DLL - English 1 - Q4 - W1

School: Visit DepEdresources.
com for more Grade Level: I

GRADES 1 to 12 Teacher: File created by Ma’am NINA SHERRY L. CLEMENTE Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: MAY 1 – 5, 2023 (WEEK 1) Quarter: 4TH QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
familiar words used to familiar words used to familiar words used to familiar words used to communicate familiar words used to
communicate personal communicate personal communicate personal experiences, personal experiences, ideas, communicate personal
experiences, ideas, thoughts, experiences, ideas, thoughts, ideas, thoughts, actions, and thoughts, actions, and feelings experiences, ideas, thoughts,
actions, and feelings actions, and feelings feelings actions, and feelings
demonstrates understanding of
demonstrates understanding of demonstrates understanding of demonstrates understanding of familiar literary forms and concept demonstrates understanding of
familiar literary forms and familiar literary forms and familiar literary forms and concept of words in English for effective familiar literary forms and concept
concept of words in English for concept of words in English for of words in English for effective expression of words in English for effective
A. Content Standards effective expression effective expression expression expression
demonstrates understanding of demonstrates understanding of demonstrates understanding of sounds and their meanings for demonstrates understanding of
sounds and their meanings for sounds and their meanings for sounds and their meanings for appropriate use of words sounds and their meanings for
appropriate use of words appropriate use of words appropriate use of words appropriate use of words
demonstrates understanding of demonstrates understanding of demonstrates understanding of familiar English words for effective demonstrates understanding of
familiar English words for familiar English words for familiar English words for effective communication familiar English words for effective
effective communication effective communication communication demonstrates understanding of communication
demonstrates understanding of demonstrates understanding of demonstrates understanding of word meaning for correct usage demonstrates understanding of
word meaning for correct usage word meaning for correct usage word meaning for correct usage word meaning for correct usage
B. Performance Standards The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
Shares/express personal ideas, Shares/express personal ideas, Shares/express personal ideas, Shares/express personal ideas, Shares/express personal ideas,
thoughts, actions, and feelings thoughts, actions, and feelings thoughts, actions, and feelings using thoughts, actions, and feelings using thoughts, actions, and feelings
using familiar words using familiar words familiar words familiar words using familiar words
participates actively in different participates actively in different participates actively in different oral participates actively in different oral participates actively in different
oral activities oral activities activities activities oral activities
manipulates skilfully the sounds manipulates skilfully the sounds manipulates skilfully the sounds in manipulates skilfully the sounds in manipulates skilfully the sounds in
in words to express meaning in words to express meaning words to express meaning words to express meaning words to express meaning
uses basic vocabulary to uses basic vocabulary to uses basic vocabulary to uses basic vocabulary to uses basic vocabulary to
independently express ideas independently express ideas independently express ideas about independently express ideas about independently express ideas about
about personal, home, school about personal, home, school personal, home, school and personal, home, school and personal, home, school and
and community experiences and community experiences community experiences community experiences community experiences
correctly uses familiar words in correctly uses familiar words in correctly uses familiar words in correctly uses familiar words in correctly uses familiar words in
speaking activities speaking activities speaking activities speaking activities speaking activities
EN1OL-IVa-j-1.3
EN1OL-IVa-j-1.3 Talk about pictures presented using
EN1OL-IVa-j-1.3
Talk about pictures presented EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3 appropriate local terminologies with
Talk about pictures presented using
using appropriate local Talk about pictures presented Talk about pictures presented using ease and confidence
appropriate local terminologies
terminologies with ease and using appropriate local appropriate local terminologies with EN1PA-IVa-b-2.3
with ease and confidence
confidence terminologies with ease and ease and confidence Distinguish rhyming words from non-
C. Learning Competencies/ EN1PA-IVa-b-2.3
• EN1PA-IVa-b-2.3 confidence EN1PA-IVa-b-2.3 rhyming words
Objectives Write the LC for Distinguish rhyming words from
Distinguish rhyming words from • EN1PA-IVa-b-2.3 Distinguish rhyming words from EN1LC-IIIa-j- 1.1
each non-rhyming words
non-rhyming words Distinguish rhyming words from non-rhyming words Listen to short stories/poems Note
Identify describing words relating
• EN1V-IVa-e-3 non-rhyming words EN1LC-IIIa-j- 1.1 important details pertaining to:
to characters or settings in stories
Sort and classify familiar words • EN1OL-IIIa-j- 1.1 Listen to short stories/poems a. character
listened to*
into basic categories (colors, Listen to short stories/poems b. setting
*Basa-added objective
shapes, foods, etc.) c. events
Identify the problem and solution
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG 13-16 TG 16-18 TG 19-22 TG 22-24

2. Learner’s Materials pages
3. Textbook pages
B. Other Learning Resources

IV. PROCEDURES
Sing a Song/Recite a Poem/Play a Teacher recites the poem with Teacher recites the poem with the Teacher introduces the poem, “Little Recite a Poem (refer to the Daily
Game the pupils. Then, the pupils point pupils. Then, pupils point out the Things,” in class. The poem is written activities)
A. Reviewing previous lesson • Teacher asks pupils to sing a out the rhyming words and non- rhyming and non-rhyming words in on the board or in a manila paper. Original File Submitted and
or presenting the new lesson song/recite a song/play a game rhyming words in the third and the fifth stanza of the poem Pupils recite the poem and point out Formatted by DepEd Club Member
fourth stanzas of the poem. the rhyming and non-rhyming words - visit depedclub.com for more
in the first and second stanzas of the
poem.
B. Establishing a purpose for Sharing Information Teacher posts a picture of a sari- Teacher posts a picture on the Read Aloud Story: Arroz Caldo ni Sharing Information (refer to the
the lesson • Teacher asks pupils to talk sari store. Pupils study the board. Pupils answer questions Lolo Waldo (Lolo Waldo’s Arroz Daily activities)
about pictures using some local picture and talk about it with about the pictures and talk about it. Caldo) Pre-Reading Activities
terminologies their seatmates. • Teacher asks pupils to retell the
part of the story they heard and to
What do you see in the picture? say the words they learned from the
That’s right. We see children playing previous day
under the rain. Have you
experienced playing in the rain?
e.g arroz caldo What is it like? Who did you play
Let’s look at the picture on the with? What game did you play?
Let’s look at the picture on the board. What do you see? That’s What happened after you played? I
board. What do you see in the right. It is a picture of a sari-sari want you to answer the questions
picture? That’s right. It is a bowl store. Do you see a sari-sari store and share your experience of
of arroz caldo. How many of you in your barangay? How many playing in the rain with your
have eaten or tasted arroz caldo? sari-sari stores are there in your seatmates. Later, I will call some of
What does it taste like? What do barangay? What do you see in a you to share your experience with
you think are its ingredients? Do sari-sari store? What do you your classmates.
you know how to cook arroz usually buy from your sari-sari
caldo? Who among your family store? I want you to think and
knows how to cook it? What do talk to your seatmate about the
you think are the steps in cooking last time you went to the sari-sari
arroz caldo? I want you to think store and bought something.
and talk to your seatmate about Later, I will call some of you to
the time when you first tasted or share your experience in class.
eaten arroz caldo. Later, I will call
some of you to share your
experience in class.
Developing Vocabulary READ ALOUD STORY: ARROZ READ ALOUD STORY: ARROZ CALDO During Reading Activities Retelling of Read Aloud Story: Arroz
CALDO NI LOLO WALDO (LOLO NI LOLO WALDO (LOLO WALDO’S • Teacher reads the last part of the Caldo ni Lolo Waldo (Lolo Waldo’s
WALDO’S ARROZ CALDO) (pp 1- ARROZ CALDO) story and asks questions about it Arroz Caldo)
10) (pp 10-17) • Teacher unlocks the meaning of
PRE-READING ACTIVITIES new words in the story
C. Presenting Activating Prior Knowledge Note: This is a bridging opportunity.
I have posted some pictures on Teacher shows the cover of the
examples/instances of the Teacher shows the cover of the Ask pupils to say the Mother Tongue
the board. Let’s look at each one. book. Pupils look at the cover and
new lesson book. Pupils look at the cover and and Filipino translations of the words
I want you to tell me the names recall details about the book like the
recall details about the book like in the story.
of the objects in pictures. What title, author, and illustrator.
the title, author, and illustrator.
are they called in Mother
Tongue? How about in Filipino?
Can you guess what they are
called in English?
D. Discussing new concept Teacher asks pupils to group DURING READING ACTIVITIES DURING READING ACTIVITIES After Reading Activities Pre-Reading Activities
and practicing new skills #1 words based on given categories Teacher reads pages 2-9 of the • Teacher asks pupils to answer • Teacher asks pupils to recall
book. Pupils then listen and Teacher reads pages 10-17 of the questions about the story. information about the book such as
answer a few questions about the book. Pupils then listen and answer the author and illustrator
story. a few questions about the story.
Teacher explains the meaning of
Teacher explains the meaning of
difficult words in the story using
difficult words in the story using
gestures, facial expressions,
gestures, facial expressions,
pictures, etc. pictures, etc.
Teacher writes the new words on Teacher writes the new words on
the board. the board.
passed away (page 2) means
someone died. In Filipino, it While Reading
means “yumao” or “pumanaw.”
Advice (page 5) is what someone You use the expression my heart
says to help another person. It is skipped a beat when you become
an opinion or a suggestion. In suddenly happy about something. In
Filipino, we call it “payo.” Filipino, it means “lumundag sa
You can depend on (page 6) tuwa ang puso ko.”
someone when you can trust him
or her. In Filipino, it means business (page 12) is an activity
“maaasahan.” where one sells something to earn
It is surprising (page 6) when money. In Filipino, we call it
something unexpected or “negosyo.” The word rented (page
uncommon happens. In Filipino, 12) is the past tense of the word of
it means “nakakagulat.” Back in rent. Rent means to pay so one can
the day (page 6) means in the use a thing or a place. In Filipino, it
past. In Filipino, it means “noon.” means “umupa.”
You get by (page 7) when you are
able to succeed or survive even
when you are having a hard time.
In Filipino, it means
“nakakaraos.” The word prepare
(page 7) means to make
something ready. In Filipino, it
means “paghahanda.” An
ingredient (page 7) is one of the
things that are used to make a
food, product, etc. In Filipino, we
call it “sangkap.”
The word worry means to think
about problems or feel afraid
because you think something bad
is going to happen. In Filipino, it
is “nag-aalala.”
E. Discussing new concepts Bridging: 1.Who are the people in the 1.What do you think are Lolo Teacher reviews with the pupils the During Reading Activities • Teacher
and practicing new skills #2 Ask pupils to think of words in picture? Where do you think they Waldo, Tatay Sito, and the little boy new words they studied in class retells the story
Mother Tongue or Filipino and are? What makes you think they feeling? How about the dog? Note: If there is still time, ask pupils
group them according to given are in the yard? 2. What was Lolo Waldo’s plan? to copy the new words in their
categories. Help pupils learn the 2. Who are the characters in the What will Lolo Waldo do with the notebooks
English terms for those words. story? Where do they live? Why arroz caldo? What did the little boy
did Lolo come to live with them? feel when he heard Lolo Waldo’s
3. What do you see in the plan?
picture? What are the boy and 3. Who kept coming back to buy
the dog doing? What is Lolo Lolo Waldo’s arroz caldo? For which
Waldo doing? meals do the customers buy Lolo’s
4. While Tatay is away, who stays arroz caldo?
with the little boy? What does 5. What happened to their
Lolo Waldo do for the little boy? business? Where did they move and
5. What do you see in the open a bigger store? What did they
picture? What are they doing? put up? Who do you think put up
6.What was Lolo Waldo’s job the sign?
back in the day? Who earns
money for their family? What
does Lolo Waldo prepare for their
meals? What does Lolo Waldo’s
arroz caldo taste like?
7. Who came home early one
day? Why was father sad? What
did Lolo Waldo tell Tatay Sito?
Pair work: Teacher asks pupils to Group ActivityGroup the class Concluding the Session After Reading Activities
F. Developing mastery (Leads
practice grouping words into into 4 then ask them to retell the • Teacher asks pupils to complete
to formative assessment)
different categories story ( the teachers will help the a character map of Lolo Waldo
pupils to speak in Filipino then
translate by the teacher)
G. Finding Presentation of each group. Teacher introduces the concept of
practical/ describing words
application of concepts and
skills in daily living Pr Pr Pr Pr
ovi ovi ovi ovi
de de de de
s2 s3 3 s4
ev ev ev ev
en en en en
ts ts ts ts
Inc Inc
lud lud
e es
de Ch
tail ar
s act
Inc er
lud na
es m
Ch es
ar Ev
act en
er ts
ar
e
in
or
de
r
Ex
pr
ess
ma
in
Ide
a
H. Making generalizations Rhyming words are words where What have you learned? Practice: Teacher asks pupils to
and abstractions about the the ending sounds match work in pairs and describe a picture
lesson
Yes or NO. Concluding the Session

__1. Lolo Waldo was Nico’s
grandfayher.
__2.Passed away means
I.Evaluating Learning “Yumao”.
__3.Surprising means
“nakakgulat”
__4. Get by means “nakakaraos”
__5. Ingredients means
“Sangkap”.
J. Additional activities for Cut out pictures of six different
application or remediation foods from old magazines and
newspapers. Then, group your
pictures according to the
categories below. I wrote
examples under each column to
help you group your pictures.
Don’t forget to put a label under
each picture. Ask your parents or
other members of your family to
help you with your homework.
V. REMARKS
VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above above above above above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for remediation additional activities for remediation additional activities for remediation
remediation who scored remediation remediation
below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
have caught up with the the lesson the lesson lesson lesson the lesson
lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require require remediation require remediation require remediation require remediation require remediation
remediation
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/
E. Which of my teaching
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
strategies worked well? Why
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
did these work?
___ 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 ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation
Cooperation in Cooperation in doing their tasks doing their tasks in
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 principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ 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
or supervisor can help me __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
solve? 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 __ Recycling of plastics to be used as __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ 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
G. What innovation or
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
localized materials did I
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
use/discover which I wish to
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
share with other teachers?
___ 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 ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation
Cooperation in Cooperation in doing their tasks doing their tasks in
doing their tasks doing their tasks doing their tasks

DLL - English 1 - Q4 - W1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL - English 1 - Q4 - W1

Uploaded by

Copyright:

Available Formats

School: Visit DepEdresources.

com for more Grade Level: I

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

1. Teacher’s Guide pages TG 13-16 TG 16-18 TG 19-22 TG 22-24

B. Other Learning Resources

Yes or NO. Concluding the Session

You might also like