DAILY LESSON LOG IN ENGLISH
School Pinaod Central School
Grade 1
District
Daily Lesson Log
Teacher
I. OBJECTIVE MONDAY
The learner…
A. Content Standards
demonstrates understanding of sounds and their meanings for appropriate use of words
The learner…
B. Performance Standards manipulates skillfully the sounds in words to express meaning
displays sensitivity to sounds in spoken language
C. Learning Competencies/ Objectives Use words that are related to self, family,
Write the LC code for each school, community, and concepts such as the school, community, and concepts such as
names for colors, shapes, and numbers
II . CONTENT
III. LEARNING RESOURCES
A. References:
1. Teacher's Guide page/s
2. Textbook page/s
3. Learner's Materials page/s (MATH
WORKBOOK)
picture of places, songs written
4. Materials on chart
IV. PROCEDURES
Recall the Rainbow Song and ask What
A. Reviewing the previous lessons or colors are there in the rainbow?
presenting new lesson
B. Establishing purpose for the lesson Teacher divides the class in small groups
with 3-5 members. Each group forms a
circle. Members of the group pass around a
special microphone and introduce
themselves to their group mates. Teacher
moves around the room as the pupils do the
activity.
Teacher says: We are going to have a short
activity. Your class will be divided into
groups. Each group will form a circle. All of
you will tell your group mates where you
live. I will give a special microphone for
you
to use when you are introducing yourself.
After introducing yourself, you pass the
microphone to the next member of your
group.
Grade
San Ildefonso South
Angelica P. Dela Cruz
TUESDAY
Use words that are related to self, family,
the names for colors, shapes, and numbers
Listen to short stories/poems and infer the
character’s feelings and traits
Give the number of syllables of given
words
picture of vegetables, songs written on a
chart
Teacher sings the song, “London Bridge”
with the pupils.
Teacher divides the class into groups with
three members. Each group forms a circle.
Pupils show their comic strip to their group
mates and talk about it.
Teacher says: I will divide your class into
groups. Each group will have three
members. You and your group mates will
form a circle and talk about your comic
strips. I will give you five minutes to talk.
Later, I will call some of you to show your
work in front of the class.
1-SSES
Rating Period
Week
WEDNESDAY
Listen to short stories/poems and infer the
character’s feelings and traits
THEME: Places in My Community
READ ALOUD STORY: The Tale of Lady Cabbage
pictures, story book: The Tale of Lady
Cabbage
Teacher introduces the song, “Jack and Jill”
in class. The lyrics of the song are written
on the board or in a manila paper.
Teacher shows the pupils the
vegetables/pictures of the vegetables
discussed yesterday. Pupils choose the
vegetable they eat or like among the ones on
the table/posted on the board. They then tell
their seatmates why they eat or like that
vegetable
Teacher says: Which vegetable do you eat?
Which one/s do you like? Why do you like
it/them?
I like because
November 5-9, 2018
THURSDAY
Listen to short stories/poems and infer the
character’s feelings and traits
Recognize simple sentences
Identify action words in sentences*
pictures, sentences written on the chart
Teacher sings the song, “Jack and Jill” with
the pupils while pointing at the lyrics
Teacher asks pupils to show and talk about
their picture of Lady Cabbage to their
seatmates. Pupils have five minutes to talk.
After five minutes, pupils post their picture
on the board. Teacher calls 2-3 pupils to talk
about their work in front of the class.
Allow pupils to express themselves
in their Mother Tongue or in
Filipino to help them feel
comfortable in sharing their ideas.
Then, model how to say their
responses in English.
FRIDAY
Use appropriate expressions for asking
permission
pictures, sentences written on the chart
Teacher sings the song, “Jack and Jill” with
the pupils while pointing at the lyrics
Teacher posts the pictures of places in their
community. Pupils choose the place/s that
they always visit/see and talk about it with
their seatmates. Teacher gives pupils a few
minutes to talk. Then, he or she calls 2-3
pupils to share in front of the class.
Teacher says: Remember these pictures.
Can you remember what each place is
called? Have you been to any of these
places? Where do you usually go? I want
you to tell your seatmates about the place in
our community that you always visit or see.
I will give you a few minutes to discuss.
Later, I will call some of you to share in
front of the class. But before you talk with
your seatmate, let me tell you the place I
always go to.
 I will show you how to do it. Then when I Example: I always go to the market. I go
give you the signal, you start with the there to buy food.
activity.

Hi! I’m . I live in .

Where do you live?
Teacher introduces the song, “London
Bridge” in class. The lyrics of the song are
written on the board or in a manila paper.
Pupils sing on their own and then by pairs.
( see TG p.52 for the song)
PRE-READING ACTIVITIES
Unlocking of New Words
Teacher shows real vegetables/picture of
real vegetables mentioned in the story.
Pupils may touch or look at the vegetables.
Teacher tells the class the English names of
each vegetable.
He or she posts the name of the vegetables
on the board.
PRE-READING ACTIVITIES AFTER READING ACTIVITIES Teacher posts pictures on the board showing
Activating Prior Knowledge different situations. Pupils study the pictures
Teacher shows the cover of the book. Pupils Activating Prior Knowledge and listen while the teacher reads the
say the title of the book in Filipino. situation for each picture. Then, they say the
Teacher says: Do you remember this book?
Teacher uses pupil’s pictures and the book polite expression in Mother Tongue or
We read this book in our Filipino class last
to discuss the story. Pupils answer the Filipino for each situation.
quarter. We are going to read it again but
teacher’s questions.
this time in English. Do you still remember
the title of this book? That’s right. It’s called
Teacher says: Your pictures of Lady
“Ang Kuwento ni Binibining Repolyo” in
Cabbage are really good.
Filipino. In English,

C. Presenting examples/ instances of the Can you remember who Lady Cabbage is?
it’s entitled “The Tale of Lady Cabbage.”
new lesson. Who can tell me who she is? That’s right.
The author of the book is Serene Wee and
Lady Cabbage is a character in our story.
the illustrator is Conrad Raquel.

Do you like Lady Cabbage? Is she nice?

Are you ready to listen to the story?
What we can we say about her? Let’s look at
some of the pictures in the book. Look at the
vegetables. Do they look happy? No, they’re
not happy. Do they like Lady Cabbage? No,
they do not like Lady Cabbage. Let’s look at
Farmer Tong. Is he happy? Does he like
Lady Cabbage? What did he do to her? Why
does Farmer Tong like Lady Cabbage?

D. Discussing new concept and practicing
new skills
Teacher post different places in the
community. Let the pupils identify the
places and tell something about it.
Example:
What do you see in the picture? Do you
know this place? Where do we see it? How
do we call this place in Mother Tongue and
Filipino? We also have a name for this place
in English. Let’s study them one by one.
Teacher says: I have here some vegetables.
Do you know what these vegetables are?
What are they called in Mother Tongue and
Filipino? These vegetables also have names
in English. Do you have any idea what each
one is called?
DURING READING ACTIVITIES
NOTES
Teacher reads the story in class. 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.
On Page 2
Teacher comments: The word fable is a
story about animals or things that teaches a
lesson. An example of this is the story of
“The Hare and the Tortoise” or “Ang
Kuneho at ang Pagong” in Filipino. The
word boastful means “mayabang” in
Filipino.
On Page 3
Teacher comments: A Lady is a woman
who behaves in a polite way or a woman in
a high position. In Filipino, we call a Lady
Teacher posts a list of sentences about Lady
Cabbage. Pupils then say if the statement is
true or false. Teacher draws a happy face or
sad face beside the sentences.
Teacher says: Look at the list I posted on
the board. Are they sentences or phrases?
That’s right. They are sentences. How do
you know they are sentences? That’s right!
The first words start with capital letters and
they all end with periods. They also have a
complete thought.
These sentences are about the characters in
the story we read yesterday. I will read each
one. You have to tell me if the sentence is
true or false.
When we say true, it means “totoo” in
Filipino. False means “hindi totoo” in
Filipino. Are we clear on what we are going
to do? Good! Let’s begin.
Direction: Draw a happy face if the
sentence is true and a sad face if the
Teacher explains that asking permission can
also be done in English. Polite expressions
for each picture are posted on the right side
of the board. Teacher posts the polite
expression under each picture after
discussing each picture.
Teacher says: Today, we are going to talk
about polite expressions. We are going to
learn how to ask permission. We ask
permission from other people before we do
something. Look at the board. I have some
pictures posted there. Each picture shows a
situation when one needs to ask
permission. Listen as I read some sentences
about each picture. I want you to tell me the
polite expression in Mother Tongue or
Filipino that we use to ask permission. Are
you ready?
Situation 1: A boy wants to go outside the
room, but he needs to ask permission first.
“Binibini”. Garbage, on the other hand, is sentence is false. What should he say to his teacher?
something we think are not important. In
Filipino, we see them as “mga walang Lady Cabbage’s head grew and grew. Situation 2: A girl wants to wear her red
sinabi” o “hindi importante.”
dress, but she needs to ask permission first.
Teacher says: What did the cabbage call
herself? Other vegetables like Lady Cabbage. What should she say to her mother?

On Page 4 Lady Cabbage is nice. Situation 3: Two children want to sit on the
Teacher says: What does the story tell us bench in the park but a man is already sitting
about Lady Cabbage? Is she quiet? That’s Farmer Tong cuts off Lady Cabbage’s head. there. They need to ask permission before
right. She is not quiet. She is loud. they can sit.
Lady Cabbage is boastful.
What should they say to the man?
On Page 5
Teacher comments: Do you know President
Aquino and Jose Rizal? You know them
because they are famous.
Teacher says: Let’s look at this picture. Do
you think Lady Cabbage is famous? Do you
think those who are carrying her are happy?

On Page 6
Teacher comments: The expression
“Nothing can compare with me” is similar
with the expression “Sa akin walang
makakaparis!” in Filipino.
On Page 7
Teacher comments: Calcium is something
we get from food that makes our bones
strong. We can get it from milk and cheese.

On Page 8
Teacher comments: Veggie is another way
to call vegetables.

On Page 9
Teacher says: What is Lady Cabbage queen
of?

On Page 10
Teacher comments: Tamed means to be
put under control. In Filipino, it means
“mapigilan.”

Teacher says: What happened to Lady

Cabbage’s head?

On Page 11
Teacher comments: Shame is a feeling one
feels when they know they did something
wrong. It is similar to the word “kahihiyan”
in Filipino.
Teacher says: Who spotted Lady Cabbage?

On Page 12
Teacher comments: The word basking
means “nakabilad” in Filipino.
Teacher says: What did Farmer Tong do to
Lady Cabbage?

E. Discussing new concept and practicing
new skills
F. Developing Mastery
( Lead to Formative and Assessment )
G. Finding practical applications of concepts
and skills in daily living
H. Making Generalizations and abstraction
about the lesson.
What place in the community is in the
picture?
Question and Answer:
1. When you want to buy something to eat
what place in the community are you going?
What are the places in our community?
Teacher directs pupils’ attention to the first
row of vegetables: kangkong, yam, and
potato. Pupils listen as the teacher reads the
names of the vegetables. Teacher then asks
pupils to count the number of syllables in
the vegetables’ names.
Teacher says: Today, we learned a lot of
new words. Aside from learning new words,
we are also going to count syllables in
words.
We already learned how to count syllables
in Mother Tongue and Filipino. Remember
the word “pagpapantig” in Filipino. It is the
same as counting syllables. Now, let’s try
counting the syllables in the words
kangkong, yam, and potato. Are you ready?
Kang + kong = Kangkong
Teacher says: How many syllables do we
have in Kangkong? That’s right. We have
two syllables in Kangkong.
Yam
Teacher says: How many syllables are there
in Yam? That’s right! There is only one
syllable in Yam.
Po + ta + to = Potato
Teacher says: How many syllables are there
in Potato? That’s right. There are three
syllables in Potato.
Listen carefully as the teacher reads the
words and tell the number of syllables for
each word.
1. kangkong
2. Parsley
3. lettuce
4. spinach
5.broccoli
What is the good benefits of eating
vegetables?
Teacher reminds pupils to review the words
they learned, and thank them for their active
On Pages 13-14
Teacher comments: When you go to a store
and bought something, the thing you bought
was for sale. In Filipino, it means
“ipinagbibili” or “ibinebenta.”
Teacher says: What happened to Lady
Cabbage after Farmer Tong cuts her head?
If there is still time, ask pupils to copy the
new words in their notebooks.
Teacher thanks the pupils for their active
Teacher posts sentences in Mother Tongue
and Filipino on the board. Pupils identify the
action words in the sentences. Teacher then
asks pupils to identify the action words in
the first two sentences in the exercise.
Teacher says: Do you still remember our
lesson about action words in Mother Tongue
and Filipino? Let’s have a short review
today.
I have sentences in Mother Tongue and
Filipino on the board. Let’s identify the
action words in the sentences.
Draw a smiling face if the set of words are
sentences and a sad face if it is a phrase.
1. a big cabbage
2. the boastful
3. I love to eat vegetables.
4. The farmer works hard in the farm.
5. cabbage’s head
Identify the action word in each sentence. What is the right polite expression are you
1. The farmer cuts the head of the cabbage. going to use for each situation?
2. Lady Cabbage’s head grew and grew. ( Cite some situations to the ppupils)
3. He bring the cabbage to the market to sell
it.
 What is a sentence? What are polite expressions have you
 What can you tell if the word is learned today?
 participation in class participation in class. an action word?

Match the picture to its name. Let the them read the vegetable words Make a quick evaluation on how the Put a check on the line before the number if What is the correct expression to be used
written on a flashcards by group and tell the students learned the story and if they it is a sentence and a cross if it is not. for each picture?
number of its syllables . appreciate the story. Choose your answer from the box.
Examples: _______1.. Mother went to the market to
buy something to eat.
Cabbage Thank you. Please come in.
1. a.Market ______2. Father works in the farm every
morning. Goodbye. May I ____?
______3. my new toy I’m sorry. Excuse me
Potatoes
______4. is nice and big
2. b. Fire atation
______5. We going to the church on
Tomatoes Sunday.

1. ___________
3. c. School Broccoli

Beans
4. d.Playground
I. Evaluating Learning 2. __________

5. e. Hospital

3. __________

4. __________

5. __________

Teacher asks pupils to draw a comic strip
that shows a story of a place in their
community. Pupils will ask their family
members to tell them a story about a place in
their province/town/ village.
Draw or cut 5 vegetables that you like most.
Paste them in your English notebook.
Teacher asks pupils to cut a picture of a Ask help to your parent to make 5 sentences
cabbage from old periodicals and paste it on with action words.
their notebooks. Pupils will draw on the
picture they pasted to make it look like Lady
Cabbage.

V. Remarks
VI. Reflection
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons worked? 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?