MTB - MLE 1-QUARTER-4 Week 1

GRADE 1 to 12 Paaralan Baitang/Antas
Guro JULIE R. GALLETO Asignatura: MTB-MLE

DAILY LESSON LOG
Linggo/ Petsa JANUARY 13-17, 2020 (WEEK 1) Markahan IKAAPAT NA MARKAHAN
MTB_MLE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1.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 maybe done for developing content knowledge and competencies.These are assessed using Formative
Assessment strategies.Valuing objectives support the learning of content competencies and enable children to find significance and joy in learning the lessons.Weekly
objectives shall be derived from the curriculum guides.
A. CONTENT Vocabulary concept and ORAL LANGUAGE Phonics and word recognition Phonics and word recognition Phonics and word recognition
STANDARDS development
The learner demonstrates The learner manifests beginning The learner demonstrates knowledge The learner demonstrates The learner demonstrates knowledge
developing knowledge and use of the alphabet and decoding to read,
oral language skills to of the alphabet and decoding to read, knowledge of the alphabet and
of appropriate grade level
communicate in different write and spell words correctly. decoding to read, write and spell write and spell words correctly.
vocabulary and concepts.
Listening comprehension contexts. words correctly.
The learner demonstrates
understanding of grade level
narrative and informational
text.
B.PERFORMANCE Vocabulary and concept ORAL LANGUAGE Phonics and word recognition Phonics and word recognition Phonics and word recognition
STANDARDS development
The learner uses developing The learner uses beginning oral The learner applies grade level phonics The learner applies grade level The learner applies grade level
vocabulary in both oral and phonics and word analysis skills in
language skills to communicate and word analysis skills in reading, phonics and word analysis skills
written form.
personal experiences, ideas, and writing and spelling words. in reading, writing and spelling reading, writing and spelling words.
Listening comprehension,
the learner comprehends and feelings in different contexts. words.
appreciates grade level
narrative and informational
texts
C.LEARNING MT1VCD- IVa-i-2.1.1 Give MT1OL- IVa-i-6.2 Participate MT1PWR- IVa-i-7.1 MT1PWR- IVa-i-7.2.1 MT1PWR- IVa-i-7.2.1
COMPETENCIES meanings of words through: actively in class discussions on Read phrases, sentences, and/ or Read phrases, sentences, and/ or short
a. picture cluesb. context clues familiar topics. Read sight words short stories. stories.
(Write the LC code for
each.) MT1LC- IVa-b-1.2 Note MT1OL- IVa-i-9.1 MT1PWR- IVa-i-3.2.1 MT1GA-IVa-d-2.4
important details in grade level MT1GA-IVa-d-2.4
Tell/retell legends, fables, and
literary and informational l jokes. Write phrases, and simple sentences Identify describing words that refer t
texts listened to. Identify describing words that
correctly. color, size, shape, texture, temperatur
refer to color, size, shape,
texture, temperature and and feelings in sentences.
MT1GA-IVa-d-2.4 (
feelings in sentences.
Identify describing words that refer to
color, size, shape, texture, temperature
MT1PWR- IVa-8.1 Observe
and feelings in sentences.
proper mechanics (punctuation n
marks, capitalization n, proper
spacing between words,
indentions, and format) when
copying/writing words, phrases,
sentences, and short paragraphs.
II.CONTENT -Vocabulary and concept ORAL LANGUAGE Phonics and word recognition
development
-Listening Comprehension
LEARNING
RESOURCES
A. References
1.Teacher’s Guide Pages 229-231 231 232-234 234-236
2.Learner’s Material pages
B.Other Learning Pictures PICTURES/powerpoint Pictures/powerpoint Pictures

Resources Flashcards
big book/powerpoint flashcards
III.PROCEDURES
A. Reviewing previous Spelling activity Review of the vocabulary words Read the words: Let the pupils sing the song “Tulo
lesson or presenting Re-reading of the story ka Itik” Tulo ka Itik May tulo ka
the new lesson pilak ogis lingganay lungsod itik nga nakita koDagko, gagmay,
nagkiay-kiayAng usa sa tulo, May
makasulaw asoy mogilak mananoy balhibo ang luyo Dali mga kauban
ko.Kwak! Kwak! Kwak! (2x)
hungihong katigulangan
B. Establishing a Ask: Give each group an activity to Let the pupils read the sentences. Ang Ask: Do you still remember the
purpose for the perform Lingganay nga ogis hinimo sa pilak. details of the story that we had
lesson Nakakita na ba kamo og Mogilak ang makasulaw nga kaputi kon last Monday?
lingganay? masidlakan kini sa adlaw.Mananoy ang
bagting sa lingganay nga ogis.Usa ka
Unsa ang kolor niini?
gamay ug puti nga langgam ang
mitangag sa lingganay.
C. Presenting Present the big book Today, you will be divide into 3 Ask: Present a picture of a bell with
examples/instances Ang Lingganay nga Ogis. groups. To Predict and Make words around it.
of the new lesson -Have the pupils tell something 1.What kind of material was used in
inferences on what is likely to
about the cover.
-Point to and read the title. happen next based on the events making the bell? Say: This is the bell with its
Introduce the author and the in the story read. description.(Sa ubos, mao kini
illustrator. 2.What happened to the bell when put ang mga pulong nga
- Ask the pupil to predict what
Group I: Draw and color the under the rays of the sun? naghulagway sa lingganay.)
the story is about.
- unlocking of difficult words lingganay on a piece of paper. Let mananoy puti ogis mogilak pilak
in the story through pictures the group say something about it. 3.What is the sound of the bell? (
and context clues.
Unlocking of Difficulties: Group II: Read a paragraph from 4.Describe the bell.
PILAK
the story which they liked best
Show pictures of things made
and let the members of the group Who took the bell?
of silver. Ask pupils if they
recognize the color. copy the paragraph on a
ASOY metastrip.
•Ask the pupils if they
experience story telling during
Group III: Draw a bird carrying a
bedtime.
•Ask: Giunsa man pag-istorya silver bell on its beak. Let the
ang mao nga panghitabo? group say something about the
MOGILAK drawing.
Bring the class outside. Let
them observe what will happen
to a shining object put under
the rays of the sun. Ask them,
“Unsay inyong naobserbahan
sa butang dihang gipainitan
kini sa adlaw?”
D. Discussing the new Ask: Unsang hitaboa nahanaw Encourage each group to do their Let the pupils post their answers in the Have the pupils read the words
concepts and man ang lingganay nga ogis? task by the following discussion diagram:
practicing new skills During reading the story: questions to each group. While children give answers to the
#1 A. First readingRead aloud the questions.
story to the class without Group I: Draw and color the Write/post their answers in the proper
interruption. Track the print lingganay on a piece of paper. place in the Diagram.
with your hand as you read and Let the group say something What have you noticed with the words
also point to the illustration on Present the sight words and the
about their drawing. written on the graphic organizer?
each page. previously learned words.
Discussion Questions: Write the word “describing words.”
1.Where did the story happen? Pungway –mga pulong naghulagway
(Diin man nahitabo ang maong Sama sa ogis nga lingganay
sugilanon?) Ogis ang pungway naghulagway sa
2.What is the color of the bell? lingganay nga mao ang iyang kolor.
(Unsay kolor sa gihisgutang
linggganay?)
3.What materials were used in
the making of the bell? (Unsang
mga kasangkapan ang gigamit sa
paghimo sa lingganay?)
(Group I present their work)

Group II: Read a paragraph from
the story which they liked best
and let the members of the group
copy the paragraph on a
metastrip.
Discussion Questions:
1.Describe the sound of the bell.
(Ihulagway ang tingog o tunog sa
lingganay?)
2.Can you believe that the ring of
the bell can be heard in faraway
places?
(Motuo ba ka nga ang bagting sa
lingganay madungog bisan sa
halayo nga mga dapit?) (Group II
presents their work)
Group III: Draw a bird carrying a
silver bell on its beak. Let the
group say something about the
drawing.
Discussion Questions:
1.Is the story real or fantasy?
(Tinuod ba o mugna lang ba sa
hunahuna ba kini nga sugilanon?)
2.Would you believe that a bird
could carry silver bell? (Motuo ba
ka nga ang usa ka langgam
makatangág og lingganay nga
pilak?)
(Group III presents their work)
E. Discussing the new B. SECOND READING Each group will present their Ask: Guide pupils in reading the
concepts and practicing Give pupils a chance to interact works. words.
new skills # 2 with the text. What are describing words? (Unsa man
After reading a page or two,
kining mga PUNGWAY)
ask question to help pupils
predict and monitor their
comprehension.
F.Developing mastery Guide pupils in presenting their Oral practice Encircle the word which best
task in front of the class. Let the pupils pick out some describing describe the picture:
Ask comprehension question words written on a manila paper and
about the story. let them use the words in a sentence.
Say: We will play a guessing game.
(Magdula kita og usa ka dulang tag-an-
tag-an.)
Form 4 groups and let them write as
many describing words on a meta strip
and post their answers on the board.
The group with the most number of
correct answers, wins.
Ask: Group activity: Draw a line to match the picture

G.Finding practical with the sentence that describes
applications of concepts What is the color of the bell? it.
and skills in daily living
Where did the story happen? Must be all members of each
group will participate.
H. Making generalizations Ask: what is the story all Ask: do you like our activities this Ask:
and abstraction about the about? morning?
lesson What do you mean describing words?
I.Evaluating learning Answer questions about the Choose among the group whom Underline the describing words Encircle horizontally and vertically al
story “Ang Lingganay Nga you like best presenters and write in each sentence: the describing words found in the
Ogis puzzle.
why you like it?
1. Unsa ang kolor sa
Lingganay?
2..Unsa man ang ngalan sa
Lugar diin ang Lingganay nga
ogis atua?
3..Unsay gamit sa Lingganay
nga Ogis?
4. Nasabtan ba kung kinsa ang
nagkuha sa Lingganay?
5.Kinsa man ang nagkuha sigun
sa asoy sa taga Bohol?
J.Additional activities for DraW A bell Idrawing sa notebook Ihulagway imong tatay ug nanay isulat Badlisi ang mga pungway.
application or remediation sa Notebook. 1.May tulo ka itik.
Pula nga lapis 2.Niwang ug may tambok nga
mga itik.
Itom nga 3.Luya milakaw ang itik.
4.Limpyo ang mga itik sa suba.
5.Nawala ang dalag nag itik.
IV.REMARKS
V.REFLECTION
A.No. of learners who ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
earned 80% in the 80% above above above above
evaluation
B.No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require additional activities additional activities for additional activities for activities for remediation additional activities for additional activities for remediation
for remediation remediation remediation remediation
C.Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of leraners who
have caught up with the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
lesson up the lesson the lesson lesson the lesson lesson
D.No. of learners who ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require to require remediation require remediation require remediation require remediation require remediation
remediation
E.Which of the teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? ___ Group collaboration __ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s ___ Group member’s Cooperation in
Cooperation in in doing their tasks Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks
F.What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be used as
used as Instructional Materials used as Instructional Materials Instructional Materials used as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G.What innovations or The lesson have successfully The lesson have successfully The lesson have successfully delivered The lesson have successfully The lesson have successfully
localized materials did I delivered due to: delivered due to: due to: delivered due to: delivered due to:
use/discover which I wish ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s ___ Group member’s Cooperation in
Cooperation in in doing their tasks Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks

MTB - MLE 1-QUARTER-4 Week 1

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MTB - MLE 1-QUARTER-4 Week 1

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GRADE 1 to 12 Paaralan Baitang/Antas

Guro JULIE R. GALLETO Asignatura: MTB-MLE

1.Teacher’s Guide Pages 229-231 231 232-234 234-236

2.Learner’s Material pages

B.Other Learning Pictures PICTURES/powerpoint Pictures/powerpoint Pictures

(Group I present their work)

Ask: Group activity: Draw a line to match the picture

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