GRADE 1 to 12 School Grade Level ONE

DAILY LESSON LOG

Teacher Subject ENGLISH

Week Week 3 Quarter Fourth Quarter

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standard The Learner . . .
1.demonstrates understanding of
familiar words used to communicate
personal experiences, ideas, thoughts,
actions, and feelings
2.demonstrates understanding of
familiar literary forms and concept of
words in English for effective
expression
B. Performance Standard The Learner . . .
1.Shares/express personal ideas,
thoughts, actions, and feelings using
familiar words
2.participates actively in different oral
activities
C. Learning Competency/Objectives (1) EN1PA-IVc-e-2.4 Supply rhyming
(Write the LC code for each.) words in response to spoken words
(2) EN1OL-IVa-j-1.3 Talk about
pictures presented using appropriate
local
terminologies with ease and
confidence
(3) EN1OL-IIIa-j- 1.1 Listen to short
stories/poems
I. CONTENT Oral Language in English and
Listening Comprehension
The Learner . . .
demonstrates understanding of
familiar words used to communicate
personal experiences, ideas, thoughts,
actions, and feelings
demonstrates understanding of
familiar literary forms and concept of
words in English for effective
expression
The Learner . . .
Shares/express personal ideas,
thoughts, actions, and feelings using
familiar words
participates actively in different oral
activities
(1) EN1PA-IVc-e-2.4 Supply
rhyming words in response to spoken
words
(2) EN1OL-IVa-j-1.3 Talk about
pictures presented using appropriate
local
terminologies with ease and
confidence
(3) EN1OL-IIIa-j- 1.1 Listen to
short stories/poems
Oral Language in English and
Listening Comprehension
The Learner . . .
demonstrates understanding of familiar words
used to communicate personal experiences,
ideas, thoughts, actions, and feelings
demonstrates understanding of familiar literary
forms and concept of words in English for
effective expression
The Learner . . .
Shares/express personal ideas, thoughts,
actions, and feelings using familiar words
participates actively in different oral activities
(1) EN1PA-IVc-e-2.4 Supply rhyming words
in response to spoken words
(2) EN1OL-IVa-j-1.3 Talk about pictures
presented using appropriate local
terminologies with ease and confidence
(3) EN1OL-IIIa-j- 1.1 Listen to short
stories/poems and
• Infer the characters’ feelings and traits
• Identify cause and/or effect of events
Oral Language in English and Phonological
Awareness
The Learner . . .
demonstrates understanding of
familiar words used to communicate
personal experiences, ideas, thoughts,
actions, and feelings
demonstrates understanding of
familiar literary forms and concept of
words in English for effective
expression
The Learner . . .
Shares/express personal ideas,
thoughts, actions, and feelings using
familiar words
participates actively in different oral
activities
(1) EN1PA-IVc-e-2.4 Supply rhyming
words in response to spoken words
(2) EN1OL-IVa-j-1.3 Talk about
pictures presented using appropriate
local
terminologies with ease and
confidence
(3) EN1G-IVa-e-3.4 Recognize
common action words in stories
listened to
Oral Language in English and
Phonological Awareness
The Learner . . .
demonstrates understanding of familiar
words used to communicate personal
experiences, ideas, thoughts, actions, and
feelings
demonstrates understanding of familiar
literary forms and concept of words in
English for effective expression
The Learner . . .
Shares/express personal ideas, thoughts,
actions, and feelings using familiar
words
participates actively in different oral
activities
(1) EN1PA-IVc-e-2.4 Supply rhyming
words in response to spoken words
(2) EN1OL-IVa-j-1.3 Talk about
pictures presented using appropriate
local
terminologies with ease and confidence
(3) EN1G-IVa-e-3.4 Recognize
common describing words in stories
listened
to
Oral Language in English and
Phonological Awareness

II. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English
pp. 54-61 pp. 57-60 pp. 60-61 pp. 63-64 pp. 65-67
2. Learner’s Materials pages

3. Other materials READ ALOUD BOOK: Araw sa • Poem “The Caterpillar” Poem “If All the World Poem “Trees” by Sarah • Lyrics “Bingo”
Palengke (Market Day) by Christina Rossetti Were Paper” Coleridge
 Poem “Little Things”
by Julia Carney
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or Teacher and pupils recite the poem
presenting the new lesson “Little Things” in class.
Teacher posts words on the board.
Pupils choose words from the
list that rhyme with the highlighted
words in the poem.
Little Things
By: Julia A. Carney
Little drops of water,
Little drains of sand,
Make the mighty ocean
And the beauteous land.
And the little moments,
Humble though they be,
Make the mighty ages
Of eternity.
So our little errors
Lead the soul away,
From the paths of virtue
Into sin to stray.
Little deeds of kindness,
Little words of love,
Make our earth an Eden,
Like the heaven above.
Word List
brittle, potter, skittle, daughter
B. Establishing a purpose for the lesson Teacher posts a picture of children
jumping off to a river. Pupils answer
questions
about the picture and talk about it.
C. Presenting examples/Instances of the Teacher shows the cover of the book
new lesson in class and asks questions about it.
Pupils recall the details of the book.
• Word List
Teacher and pupils recite the poem
“The Caterpillar” in class.
Teacher posts words on the board.
Pupils choose words from the
list that rhyme with the highlighted
words in the poem.
The Caterpillar
By Christina Rossetti
Brown and furry
Caterpillar in a hurry,
Take your walk
To the shady leaf, or stalk,
Or what not,
Which may be the chosen spot.
No toad spy you,
Hovering bird of prey pass by you;
Spin and die,
To live again a butterfly.
Word List
grin, lady, skin, ready
Teacher posts pictures on the board.
Pupils answer questions about the
picture and talk about it.
(a mountain full of trees and a
mountain with no trees)
• Word List
Teacher and pupils recite the poem “If All the
World Were
Paper.” Teacher posts words on the board.
Pupils choose words
from the list that rhyme with the highlighted
words in the poem.
If All The World Were Paper
If all the world were paper,
And all the sea were ink,
And all the trees were bread and cheese,
What should we have to drink?
Word List
sink, see, link, bee
Teacher posts pictures on kids not conserving
water on the board. Pupils answer questions
about the picture and talk about it.
Teacher reviews the new words the pupils
learned. Pupils enumerate the words and say
their meaning.
Teacher asks pupils to give a summary of the
second part of the story.
• Word List
Teacher and pupils recite the poem
“Trees.” Teacher post words
on the board. Pupils choose words
from the list that rhyme with
the highlighted words in the poem.
Trees
by Sarah Coleridge
The Oak is called the king of trees,
The Aspen quivers in the breeze,
The Poplar grows up straight and tall,
The Peach tree spreads along the wall,
The Sycamore gives pleasant shade,
The Willow droops in watery glade,
The Fir tree useful in timber gives,
The Beech amid the forest lives.
Word List
call, pillow, small,winnow
Teacher posts a picture on the board.
Pupils answer questions about the
picture and talk about it with their
seatmates.
(too much garbage on the streets)
Teacher reviews with the pupils the
concept of action words.
He or she explains that like nouns and
adjectives, action words
also have another name.
http://www.
mothergooseclub.com/
rhymes_parent.php?id=121
Teacher introduces the song “Bingo” in
class. The lyrics of the song are written
on the board. Teacher posts words on the
board and reads them. Pupils sing the
song, and then choose a word from the
list that rhyme with the highlighted
words in the song.
Teacher posts a picture of a lady burning
leaves on the board. Pupils answer
questions about the picture and talk
about it with their seatmates.
Teacher reviews with the pupils the
concept adjectives. Then, He or she
posts sentences from the story Araw sa
Palengke (Market
Day) on the board and reads them.
Pupils point out the adjectives in the

D. Discussing new concepts and practicing
new skills # 1
D. Discussing new concepts and
practicing new skill #2
E. Developing mastery
(leads to Formative Assessment)
F. Finding practical application of
concepts and skills in daily living
Teacher reads pages 2-9 of the book.
Pupils then listen and answer a few
questions about the story.
• Teacher explains the meaning of
difficult words in the story using
gestures, facial expressions, pictures,
etc.
• Teacher writes the new words on the
board.: hold tightly, get lost, buy
What is the market like? Is it a quiet
place? What are
the people doing in the market?
Teaher asks pupils to look at pages
10-11 of the book. Pupils retell the
first part of the story and talk about
the picture in the
book.
Teacher reads pages 12-21 of the
book. Pupils then listen and answer a
few questions about the story.
• Teacher explains the meaning of
difficult words in the story using
gestures, facial expressions, pictures,
etc.
• Teacher writes the new words on
the board: meat, crowded, vendors,
taste, odd, scary, wonderful,
earthenware
If there is a mountain in your town
or province, talk
about it with the pupils
and ask them to think of
ways to protect it.
sentences.
Teacher reads pages 22-29 of the book. Pupils Teacher posts sentences from the story
then listen and Araw sa Palengke (Market
answer a few questions about the story. Day) on the board and reads them.
• Teacher explains the meaning of difficult Pupils point out the verbs in
words in the story using gestures, facial the sentences.
expressions, pictures, etc.
• Teacher writes the new words on the board:
tired, wrapped, looks familiar, tiny
Teacher asks questions about the story:
Who are the characters in the story?
• What are they like?
• What did the little girl promise Nanay?
• What did the little girl feel when they went to
the market?
• What do you think Nanay felt when the little
girl kept her promise?
• What did the little girl find wrapped in
newspaper?
• What did she feel when she saw the
earthenware stove and pot?
• Do you think Nanay would have bought the
little girl earthenware stove
and pot if she did not keep her promise?
• Why did Nanay buy the little girl
earthenware stove and pot?
What do you think should one do with What will happen to our environment if
their garbage? we always do that? Have you seen
anyone in your community do the same
thing? What do you do when you see
someone doing that?
G. Making generalizations and What did the little girl remember?
abstractions about the lesson That’s right. Sheremembered that she
made a promise to Nanay. Can you
remember what the
little girl promised Nanay?

H. Evaluating learning Point out the verbs in each one: Encircle the adjective in the sentence:

1 Nanay and I each carried a bayong. 1 The market is hot.

2 Hold on to me tightly, ha?
3 People shout at each other.
4 Nanay helped me get dressed.
5 I helped Nanay put away the things
we bought.
2 Nanay’s bayong is big and colorful.
3 They fill my small bayong with lots of
things.
4 Some are odd, some are scary, some
are wonderful.
5 The market is noisy.

I. Additional activities for application or
remediation/ Assignment
Teacher asks pupils to draw a picture
of the market
in their community. Pupils use their
picture to retell the part of the
story they heard in class to their
families.
Teacher asks pupils to share the
second part of the story to their
families. He or she encourages pupils
to talk to their parents about the
things that are sold in the market.
Teacher asks pupils to retell the last part of the
story to their families.
Teacher asks pupils to think of two
verbs and write them in their
notebooks. Pupils can ask their parents
to help them with their homework
Teacher asks pupils to think of two
adjectives and
write them in their notebooks. Pupils can
ask their parents to help
them with their homework.

I. REMARKS

II. REFLECTION

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
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?