GRADE 1 to 12 School TUBIGON EAST CENTRAL ELEM SCHOOL Grade Level I-ROSE

DAILY LESSON LOG Teacher EMMA R. MULAT Learning Area English

Teaching Dates and Time Dec. 5-9, 10:20-11:00 Quarter/Week THIRD/Week 25

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard Oral Language Oral Language Oral Language Oral Language Grammar Awareness and
Structure

B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to. Demonstrate grammatical
awareness by being able to read,
speak and write correctly.
EN1OL-IIIa-e-5 EN1OL-IIIa-e-5 EN1OL-IIIa-e-5 EN1OL-IIIe-1.5.5 EN1G-IIIe-1.3
Listen to short stories/poems Listen to short stories/poems Listen to short stories/poems Use appropriate expressions for Recognize asking and telling
Identify the speaker in the Identify the speaker in the Identify the speaker in the offering help questions
story/poem. story/poem. story/poem. Identify the action words in a
sentence.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Local Arts and Crafts

IV. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages K-12 Curriculum Guide pp. K-12 Curriculum Guide pp. K-12 Curriculum Guide pp. K-12 Curriculum Guide pp. K-12 Curriculum Guide pp.
BASA PILIPINAS Teachers’ Guide BASA PILIPINAS Teachers’ Guide BASA PILIPINAS Teachers’ Guide BASA PILIPINAS Teachers’ Guide BASA PILIPINAS Teachers’
pp.98-100 pp.101-103 pp.104-107 pp.107-109 Guide pp.110-111

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource
(LR)portal
B. Other Learning Resource Lyrics of the “shape Song” Lyrics of the “shape Song” Lyrics of the “shape Song” Lyrics of “Baa Baa Black Sheep” Lyrics of “Baa Baa Black Sheep”
Cut-outs of vocabulary words Cut-outs of vocabulary words Cut-outs of vocabulary words Cut-outs of polite expressions Cut-outs of polite expressions
Copy of Read Aloud “ Peles’ Copy of Read Aloud “ Peles’ Copy of Read Aloud “ Peles’ pictures pictures
Tomatoes” Tomatoes” Tomatoes”
pictures pictures pictures

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 V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Singing of the song “Shape Song”
Class, look what I have here. What
is this?
Do you still remember the story we
read about tomatoes last quarter?
Today, we are going to hear the
story in English.
Listen as I’ll read to you the story.
Before that let us know first the
following vocabulary words.
a) wandering-a slow pointless
movement
b) impressed- when you think a
person is doing great
c) praise- you say good things
d) healthy- not sick
e)industry- the habit of working hard
f) patience- don’t easily get easily
angry
g) turn a new leaf- start again
Reading of the story.
Who is tired of walking and
wandering?
Who was impressed with the healthy
plants?
Who did Peles praise?
Who decided to turn to a new leaf?
Singing of the song “Shape Song”
Today we will continue our story.
Did you still remember the story we
read yesterday?
Listen as I’ll continue to read to you
the story. But again we’ll familiarize
first some vocabulary words.
a) laze around-to do nothing
b) busied-doing something
c) patch-small space of land
d) sprout- to produce new leaves
e) confided- tell someone a secret.
f) impatient-easily get angry or
annoyed
g) close to tears- about to cry.
Reading of the story.
Could Peles sleep that night?
What was he counting?
What did Peles visit?
Did his seeds sprouts?
Why was Peles close to tears?
Singing of the song “Shape Song” Singing of the song “ Baa Baa Black Singing of the song “ Baa Baa
Sheep”
Today we will continue the last part
of our story.
Did you still remember the story we
read yesterday? Who can share to
us what happened in the story?
Listen as I’ll continue to read to you
the story. But again we’ll familiarize
first some vocabulary words.
a) afraid- when you are nervous
that something bad will happen
b) pour water- watering something
c) fertilizer- something added to the
plant
d) energized- have more energy
e) lonely- sad
f)makeshift- temporary
g) rejoiced- feel happy
h) bore- give
i) ripening- to grow.
Reading of the story.
Did Peles read stories and poems
to the tomatoes?
Did Peles’ tomatoes sprout?
Did Peles’ tomatoes grow and bore
fruit?
Who praised Peles?
Is Peles sick?
Black Sheep”
Is this picture familiar? Where did
this happen?
Let’s say you’re with your mother in
the market. What will say to your
mother if you want to help her carry
her bags/things?
Let us find out what are the
appropriate expressions we will use
if we will offer help to somebody.
We can say:
Can I help you?
May I help you?
Put out your assignments. I will
call some of you to share in front
your work.
You may use this sentence guide.
I found out that we make _____
here in our province.
Did you still remember the polite
expressions we discussed
yesterday?
Who can tell what those
expressions are?
Can I help you?
May I help you?
What are the responses of these
expressions?
Yes, thank you.
No, thank you.
Listen as I’ll read these
sentences. Tell me which are
asking and telling questions.
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E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
If you were Peles would you do the
same? Why? Why not?
Have tried planting? How did you
feel when it grows? When it didn’t?
What made you think he is sick?
I have pictures of Peles, Hugo and
a question mark. Listen as I read
some lines from the story. I want
you to tell me who said that. If you
think it is Peles, raise your hand. If
it is Hugo, stomp your feet. If
neither of them, shake your head.
What lesson you learned from the
story?
I want you to face your seatmate
and practice saying the polite
expressions. One of you will offer
help while the other will say the
response. Then, you will change
roles so that both of you will be able
to practice.

H. Making generalizations and Who are talking in our story? Who are talking in our story? Who are talking in our story? What are the appropriate What are telling sentences?
abstractions about the lesson What happened in the story? What happened in the story? What happened in the story? expressions we will use if we will What are asking sentences?
offer help to somebody?
I. Evaluating learning Group evaluation. I have here situations. Listen as I’ll read the sentences.
With your group, act out your With your group, act out the Write T for telling sentence and A
favourite part of the story. situation using the appropriate if asking sentence.
expression to offer help.
1. Where do you live?
2. How old are you?
3. She is my sister.
4. Is she your mother?
5. I love pizza.
J. Additional activities for application Later at home, I want you to draw Ask your parents about the crafts
or remediation objects which are square, round, made in your neighbourhood/town.
and rectangle. Then draw 2 pictures of those crafts.

VI. REMARKS

VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation

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E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

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