessive pronouns Use the pronouns that agree Outline a paragraph with an
beauty of nature. friendship between the fish in gender with their explicitly given main idea.
IO: Relate story events to and the frog despite their antecedents.
one’s experience. differences.
IO: Use prefix and root word
as clues to get meanings of
words.
Demonstrates Demonstrates understanding Demonstrates understanding Demonstrates understanding Demonstrates understanding
understanding of the that word meaning changes of English grammar and of English grammar and of the importance of using
Content Standards elements of based on the context. usage in speaking or writing usage in speaking or writing varied sources of information
informational texts for to support writing.
comprehension.
Recalls details, sequence Uses strategies to decode the Uses the classes of words Uses the classes of words Uses varied sources of
of events, and shares meaning of the word in aptly in various oral and aptly in various oral and information to support
b. Performance Standards ideas on texts listened to. context. written discourse. written discourse. writing

c. Learning Competencies/ EN4LC-IIe-5 EN4V-IIe-4 EN4G-IIe-5 EN4G-IIe-5 EN4WC-IIe-5

Objectives. Write the LC Code for
each
II.CONTENT Story Events Prefixes and root word as Possessive pronouns Pronouns that agrees in Outlining a paragraph
clues gender with their
antecedents
III.LEARNING RESOURCES Chart, Pictures Flashcards, Chart, paper Chart, flashcards Pictures, chart, flashcards Chart
strips,
A. References
1.Teacher’s Guide pages P157 -159 159-162 164-164 164-165 165
2.Learner’s Materials pages 164 - 169 170 - 173 173 - 175 176 - 177
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
Audio-visual presentation
B. Other Learning Resources – Butterfly Cycle
IV.PROCEDURES
A. Review previous lesson or
presenting the new lesson.
B. Establishing the purpose to the
lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Present the picture to Review of yesterday’s lesson. Review of yesterday’s lesson
unlock the following Reading of some words about prefixes and root
words. Refer to TG p. 157 through flashcards.
Post a picture of
butterfly.
Ask: what can you say
about the picture? Have
you seen butterflies in
your garden? What do
they do there?
Describe using KWL
Chart.
Post the story Refer on
TG p. 158
Answer the
Comprehension Question
TG P 158.
What are we going to do
for the butterflies to live
a little bit longer?
Why butterfly is / are
important? Why we
should take good care
our environment?
Directions: Draw and
explain the possible
ending.
Review of yesterday’s lesson Recall how to write a
about possessive pronouns. sentence outline.
word. Post a sentence on the
Present a short conversation board.
on the board about “the fish Refer to TG p. 164.
and frog” Find out and Learn LM p. 173
Unlocking of difficult words Ask: “Who had wings? Four Let the pupils identify and What are the parts of a two-
Refer to TG p 159 - 160 Legs? Who owns the wings? understand the pronouns level sentence outline?
the legs? and its antecedents.
TG p. 163
Present the Teaching Chart
Refer to TG p. 165
Read and Learn Teaching/ Modelling Do and Learn A In writing the topic is written
Find out and Learn TG p 163 LM p. 174 in Roman Numeral, and the
LM p 168 subtopics are in Capital
Letters.
Do and Learn A LM p.168 Try and Learn Ex. 1 LM p. 170 Do and Learn B Write About It LM p. 176
LM p. 175
Teaching Chart TG p 162
Do and Learn B, LM p 169 Try and Learn Ex. 2 LM p. 171 Learn Some More LM p. 174 Write About It B. LM p. 177
If you were a fish, would you If you were a fish, how would Why is/ are pronouns should
feel bad because your friend you feel that your friend will always agree with their
doesn’t remember you? surprise to visit you? antecedents in number and
gender?
How do get / know the What is the difference What is / are How to outline a paragraph?
meaning of the words? between Singular Possessive antecedents?
Pronouns and plural
Possessive pronouns?
Directions: Complete the Directions: Choose the Directions: Read the Direction: Read the
table below using prefix in- possessive pronoun that best paragraph. In each sentence, paragraph. Write an outline
or im-, and write their completes each sentence. underline the antecedent using the following format.
 meaning. Write your answer on your and box the pronoun that
Prefix New Meaning paper. refers to it. A HONEY BEE
word A honey bee is any bee
1. active (My, Mine)
The children were busy in member of the genus Apis,
2. perfect bother planted a mango
school one Monday morning. primarily distinguished by the
3. possible tree in (our, ours) Mary and Paul studied their production and storage of
4. material backyard. Jaren’s spelling words. Josie played honey and the construction
5. direct brother trims (its, it’s) with her guitar. Anthony of perennial, colonial nests
branches every week. talked to his judo coach from wax.
They take good care of about the upcoming The best known honey
the mango tree. tournament. Suddenly, they bee is the Western honey
heard a loud bang! Everyone bee which has been
in the room turned to where domesticated for honey
the sound came from. production and crop
pollination.

A HONEY BEE
I. _____________________
A.___________________
B. ___________________
C. ___________________
II. ____________________
A. __________________
B. __________________
J. Additional activities for Make your own paper art Study in advance about Answer Do And Learn letter Find some information / a Write an outline about your
application or remediation work. Explain why you verbs. C LM p. 159 selection about a Wild Cat. research for wild cat.
choose that artwork? (about 1 -2 paragraph)
V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:
I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.
 GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na
Tala ng Pagtuturo)
I.OBJECTIVES
a. Content Standards
b. Performance Standards
c. Learning Competencies/
Objectives. Write the LC
Code for each
II.CONTENT
III.LEARNING RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials pages
Additional Resources from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or
presenting the new
lesson.
School Grade Level FOUR
Teacher Subject ENGLISH IV
Teaching Dates and Time WEEK 6 Quarter 2ND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Infer traits of characters
Use suffixes and root words to get Use the correct time expression to Write a short paragraph based on
from what they do or say in
the meaning of words. indicate an action in the present. a two-level sentence outline.
a story listened to.
Demonstrates understanding that Demonstrate command of the
Demonstrates
words are of different parts and conventions of standard English Demonstrates understanding of
understanding of text types Summative Test
their meaning changes depending grammar and usage when writing writing as a process.
to construct feedback.
on context. or speaking.
Speaks and writes using good Uses a variety of strategies to
Identifies story perspective Uses strategies to decode the
command of the conventions of write informational and literary
and text elements. meaning of words.
standard English. composition.
EN4LC-IIf-6 EN4V-IIIf-6 EN4G-IIf-6 EN4WC-IIf-6
Story “The Tomatoes of Writing a paragraph based on a
Suffixes Time Expressions in the Present
Peles” two level sentence outline
big book story “The
Chart, flashcards,story book,
Tomatoes of Peles”, picture chart, flashcards chart
picture of a whale shark
of tomato
167-168 169-170 171-172 172-173
178-185 185-187
Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation
Say: There are many things that
we do everyday. Let us read the Recall the two level sentence
Review of the past lesson. sentences from our story outline they have done. What are
Do the drill. Refer to TG p.169
Present picture of a tomato yesterday. the parts of the sentce outline?
Refer to TG on p.171

B. Establishing the purpose to
the lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
Unlocking of difficult
words.
Refer to TG p.167
Do you have a garden at
home? What plants grow in
your garden? Read the story
about “The Tomatoes of
Peles”.
Solve the word puzzle. Choose
the word from the box to finish
the puzzle. Refer to LM Read and
Learn on p.178
Do you remember the news
about Kabang? What did he do
to save the children?
Show picture of a whale shark.
Say:”This is a whale shark. Do you
know that a whale shark is the
biggest fish in the world? That is
why it is called a whale shark
because of its size.”
Say: “Today, I will read to you a
story entitled Bing, the Little
Whale Shark. This story was
written by Jomiko Tejido.”
Ask: What did Bing and the other
whale sharks do to save their
community?
Read the story aloud while
showing the pages of the book.
The teacher may stop at certain
Say: What time do the words in
the chart tell? These are called
time expressions. These time
expressions are in the present
tense. What other time expression
do you know that indicates the
present time?
The teacher will write on the
board the time expressions that
the pupils will give. Possible
answers: now,today,every time
Read the selection below. Give
the time expressions that
denote the present tense. Refer
to LM, Read and Learn on p.185.
What are the time expressions
you noted from the selection?
These are the time expressions
Say: Here is an outline. Have
the pupils read the two point
sentence outline they made
Ask: What is the topic of the
outline? What sentence states
the topic? What are the sub-
topics? What sentences state the
subtopics?
1. The bay of Sorsogon is
home to large whale sharks.
A. They freely feed, grow and
play everyday.
B. There’s a young whale who
loves to play hide and seek
C. It hides very well.
Based on the outline, what is
the topic sentence? What
does it express?
Let us write a paragraph based
on our outline. What is the topic
sentence? What about the
and practicing new skills # 1
Based on the story “The
E. Discussing new concepts
and .practicing new skills # 2
F. Developing Mastery (Leads
to Formative Assessment 3
parts and ask the children what
they think happen next. Refer to
LM on p.179.
Do the Talk about it. Refer to LM
on p.180.
Tomatoes of Peles”, what Do the Find Out and Learn.
did Peles feel when the Refer to LM on. P 181.
seeds dis not sprout?
Answer the Do and Learn
What dis Hugo say was his
and Try and Learn. Refer to LM
secret for growing healthy
on pp. 182-183.
tomatoes? Dis Peles
follow Hugo’s advice?
Why?
Read the sentences taken
from the story. Notice the
underlined words. Give the
meaning of the words.
1. The sea became peaceful
once more.
2. The whales were helpless
against the visitors.
How did you find the meaning
of the word?
In the first sentence, the
word peaceful is from the
word peace. The suffix –ful is
added at the end. The new
word formed is peaceful which
means “full of peace”.
In the second sentence,
that refer to actions in the present
tense.
Note: The teacher will add the
time expressions
Answer the Do and Learn.
Refer to LM on p. 186
Read the sentences carefully and
write the correct time
expressions.
1. Fish and frogs are friends. They
play in the pond___________.
2. __________, they meet at the
pond.
3. And_______ the tadpole
discovers that he has two legs.
4. _________ the fish did not
believe that the tadpole has
subtopics? Model how to write a
paragraph.
The bay of Sorsogon is home to
large whale sharks. They freely
feed and grow every day. Young
whale sharks play here.
Have the pupils read the
paragraph. Note how the
paragraph is written. Here is
another outline. Let us write a
short paragraph about the
bamboo. What is our topic
sentence? Based on the outline
above, what are the details? Ask
the pupils to read the topic
sentence. What do you think is
the paragraph about?
I. The bamboo is the giant of the
grass family.
A. It can grow as big as trees.
B. It can grow in lowlands or in
rolling hills.
C. There are different kind of
bamboos.
 the word helpless has a suffix
–less which means without.
What do you think is the
meaning of the word helpless? 5. __________ they quarrel. In the
Form new words by adding
the suffix –less to the words
outside the circle. Give the
meaning of the newly formed
words.
Care-
Fruit- -less child-
Tooth-
What words were you able to
form?
What is the meaning of the
newly formed words?
Complete the chart. Write
down the words asked for. Use
G. Finding practical the suffix –less or –full.
applications of concepts and
skills in daily living Refer to LM on p. 184.
H. Making generalizations
What trait did Peles show in
and abstractions about the What is suffix?
the story?
lesson
Directions: Answer the Directions: Change the words
following questions. inside the parentheses by using
I Evaluating learning correct suffixes to complete the
meaning of the sentences.
1. What happened to the
legs.
end, agree that “fish are fish
and frogs are frogs”.
What are the words that indicate
the time expressions in the
present tense?
Directions: Answer the
following questions using
sentences with verbs and time
expressions.
Say: You will be looking at the
model paragraph. Have the
pupils read it. Ask them to
identify the topic sentence and
the sentences that give the
details.
Bamboos are the giant grass
family. They can grow as big as
tree. They can grow in the
lowlands or in rolling hills. There
are different kinds of bamboos.
Make your own paragraph based
on the following outline.
I. Different movements of frog.
A. dives into the water
B. swims in the pond.
C. hops on land
D. leaps for food
How do we write a paragraph
based on a two level sentence
outline?
Directions: Write a short
paragraph based on this.

J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. Number of pupils who
earned 80% in the evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
seeds that Peles planted?
2. What dis Peles feel when
he saw his plants growing?
3. Why did Hugo praise him?
4. What lesson did you
learned from the story?
M.L.
P.L.
1. Ryan loves being outdoor. He
likes to sleep in his tent. He loves
star gazing. However, tonight the
sky is_________(no stars).
2. The plants in the yard are
______(no flowers). The trees
are______(no fruit).
3. It is ______(full of beauty) day.
Angelo is going to see his
grandparents. He will help them
harvest mangoes today.
4. She has a________(full of
power) to manage all things.
5. Dan is_________(full of hope)
to see his friend again.
M.L.
P.L.
1. What do you do every Taking care of fish.
morning?
A. Keep the aquarium clean
2. What does your family
B. Feed the fish daily
usually do on weekends?
C. Keep it away from cats.
3. What do you do before
going to school?
4. Where does your family
spend the summer vacation?
5. What do you do in school
everyday?
M.L. M.L.
P.L. P.L.
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson

D. Number of learners who

continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. what innovation or
localized materials did I used
to discover which I wish to
share with the teachers.
 GRADE 1 to 12
DAILY LESSON LOG
(Pang-araw-araw na Teaching Dates and Time WEEK 7
Tala ng Pagtuturo)
MONDAY
I.OBJECTIVES Retell the best liked part of
the story
Demonstrates understanding
a. Content Standards
of verbal cues for clear
expression of ideas
Actively creates and
b. Performance Standards
participates in oral theme-
based activities
School
Teacher
TUESDAY
Identify and use simile in a
sentence.
Demonstrates understanding that
word meaning changes based on
context.
Uses strategies to decode the
meaning of words in context.
Grade Level FOUR
WEDNESDAY
Use the past form the regular
verbs.
Demonstrates understanding of
verbal cues for clear expression
of ideas.
Actively creates and
participates in oral theme-
based activities.
Subject ENGLISH IV
Quarter 2ND
THURSDAY FRIDAY
Write a paragraph about a
personal experience.
Demonstrates
understanding of writing SUMMATIVE TEST
as process.
Uses a variety strategies
to write information as
literary compositions.

c. Learning Competencies/
EN4OL-IIg-7 EN4V-IIg6 EN4g-IIf-6 EN4WC-IIg-7
Objectives. Write the LC Code
for each
Story “ How thw Jellyfish Lost
II.CONTENT Simile Past Form of the Regular Verbs Writing a Paragraph
His Bone”
Big book story “How the
Jellyfish Lost His
III.LEARNING RESOURCES chart, flashcards chart,flashcards chart
Bone”,flashcard,paper
strip,chart,picture of jellyfish
A. References
Teacher’s Guide pages 175-177 177-179 179 180-181
Learner’s Materials pages 188-191 191-193 193-195 195-196
Additional Resources from
Learning Resources (LR) Audio-visual presentation Audio-visual presentation Audio-visual presentation Audio-visual presentation
Portal
B. Other Learning Resources
IV.PROCEDURES
Show and Tell: Look for Message Relay:
B. Review previous lesson or something inside your Say: All groups have a
presenting the new bag and be ready to tell Retell the story “How the Jellyfish Say: Let’s recite and read the piece of paper with lines
lesson. about it. Lost His Bone”. poem “In the Forest” from the poem “In tbe
I’m holding a__________. Foresr”. Each group will
I like this beacause_____. have seven members. All

Drill: Teacher models in
reading the words with
consonant blends. Refer
to TG on p. 175.
B. Establishing the purpose to
the lesson.
A. Pre Listening
Unlocking of Unlocking of Difficulties. Refer to
Difficulties.Refer to TG on
p.176
Read the conversation.
Read and Learn on LM p.193.
TG on p.177
number 1 will get a piece
of paper in the bowl. The
first group who can
whisper the correct wins.
Where did you spend
your vacation? How was
your vacation? How do
you describe your
vacation? Who were your
companions? What did
you do there? What would
you like to do if you could
return to be there again?

Note: All answers

C. Presenting examples/
instances of the new lesson
jellyfish doesn’t have bones?
D. Discussing new concepts
and practicing new skills # 1
Listening ( Read Aloud by the
should be written on the
board.
Say: Have you seen a
jellyfish? How does it look?
Here is a picture of a
What comes to your ming when
jellyfish. Who can describe
you hear the word forest?
it? Why do you think a Teaching/Modeling-Refer to Read the paragraph.
LM, Talk About It” on p. 194. Refer to LM on p. 195.
What are our treasures in the
forest?
In the selection that I will
read, find out why jellyfish
doesn’t have bones.
Take a look at the
paragraph.
Give some examples of What is the first
During Reading similar words. Let the pupils sentence?
Teacher models in reading the give the past form of the words What do we call that
teacher). Refer to LM, Read
poem. Refer to LM, Read and and ask them in sentences. sentence?(Topic
and Learn on pp.188-189.
Learn on p. 191. Sentences should be written on sentence)
the board and processed. What sentence support
the first sentence?
How did we organize a

E. Discussing new concepts
and .practicing new skills # 2
Give the possible endings.
F. Developing Mastery (Leads
to Formative Assessment 3
Engagement Activity:
Group 1 and 2: Choral
Reading of the poem.
The group will choose a
leader to lead the group.
Retell the story using Group 3 and 4: Drawing a
pictures. Refer to LM on forest
p.190. The group will draw a forest.
Discussion Questions: Refer
to LM, Talk About It on p. 191-
192.
Teacher asks them to read this
Refer to LM on p.190. part of the poem.
Tall trees growing on a
mountain top
To me like a queenly crown I
see
Wild animals running so
swiftly
As lively children full of glee
Say: Recall your activities
yesterday of using any of the
words inside the box. Refer
to TG on p.179.
Complete the sentence by
writing the past form of the
verb. Refer on LM p.194
paragraph?
Notice how the first
sentence was written.
What punctuation mark
is seen after a sentence?
How did we write the
title of a paragraph?
How did we write the
first sentence of the
paragraph?(Indent)
How did we start the first
sentence? (first word of
the sentence is capitalize)
What did we write after
asentence?(period)
Group the pupils into four.
Each group will write a
paragraph about their first
day of school following
the guide questions. Refer
on TG. Guided activity on
p. 181.
Write a paragraph about
first time at a restaurant
follow the guide
questions.
1. Describe your feeling
in the sentence.
2. Who were your
companions?
3. What did you eat?

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Wild Animals are treasure to 4. Who paid for your
me food?
5. What would you like to
Ask: happen when you eat at
What is compared to tall a restaurant next time?
trees? (queenly crown)
What is used in comparing
them (like)
What is compared to wild
animals? (lively children full of
glee)
What is used in comparing
them? (as)
What compared to wild
animals and plants?
(treasures)
Why do we consider animals
and plants treasure?
Did we use like or as in
comparing?
Answer the following Complete the story using
questions. the verbs found in the box.
1. Why did the king call the
brave fish? called
called shouted
2. Did the brave fish follow laughed stopped
the king’s order? Why? cleaned
3. What happened when the
Do the Try and Learn Exercise 1 on
brave fish found the One day, Mother and
LM p. 192.
monkey? Mario_____ the house. Mother
4. What can you say about _____ because she saw a
the monkey’s trick? snake. Mario _____ father
5. If you were the brave fish, because he was afraid of it.
would you believe the Father _____at them because it
monkey? Why? wasn’t real. It was only a toy.
All of them_____ working.
How do we write a
Why jellyfish doesn’t have
What is simile? What are regular verbs? paragraph?
bones?
What are the tips in

I Evaluating learning
J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. Number of pupils who
earned 80% in the evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
Answer the following
questions.
1. What did the king do to
the brave fish?Why?
2. If you were the king/fish
what would you do?
3. Why did the jellyfish lost
his bones?
4. Do you like the ending of
the story? How would you
like to end the story?
5. What lesson this story
give?
M.L.
P.L.
writing a paragraph?
Match column A with column From the list below, Write a paragraph
B to complete the sentence. Write pick out the five misspelled about your experiences
the letter of the correct answer. verb in the past tense. Then during summer vacation.
write the correct spelling Use the following
A on the right side of each questions.
1. Marie swams____ number.
2. He is as tall_____. 1. What was your
3. Rica slept______. 1. prepared danced experience? Describe
4. Richard is as thin_____. mised your feelings.
5. Peter eats______ 2. cleand helped 2. Where did it happen?
washed 3. When did it happen?
B. 3. pushed sleepd 4. Who were your
a. like a dog roasted companions?
b. as hard as stone 4. runed climbed 5. What did you do?
c. as a giant walked 6. What would you like to
d. like a log 5. buidt asked happen next time?
e. as a stick swam
f. like a fish
Write sentences using the
following similes.
1. as red as gumamela
2. as fast as horse
3. as busy as a bee
4. like an old man
5. like an angel
M.L. M.L. M.L.
P.L. P.L. P.L.
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson

D. Number of learners who

continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. what innovation or
localized materials did I used
to discover which I wish to
share with the teachers.
 GRADE 1 to 12 School
DAILY LESSON LOG Teacher
(Pang-araw-araw na Tala ng Week/Teaching Date WEEK 8
Pagtuturo)
WEEK 8 MONDAY
EO: Appreciate the value of
telling the truth.
IO: Sequence events in a story
heard.
Act out a well liked part of a
story heard.
I. OBJECTIVES
A. Content Standards The learner demonstrates
understanding of the elements
of informational text for
comprehension.
The learner recalls details,
B. Performance Standards sequence of events and shares
ideas on texts listened to.
C. Learning
Competencies/Objectives EN4LC-IIh-i-8
Grade FOUR
Learning Area: ENGLISH
Quarter: SECOND
TUESDAY WEDNESDAY THURSDAY FRIDAY
EO: Admire Green Bird's love Use the past form of Compose slogan from a. Browse and read more
for his lady love irregular verbs. a given stimulus. stories b. Use dictionary
EO: a. Read a story with in getting the meaning of
appropraite intonation and words
expression.
b. Read words with
consonant blends /br/ and
/gr/
c. Infer the feelings and traits
of the characters from a
story read.
d. Identify and use a simile
and a metaphor.
The learner demonstrates The learner demonstrates The learner The learner demonstrates
understanding that English is command of the demonstrates understanding of library
stress-timed language to conventions of standard understanding of skills/dictionary to research on
achieve accuracy and English grammar and writing as a process. a variety of topics.
automaticity/demonstrates usage when writing or
understanding that word speaking.
meaning changes based on
context.
The learner reads aloud text The learner speaks and The learner uses a
The learner uses
with accuracy and writes using good variety strategies to
library/dictionary skills to
automaticity/uses strategies command of the write informational
gather appropriate and
to decode the meaning of conventions of standard and literary
relevant information.
words. English. compositions.
EN4F-IIh-8 EN4G-IIh-i-8 EN4WC-IIh-8 EN4SS-IIf-6
 Write the LC code for each EN4V-IIh-7

Sequence events in a story Past form of irregular

II. CONTENT heard Identify and use a simile and verbs Compose slogan Use dictionary in getting the
metaphor meaning of words

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages 184-186 186-187 188-189 189-190 190
2. Learner's Materials pages 200 201-204 205-207 207-208 208-209
3. Textbook
pages
4. Additional Materials from
Learning
Resource (LR)portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson What comes to your

Read the Dialog
or Oral Language Drill mind when Do you have a dctionary?
presenting the new
Read and Learn
lesson see TG p. 184 see TG p. 186 you think of slogan?
see LM p. 205

Did you know how to

Pre-Listening Unlocking of Difficulties Skilss Development write What is the use of the
B. Establishing a purpose for
the lesson Unlocking of Difficulties see TG p. 186-187 see TG p. 188 slogan? dictionary?
 see TG p. 184

C. Presenting What do you usually do when Motivation/Motive Read the following

examples/instances of you Questions Read and Study the Table product slogans Bring out your dictionary.
that have become very
the new lesson have a problem? see TG p. 187 see LM p. 205 popular. Browse the dictionary.
Notice how the words are
see TG p. 189 arranged.
During Listening: Let's read a
story on, Guided Practice
D. Discussing new concepts and
practi- The King of the Forest and His During Reading see TG p. 188 Discussin Skilss Development
cing new skills Three Advisers. What did King Try and Learn Exercise 1
#1 Lion do The Green Bird and 2 see TG p. 189 see TG p. 190
when he had a poroblem? See
TG p. 185 see LM p. 201-202 see LM p. 206
Engagement activity/Group
Activity
E. Discussing new concepts and
practi- see TG p. 158 Post Reading Independent Practice Guiede Practice Guided Practice
cing new skills
#2 Try and Learn Engagement Activity Try and Learn Exercise 3 see TG p. 189 see TG p. 190
see LM p. 200 see TG p. 187 see LM p. 207
Group Presentation
F. Developing mastery Discussion Discussion Read again the Table Independent Practice Try and Learn
(Leads to Formative
Assessment 3) see TG p. 185-186 Talk About It see LM p. 205 Wtire About It see LM p. 208
see LM p. 202-203 see LM p. 208
Skills Development
G. Finding practical applications What do you feel when
of someone see TG p. 187
concepts and skills in daily doesn't tell you the truth? Read and Learn
living
see LM p. 203
What do you notice about
H. Making generalizations and What is the message of the the spelling of the past
abs- story? What is simile? Metaphor? form of What is slogan? Hwat is dictionary?
tractions about the
lesson irregular verbs? Remember see LM p. 209
Remember see LM p. 206 see LM p. 206
Group activity-Do and Learn
see LM p. 204 Enrichment Activity
I. Evaluating learning Formative Assessment Independent Practice see TG p. 189 Formative Assessment Lern Some More
Activity Output Learn Some More Activity Output see LM p. 209
see LM p. 204
Write atleast two sentences
using
J. Additional activities for any of the similes and Make a poster to
application metaphor illustrate your Enrichment/Assignment
or remediation inside the box. slogan see TG p. 190
see TG p. 187 see TG p. 190
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in
the evaluation
B. No. of learners who require
addi-
tional activities for
remediation
C. Did the remedial lessons work?
No. of learners who 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 orlocalized
mate-
riald did I used/discover which I
wish
to share with other teachers?
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 9 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Sequence the events EO: To realize the many uses Use the past form of regular Identify and use Express ideas through writing
in the story listened to. of the coconut tree. and irregular verbs. personification. a news report from the facts
IO: Connect events in a IO: Read words with presented.
story heard to a personal consonant blends pr and gr.
experience.
Demonstrates Demonstrates understanding Demonstrates understanding Demonstrates understanding Demonstrates understanding
understanding of the that word meaning changes of English grammar and of English grammar and of the importance of using
Content Standards elements of based on the context. usage in speaking or writing usage in speaking or writing varied sources of information
informational texts for to support writing.
comprehension.
Recalls details, sequence Uses strategies to decode the Uses the classes of words Uses the classes of words Uses varied sources of
of events, and shares meaning of the word in aptly in various oral and aptly in various oral and information to support
b. Performance Standards ideas on texts listened to. context. written discourse. written discourse. writing

c. Learning Competencies/ EN4OL-IIi-8 EN4F-IIi-9 EN4G-IIh-i-9 EN4G-IIh-i-9 EN4WC-IIi-9

Objectives. Write the LC Code for
each
II.CONTENT Story Events Consonant Blend Past form of Regular and Personifications Writing news report
Irregular verb
III.LEARNING RESOURCES Chart, Pictures Flashcards, Chart, paper Chart, flashcards Pictures, chart, flashcards Chart
strips,
A. References
1.Teacher’s Guide pages P192-194 194-196 196 196-197 198-199
2.Learner’s Materials pages 210-211 212-215 214-216 217-219 219-221
3.Textbook pages
4.Additional Resources from
Learning Resources (LR) Portal
Audio-visual presentation
B. Other Learning Resources
IV.PROCEDURES
A.Review previous lesson or Unlocking of Difficulties Review of yesterday’s lesson. Review of yesterday’s lesson Review of yesterday’s lesson Recall the lesson yesterday.
presenting the new lesson. Refer to TG p. 192 Reading of Consonant Blend about the coconut tree and about past tense of the verb.

B. Establishing the purpose to the
lesson.
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing Mastery (Leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating learning
J. Additional activities for
through flashcards. its many uses. Post a sentence on the
board.
Show a picture of a Unlocking of difficult words Present a poem, give the past Let the pupils identify and What TV programs give us
tortoise. Refer to TG p 195 tense of underlined word. understand the past form of news? Where can we read
Ask: What do you notice the verb. news?
about its shell? Are
tortoise’s shells not
smooth?
Ask: Why are tortoise Present a picture. Let the pupils read the poem Read and Learn: Teacher assigns a good
shells not smooth? Ask: Why do we consider the after putting in the past Read the poem and reader to read this news. LM
coconut tree a tree of life? tense of the verb. understand. LM p. 217 p. 219
Refer to LM p. 214
Post the story and read. Read and Learn What are the underlined Talk about it. Discussion: TG p. 198
Refer on TG p. 193 LM p 212-213 words in the stanza one, two Answer the following
up to three? questions.
Discuss the happenings in Talk about it Which are regular verbs? Underline the part of a poem Let the pupils write a news
the story. LM p. 213 Irregular verbs? which personified. they listened and read it.
Group Activity: Do Try and Learn Let each group work on this. Try and Learn LM p. 218 Ask the following questions
Refer to TM p. 210 Refer to LM p. 214 Complete my diary. LM p. in TG p. 199
215
What lesson did you How will you protect the tree Give an examples of past Give an examples of a Group Activity: write about it.
learn from the story? of life? tense of the verb and use it personification. LM p. 220
How would you apply it in the sentence.
to the real situations?
What will you do in What are the uses of the How do we form the past What is Personification? How do we express our ideas
sequencing events? coconut tree? tense of regular and irregular in writing news? What are
verbs? the questions that we need
to consider in a news report?
Refer to LM. P 211, Do Directions: Draw a coconut Directions: Give the past Do Learn Some More A. Direction: Write a news
and Learn; Learn Some tree and label each part? form of the words inside the LM p. 218 report in your paper. Use the
More parenthesis. Write it on your facts below. LM p. 221
paper. LM p. 216
Study in advance about Answer: Write about it. LM Answer Learn Some More B.
application or remediation verbs. p. 216 LM p. 219

V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:

I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who earned
80% in the evaluation
B. Number of learners who
require additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. of learners who got caught
up in the lesson
D. Number of learners who
continue to require remediation
E. Which of my teaching strategy
worked well? Why did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. what innovation or localized
materials did I used to discover
which I wish to share with the
teachers.