School: DepEdClub.
com
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
( Write the LC code for
each)
CONTENT
( Subject Matter)
II.LEARNINGRESOURCES
A.References
1.Teachers Guide pages
2.Learners Material Pages
B. Other Learning Resources
Grade Level:
Teacher:
Teaching Dates and
Time:
MONDAY
Demonstrate understanding
various linguistic nodes
comprehend various texts.
Use linguistic nodes to appropriately
construct meaning from a variety of
texts for a variety of purposes.
Realize the value of staying together
as a family especially in times of
difficulties.
Identify the different elements of a
storyto.
Note details from news
reports/selections listened to.
EN4LC-Iib-3
Week 2:Making Difference
Story: A Jar of Lollipops (Identify the
different elements of a story)
129-132
124-127
Powerpoint presentation, coloring
materials, manila paper, pentel pen
IV
File Created by Sir BIENVINIDO C. CRUZ JR
NOVEMBER 14 - 18, 2022 (WEEK 2)
TUESDAY WEDNESDAY
of Demonstrate understanding that
to the words are composed of
different parts and their meaning
changes depending on context.
Use strategies to decode the
meaning of the words
Identify the meanings of
unfamiliar words through
structural analysis.
EN4V-IIb-2
Week 2:Making Difference
( Identify words with affixes)
132-133
127-130
Powepoint, flashcards, manila
paper, pentel pen, chart
Learning Area: ENGLISH
Quarter: 2ND QUARTER
THURSDAY FRIDAY
Demonstrates understanding of Demonstrates understanding of
English grammar and usage in writing process
speaking or writing
Uses the classes of words aptly Uses variety strategies to write
in various oral and written informational and literary
discourse compositions
Use the pronoun that agrees in Appreciate the different shapes
gender, number with the of things around.
antecedent. Classify related words, ideas,
EN4G-Ii-9 and concepts according to
certain characteristics and
similarities.
EN4SS-IIb-2
Week 2:Making Difference Week 2:Making Difference
(Pronouns that agree with its (Classify related words, ideas,
antecedent) and concepts according to
certain characteristics and
similarities.)
133-134 134-135
129-131 132-125
Powerpoint, chart, manila Powepoint ,Paper, pencil, ruler,
paper pen, chart
III. PROCEDURES
A.Reviewing past lesson or
Presenting the new lesson
B.Establishing a purpose of
the new lesson
C.Presenting Examples/
instances of the new lesson
Recall: Rereading of the News Report
about Typhoon Pablo (individually
and/or by groups)
1.Drills
2. Unlocking of Difficulties (Unlock the
words using pictures and context
clues. Show each picture and
match it with the word as the story is
read to the class. Present the
following
words in flash cards or paper strips:
journey, bus terminal, typhoon,
storm, roofless, destroyed, muddy,
lifeless, sealed, supply.)
Say: Do you prepare for a typhoon?
Why? Why not?
What happens during a typhoon?
Why?
Motive Let the pupils complete the
KWL chart.
Refer to TG
Say: “This is a story about a typhoon
that hit the city in 2013. What
happened during the typhoon in
Tacloban?”
“Can you remember the title of
the story we read yesterday?
Retell the story.”
Say: “Today, we will learn about
words with affixes “un” and “less”
Have children read the following
sentences:
1. “No, don’t pick it up, Mylene.
It’s unsafe,” warned Father.
2. The children were unwilling to
let go of the jar.
3. All around they saw roofless
houses and buildings destroyed by
the
typhoon.
4. Lifeless bodies of men, women,
children, and animals were
scattered
along the way.
Ask pupils to read the highlighted
Replace the underlined word a
personal pronoun from the
word box.
he it we she
they she it
1.My brother is tall.
2.The butterfly was pretty.
3.Jean and Sara are friends
4.My mom is a nurse.
5. The giraffe is tall.
Say: Say: “Do you know where
bugs live? What do you call their
homes?”
Read the poem Bugs at Home
and answer the questions that
follow. Refer to LM, Talk About
it, page 129
Group the pupils in three (3).
Each group will arrange the
given words in alphabetical
order.
Unlocking of Words
Using pictures, call pupil-
volunteers to read the
sentences. Call selected
pupils to read the highlighted
words. Show the pictures of the
highlighted
words. Let pupils talk about
what they know of these things.
Say: “Do you know what a ___
is? Have you seen one of these?
Describe.” Refer to TG, page
135
What shapes of things do you
see around?
Name the object and its shape.
Motive Question:
What shapes of things are given
in the poem?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more

D.Discussing new concepts
and practicing new skills no.1.
E. Discussing new concepts
and practicing new skills no.2
Read the story A Jar of Lollipos.
(Interactive Reading can be used after
reading few paragraphs you may ask
few questions to check
comprehension of pupils during the
reading activity. Refer to LM for the
story of the A Jar of Lollipops.
Engagement Activities Differentiated
pupils’ activities for 7 groups. Prepare
the task cards for each group. Refer
to TG
word in the sentence.
Say: “Can you separate these
words into parts? How many parts
will you
have? What are these parts?”
 unsafe = un + safe
 unwilling = un + willing
 roofless = roof + less
 lifeless = life + less
Say: “What are the root words of
each word in the sentences?”
(clean,
willing, roof, life)
“What happens to the meaning of
the words when the words un-
and
-less were added?”
Group Activity:
Divide the class into 5-6 groups.
Let each group think of at least
four (4)
words with the affix un- and -less.
Let them give the meaning of the
word
and then use the words in a
sentence.
Example:
 shirtless – without shirt or not
wearing shirt or no shirt
“Pedro was shirtless because his
shirt is wet.”
 unlucky – not lucky
“We were unlucky today because
Group the pupils into 4 groups.
Assign one (1) stanza of the
poem for each group. Encircle
the personal pronouns in the
stanza. Then connect the
personal pronoun with the noun
it refers to or replaces.
Group presentation:
Group 1 : (tick/tock – he/his)
Group 2 : (ant/Jill – she/her)
Group 3 : (family of bees/Clive –
their)
Group 4 : (reader of poem –
you; author of poem – me;
family
Clive, Jim & Jill – they)
Read the poem carefully. Model
reading of the poem. Then call
pupil-volunteers to read one
stanza
Refer to LM - Read and Learn,
The Shape of Things by Melsh
Goldish.
For further understanding of
the poem ask comprehension
questions. Referg to Tg, page
135
Group the pupils into five
groups. Assign one stanza per
group. Fill the
chart below. Be prepared to
present output. (Refer to LM -
Try and
Learn)
Say: “According to the poem,
what things are shaped like a
circle, a square,
a rectangle, a triangle? How are
the things in each stanza
classified?”

F.Developing Mastery
(Leads to Formative Assessment
3.)
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
abstraction about the lesson
I. Evaluating learning
Group presentation:
Refer to TG p. 132 for the Discussion
questions or Refer to LM, Talk about
it.
Pretend that you are Aling Gloria will
you also share the Jar of Lollipops
with everybody? Why or Why not?
What is the story all about?
Choose a part of the story that you
like best. Draw and color your work.
Talk about it in the class.
we did not win any game.”
Group presentation
Let each member of the group
present the words with affixes and
other members can read the
sentences formed with affixes on
it.
Change the underlined words to
new words with affixes. Rewrite
the sentence with the new word
formed. Refer to LM Try and Learn
pager 128
What happens to the meaning of
the words whenthe words un- and
– less were added to a root word?
Refer to LM“Remember” p. 128
Refer to LM, Do and Learn.
Identify the personal pronouns
and their antecedents.
Read the paragraphs on LM, Do
1.Most monkeys don’t like
and Learn. Classify the
water, but they can swim well
underlined words
when they have to.
2.The teacher graded the into two groups. Give a name to
students’ paper last night. She each group.
returned them during the class
today.
3.Nancy took an apple with her
to work. She ate it at lunch time.
4.A dog makes a good pet if it is
properly trained.
5.Yuri’s cat is named Maybelle
Alice. She is very independent
Refer to LM, Do and Learn Refer to LM, Learn Some More
“A”
-When do we use personal What do you mean by
peonouns. classifying?
Personal pronouns are words
Classifying is arranging or
used in place of nouns in
sorting things according to their
sentences
similarities and characteristics.
-What do we call the words
being replacedby personal
pronounced?
The words being replaced are
called antecedents
-When do we use the personal
pronoun him, her, it and them?
Personal pronouns should agree
with their antecedents in
number
and gender.
Fill in the blanks with the correct Refer to LM Learn Some More
pronoun that will complete the “B”
story. Refer to LM, Learn Some
 More

J. Additional activities for Refer to LM, Learn Some More. Write 5 words on each affixes un- Use the following personal Refer to LM, Learn Some More
application and remediation and –less then use it in a sentence. pronouns in a sentence: he, she, “C”
it, we, and they. Underline the
antecedents

V.REMARKS

VI.REFLECTION

A. No. of learners ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
___ of Learners who
who earned 80% above above above 80% above
earned 80% above
in the evaluation

B. No. of learners ___ of Learners who require ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require
who require additional activities for remediation require additional additional activities for additional activities for additional activities for
additional activities for remediation remediation remediation
remediation
activities for
remediation who
scored below
80%

C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? ____ of Learners who caught up the ____ of Learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
No. of learners lesson caught up the lesson the lesson the lesson the lesson
who have caught
up with the
lesson

D. No. of learners ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
who continue to require remediation continue to require require remediation require remediation to require remediation
require remediation
remediation

E. Which of my Strategies used that work well: Strategies used that Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching ___ Group collaboration work well: ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies ___ Games ___ Group collaboration ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Games ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
worked well?
___ Answering preliminary ___ Power Point ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
Why did these activities/exercises Presentation activities/exercises activities/exercises activities/exercises
work? ___ Discussion ___ Answering ___ Discussion ___ Discussion ___ Discussion
 ___ Case Method preliminary ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) activities/exercises ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Discussion ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories ___ Case Method Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Think-Pair-Share ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama (TPS) ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Rereading of ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Paragraphs/ ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Poems/Stories Why? Why? Why?
___ Complete IMs ___ Differentiated ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials Instruction ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Discovery Method ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks ___ Lecture Method Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their
Why? tasks tasks
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing
their tasks
F. What difficulties __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
did I encounter __ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my __ Colorful IMs behavior/attitude __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Colorful IMs __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or
Equipment (AVR/LCD) __ Unavailable Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
supervisor can __ Science/ Computer/ Technology __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
help me solve? Internet Lab Equipment Internet Lab Internet Lab Internet Lab
__ Additional Clerical works (AVR/LCD) __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __ Science/ Computer/ __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils Internet Lab __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
__ Additional Clerical
works
__Reading Readiness
__Lack of Interest of
pupils
G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I __ Making use big books from __ Making use big books __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality from views of the locality views of the locality views of the locality
use/discover
__ Recycling of plastics to be used as views of the locality __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
which I wish to Instructional Materials __ Recycling of plastics as Instructional Materials used as Instructional Materials used as Instructional Materials
share with other __ local poetical composition to be used as __ local poetical composition __ local poetical composition __ local poetical composition
teachers? __Fashcards Instructional Materials __Fashcards __Fashcards __Fashcards
__Pictures __ local poetical __Pictures __Pictures __Pictures
composition
__Fashcards
__Pictures