School:
GRADES 1 to 12
DAILY LESSON LOG
Teaching Dates
MONDAY
I. OBJECTIVES
A. Content Standard Writing /Composition
Objectives:
Identify the parts of a card
Design a self-made card for a
friend
B. Performance Standard Express their ideas effectively in
formal and informal
compositions to fulfill their own
purposes for writing
C. Learning Competencies/ Participate in generating ideas
Objectives through prewriting activities:
drawing
Express idea through
illustrations or storyboard
Grade Level: II
Teacher:
(WEEK 7)
TUESDAY
Reading Comprehension and
Study Strategies/Listening
Comprehension
Objectives:
Identify unfamiliar words in
English and learn their meanings
Answer wh-questions
Predict what will happen next
Relate oneself/a friend with the
characters in the story
Recall a similar incident or
personal experience
Recall the story read
Perform different activities
highlighting multiple intelligences
Activate prior knowledge
conceptually related to text and
establish a purpose for reading
Be self-aware as they discuss and
analyze text to create new
meanings and modify old
knowledge
Locate information from
expository texts and use this
information for discussion or
written production
Use personal experiences to
make predictions about text
viewed and listened to
Use clues to makeand justify
predictions before, during and
Learning Area: ENGLISH
Quarter: 4TH Quarter
WEDNESDAY THURSDAY FRIDAY
Reading Comprehension and Grammar Awareness and Structure Weekly Test
Study Strategies/Listening
Comprehension Objectives:
Recognize and use exclamatory
sentences
Use the exclamation point correctly
Objectives: Express appropriate feelings on a
Identify unfamiliar words in given situation
English and learn their meanings
Answer wh-questions
Predict what will happen next
Relate oneself/a friend with the
characters in the story
Recall a similar incident or
personal experience
Recall the story read
Perform different activities
highlighting multiple intelligences
Activate prior knowledge Demonstrate grammatical awareness
conceptually related to text and by being able to read, speak and
establish a purpose for reading write correctly Communicate
Be self-aware as they discuss and effectively, in oral and written forms,
analyze text to create new using the correct grammatical
meanings and modify old structure of English
knowledge
Locate information from
expository texts and use this
information for discussion or
written production
Use personal experiences to Recognize different kinds of Measure one’s ability to
make predictions about text sentences (declarative, interrogative) retain and apply knowledge
viewed and listened to and concepts .Learn to
Use clues to make and justify answer a weekly test.
predictions before, during and
 after reading (titles, pictures,) after reading (titles, pictures,)
Write the LC Code for each EN2WC-IVa-c-1 EN2LC-IVe-f-2.4 EN2LC-IVe-f-2.4 EN2G-Id-e-1.3
EN2WC-IVc-1.3 EN2RC-IVe-2.16 EN2RC-IVe-2.16
EN2WC-IVd-g-1.6
II.CONTENT Lesson 24 Lesson 25 Lesson 25 Lesson 26
Card Making I Love to Help Others I Love to Help Others I Know What An Exclamatory
“Boatman to the Rescue” by Dali “Boatman to the Rescue” by Dali Sentence Is.
Soriano (UBLS, p. 50) Soriano (UBLS, p. 50) Exclamatory Sentences
III.LEARNING RESOURCES
A. References CG pages 15,31-32 CG pages 15,31-32 CG pages 15,31-32 CG pages 15,31-32
1.Teacher’s Guides/Pages Unit 4 pp.48-49 Unit 4 pp.50-53 Unit 4 pp.53-55 Unit 4 pp.55-58 Unit 4 pp.48-58
2.Learner’s Materials Pages LM pages432-433 LM pages433-437 LM pages438-440 LM pages441-444 LM pages 432-444
3.Textbook Pages
4.Additional Materials from Art materials pictures, art materials for card- pictures, art materials for card-making pictures of smiley, charts, cartolina Test Notebook, pencil
Learning Resources (LR) making strips, pictures, smiley masks
portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson Daily Language Activity Review Drill/Review Drill/Review
or presenting the new lesson Words for the Day (Drill) Daily Language Activity : Target Words Daily Language Activity
Let us read the sight for the Day Let us read the sight words. Read after
words. Read after me. Let us read the sight words. me.

Let us read the word Read after me. Let us read the word FRY. Repeat.
YOUR. Repeat. Let us read the word HEIGHT. Repeat. Let us read the word COULD. Repeat.
Let us read the word Let us read the word WEIGH. Repeat. Now, I will use these words in a
THERE. Repeat. Now, I will use these words in a
Let us read the word IS. Repeat. sentence: I wish I could fry chicken as
Now, I will use these words sentence: My height is just right for my
Let us read the word ARE. well
in a sentence: Your bag weight.
Repeat. as my mother.
over there is really nice. (Explain what the sentence means.)
Now, I will use these words in a What do we mean by the word FRY?
What do we mean by the What do we mean by the word
sentence: She is my sister. We What do we mean by the word
word YOUR? HEIGHT?
are siblings. COULD?
What do we mean by the What do we mean by the word
Can you come up with your Can you come up with your own
word YOUR? WEIGHT?
own sentence? sentence?
Can you come up with your Can you come up with your own
Now let us spell the word IS on Now let us spell the word FRY on air.
own sentence? sentence?
air. Now, spell it using your Now, spell it using your own
Now let us spell the word Now let us spell the word HEIGHT on
own whiteboards. whiteboards.
YOUR in the air. Now, spell air. Now, spell it using your own
Now let us spell the word ARE Now let us spell the word COULD on
it using your own whiteboards. air. Now, spell it using your own

B. Establishing a purpose for
the lesson
whiteboard.
Now let us spell the word
THERE in the air.Now, spell
it using your own
whiteboard.
Motivation:
Do you know how to make
card for your friends and
parents?
What are you feeling when
you are receiving cards
from your friends?
Are you thankful when you
receive cards from others?
on air. Now, spell it using your
own whiteboards.
Motivation:
Pre-Reading:
Motivation:
Show the students a poster of
the movie EntengKabisote at
angPanday.
Then, she asks the following
questions: (Refer to LM, p., Get
Set)
Are you familiar with this
movie? Who have watched
this?
Did you like it?Who among the
superheroes is your favorite?
Why?
Motive Question: What is a
hero? Who can be a hero?
During Reading:
(The teacher and the pupils do
shared reading. Show the
pictures to the class
and asks questions at each
pause.) Refer to LM, “Boatman
to the Rescue” by Dali Soriano
“Come, let’s play!” Fred called
his friends at the park.
“It’s raining. Let’s go home,
“Bobby said.
“It will stop soon. Let’s play,
please!” begged Fred.
“It will not stop. Look! The
streets are flooded. Let’s go
home fast!”
Bobby explained.
Bobby and his friends went
home. Fred continued to play in
the rain. Then there was a
heavy downpour. It flooded the
streets. The water rose higher
Now let us spell the word WEIGH on whiteboards
air. Now, spell it using your own
whiteboards.
Motivation: Motivation: Orient pupils on the
Get Set “The Boat is Sinking” directions.
Let’s sing the song “Row, Row, Row Say: Let’s have a game? I will say: “The
Your Boat.” boat is sinking.” Let’s form groups
of four.’ You have to form a group with
four members. Those who will
not belong to any group will take their
seats and be out of the game. Isthe
instruction clear?
Get Set
Draw a smiley face on the space below
and color it.
Song: “Row, Row, Your Boat!”
Do you know what makes the boat
move?
Think about it. If the boys paddle in
opposite directions, what would
happen to the boat?
What if they paddle in the same
direction?
Recall of the Story
a. What is the title of the story we read
yesterday?
b. This time, we are going to watch the
story using our toy TV set. Since our
TV set here has no sound, you are
going to be the one to retell what you
see on the screen

C. Presenting examples/
instances of the new lesson
and higher.
In Fred’s house, his mother
went up the roof of their house
to save herself. She looked
around. “Fred! Fred! Fred!” she
called.
“Lord, God, have mercy on us. I
trust You. I believe that You will
bring my son back to me.”
Fred’s mother knelt down to
pray. She did not stop praying.
Suddenly she heard a
motorboat coming. She stood.
She saw a small hand waving at
her. As the motorboat came
near the house, Fred’s mother
heard Fred calling.
“Nanay, come! Bobby is here to
rescue us. Let’s move to a
higher ground!”
Fred’s mother jumped on the
boat and hugged Fred.
“Fred, thank God, we are safe.
Thank you, too, Mr. Boatman.”
Presentation – Let’s Aim Presentation Presentation Preparation of test
Card Making.(Refer to LM, I. Tell what could happen next Let’s Aim 1. Introduction
p., Let’s Aim) from the situations. Here are some group areas where you Say: You already learned declarative
Show the pupils a sample Choose your answers from the can work sentences. Today, you are going to
card. Then, introduce its choices in the box. with your friends. You must follow the Learn another kind of sentence.
parts. Let them design the directions on 2. Agreement Check-up
card. how to do these activities. a. Will you draw on the board a smiley
Card Making How to Make a Paper Boat face?
Here is a sample card. Directions: b. Ask for each face: Everybody, show a
Study its parts. • Get a colored paper from the (happy) face!
envelope. 3. Skill Development
• Make a paper boat using only your a. Elicitation (lifted from the story
two through the art of questioning)
1. Evelyn played the whole hands, not using a pair of scissors, glue, Say: Match the situation I am going to
morning. or paste. say with the most possible words
There is a test the next day. • Write your name on the paper boat. of the characters in the story “Boatman
Evelyn • When you are done, pin your boat on to the Rescue”.
__________________________ the exhibit wall.
_____________. Big Book Making Station
2. It rained hard that morning. Directions:
Rey forgot to bring his raincoat.
Rey
__________________________
________________.
3. Vanessa practiced for the
singing contest the
whole afternoon.
They have a singing contest the
next day.
Vanessa
__________________________
__________.
4. Kevin found a wallet by the
road side.
He looked for an ID inside the
wallet.
Kevin
__________________________
______________.
5. The kids are having a picnic
in a farm.
They saw a lot of animals.
The kids
__________________________
____________.
II. Put a check mark (ü) if the
word on the left is a
part of the word on the right
side and cross (x) if it
is not.
1. tooth brush __________
tooth paste
2. dogs _________ dog house
3. pillows __________ bed
4. pencil _________ paper
5. fruits _________ trees
III. Choose the correct feelings
expressed from the
following dialogues.
1. “Wow, what a beautiful
dress you have!”
2. “Ouch! My finger got
trapped in the door.”
3. “Oh no! The flood is going
• Sequence the pictures.
• Then, paste a picture on each page.
• Next, write a sentence below each
picture.
• Lastly, design your big book.
Picture Puzzle Station
Directions:
• Get a partner for each puzzle.
• Solve a puzzle one at a time.
• Exchange puzzle with the other pairs
until all picture puzzles are solved.
Justice League Station
Directions:
• Choose and wear the mask of your
favorite superhero.
• Draw a number so you will know
when
your turn will be.
• When it is your turn, complete the
sentence below:
I am
________________________________
_______.
(name of the superhero)
I help my neighbors b. Analysis
by______________________. Say: Let us study each exclamatory
sentence.
1. “Yehey! It’s raining.”
2. “The water is rising now!”
3. “Oh no! I have to go up to the roof.”
4. “Fred! Oh, thank God, you’re safe.”
Ask the following questions:
a. What feeling did Fred show when it
rained hard?
b. What feeling did Bobby show when
he saw that the water on the streets
were rising?
c. What feeling did Mother show when
the water in their house was rising?
d. What feeling did Fred’s mother show
when she saw Fred was safe?
e. Are these feelings strong or weak?
f. What punctuation mark ends each

D. Discussing new concepts
and practicing new skills #1
up.”
4. “Happy New Year!”
5. “Fire! Fire! Fire!”
Comprehension Questions: Comprehension
1. Have you received a Questions:
card before? What was the What is the title of the
occasion? From whom? selection?
How did you feel when you Who wrote the story?
received it? Do you know what a boatman
2. Now, let’s look at the is? How about the word
card.What are its rescue?
important parts? (Use the
example above or, better, Questions:
a real card.) What words are not familiar to
you? (begged, flooded)
Who are the two boys in the
exclamatory sentence? Everybody,
write
an exclamation point in the air, on your
desk/armrest.
Introduction for the Group Activities Listen to the lines from the same story
Say: Now that you fully understand the that the
story, I know you are ready to do teacher will say. Study the choices
the activities I prepared today. below. Match
Here are the directions that you will them with what the teacher will say.
follow:
There are five different activities
namely (the teacher pointing) Drawing
Station, Big Book Making Station, Paper
Boat Making Station, Picture Puzzle
Station, and Justice League Station.
Each group will go to one station one
at a time.
 story? Where were they?
What was the weather on that
day?
Who wanted to play? Did
Bobby want to play, too? Why?
What happened to the streets?
What do you think would Fred
and Bobby do next?
Questions:
What words are not familiar to
you? (downpour)
What did Bobby do? What did
Fred do?
What happened to the flood on
the street?
What do you think would
happen to Fred?
The leader gets the activity envelope
and reads the directions.
He or she tells his or her group mates
on how they will do the activity.
Listen attentively to my signal so you
will know when to go from one station
to another.
Standards for Group Work
a. Read the directions carefully.
b. Help one another in doing the
activity.
c. Talk one at a time and speak softly.
d. Stay with the group, do not go
around.
e. Practice CLAYGO (clean as you go)
before leaving the station.

E. Discussing new concepts
and practicing new skills #2
Group Activity
Show and Tell
Directions: In front of the
class, show your self-made
card and read the message
that you wrote. Then give
your card to your friend.
Questions:
What words are not familiar to
you? (roof, mercy, knelt)
Who went up the roof? Why do
you think she went up there?
Who was she calling? Did she
find Fred?
What did mother do when she
could not see Fred?
Would Fred come back home?
What might have happened to
Fred? Why?
Group Work: Group Work: Group Work:
Post Reading: ( Ask the following questions: ) Let’s Read
The students answer the a. What did you learn from the (name Read each sentence with proper
Motive Question of the station)? expression.
More comprehension b. While doing the activities, how did 1. “Yehey! It’s raining.”
questions: you behave? 2. “The water is rising now!”
-What should have been done c. What value/s did you practice during 3. “Oh no! I have to go up the roof.”
by Fred when it was already the activity? 4. “Fred! Oh, thank God, you’re safe.”
raining?Why?
-What kind of friend was
Bobby? Do you have a friend
like him?
How has he/she helped you?
 -As what you have experienced,
when streets become flooded
in your place.
How high was it?
-As what you see, why is a
motorboat better to use in
rescuing flood victims
than the one without a motor?
-In the story, to whom did
Fred’s mother call first for
help? How did she ask
God for help? How did God
answer her prayer?
-What did you learn from the
story?

F. Developing mastery We Can Do It We Can Do It We Can Do It We Can Do It Testing

( Leads to formative Make another card for Let’s do shared reading. Let’s
assessment ) your parents. read the selection
by part.
Boatman to the Rescue
By Dali Soriano
Read the selection I. Read the sentence inside the thought
Boatman to the Rescue bubble.
By Dali Soriano Say it in different ways. Choose a
smiley face and wear it. Then, say the
sentence according to the smiley face.

II. Work with your partner. Write an

exclamatory
sentence about each picture.
 Written Practice: (paired work)
Directions: Work with your partner.
Write an exclamatory sentence about
each
picture. (Refer to LM)
-Add another smiley showing a
different feelings.

G. Finding practical/ I Can Do It I Can Do It ICan Do It I Can Do It

applications of concepts and
skills in daily living
Here is a blank card. Fill in
the parts by writing the
date, the name of your
friend, and your name. For
the design, you may cut
pictures from a magazine
or make your own design
using the art materials you
brought in class.
Afterwards, cut the card
and give it to your friend.
Here are some important parts
of the story.
Recall some important parts of the
story.
Directions: Put !at the end of each
exclamatory sentence.
1. We won___
2. Hurray___
3. Fire___Fire___Fire___
4. What a big dog___
5. Oh, thank you___
Oral Practice (triad)
Directions: Read the sentence inside
the thought bubble.
Say it in different ways. Choose a
smiley face and wear it.
Then say the sentence according to the
smiley face.
H. Making generalizations Remember This: Remember This: Remember This: Remember This: What did you learn?
and abstractions about the What are the important How do you recall the story Cooperation is helping each other An exclamatory sentence expresses a
lesson things that you consider read? out.It makes all the work easier and strong feeling.
when you are making possible when you do it with friends. It is used when one feels happy, angry,
card? surprised or afraid.
It starts with a capital letter and ends
with an exclamatory point (!).
I. Evaluating Learning Measure My Learning Measure My Learning Measure My Learning Measure My Learning Checking the test
Present to the class your Choose the part you like the Fill in the thought bubble with what Tick the box which has an exclamatory paper.Noting item missed.
self-made card. most, then color it. you’ve sentence.
Then, tell something about it to learned with your friends today.
the class.
J. Additional activities for Ask the children how they feel when Study next lesson.
application or remediation they hear a thunder clap. What do they
say
when they hear a thunder clap?
V.REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% of the formative
assessment
B. No. of learners who
require additional activities
to remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material did I
use/discover which I wish to
share with other teachers?