School: MARCOS VILLAGE ELEMENTARY SCHOOL Grade Level: IV

GRADES 1 to 12 Teacher: JOYCE ANN G. ORTIZ Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 13-17, 2023 (WEEK 1) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. CONTENT STANDARDS
B. PERFOMANCE STANDARDS
C. LEARNING COMPETENCIES/
OBJECTIVES (Write the LC Code for
each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
*ATTITUDE - Demonstrates
understanding of verbal and non-
verbal elements of
communication to respond back
*FLUENCY- Demonstrate
understanding that English is
stress-timed language to achieve
accuracy and automaticity
*VOCABULARY - Demonstrate
understanding that word
meaning changes based on
context
*Uses paralanguage and non-
verbal cues to respond
appropriately
*Reads aloud text with accuracy
and automaticity
*Uses strategies to decode the
meaning of words in context
*Admire the selflessness and
bravery of the character in the
poem
*Listen attentively to a poem
(EN4A-IIIa-1)
*Read aloud a poem with proper
expression (EN4F-IIIa-1)
*Guess the meaning of unfamiliar
words though context clues
(EN4V-IIIa-1)
Poem: Kabang, A True Hero by
Lilibeth A. Magtang
Synonyms and Antonyms
Value Focus: Selflessness
215-216
224-225
*READING COMPREHENSION -
Demonstrate understanding of
various linguistic notes to
comprehend various texts
*Use knowledge of text types to
correctly distinguish literary from
informational texts
*Note significant details in a poem
listened to (EN4RC-IIIa-1)
Poem: Kabang, A True Hero by
Lilibeth A. Magtang
216-218
226
*GRAMMAR- Demonstrates
understanding of English grammar and
usage in speaking or writing
*WRITING AND COMPREHENSION-
Demonstrates understanding of the
importance of using varied sources of
information to support writing
*Uses the classes of words aptly in
various oral and written discourse
*Uses varied sources of information to
support writing
*Identify and use the adjective that
best describes a person, animal, place,
thing or event (EN4G-IIIa-1)
*Write a paragraph describing a
person, animal, place, thing or event
(EN4WC-IIIa-1)
Adjectives
218-219
226-228
*GRAMMAR- Demonstrates
understanding of English grammar
and usage in speaking or writing
*WRITING AND COMPREHENSION-
Demonstrates understanding of the
importance of using varied sources
of information to support writing
*Uses the classes of words aptly in
various oral and written discourse
*Uses varied sources of information
to support writing
*Identify and use the adjective that
best describes a person, animal,
place, thing or event (EN4G-IIIa-1)
*Write a paragraph describing a
person, animal, place, thing or
event
(EN4WC-IIIa-1)
Adjectives
*GRAMMAR- Demonstrates
understanding of English grammar
and usage in speaking or writing
*WRITING AND COMPREHENSION-
Demonstrates understanding of the
importance of using varied sources
of information to support writing
*Uses the classes of words aptly in
various oral and written discourse
*Uses varied sources of information
to support writing
*Identify and use the adjective that
best describes a person, animal,
place, thing or event (EN4G-IIIa-1)
*Write a paragraph describing a
person, animal, place, thing or event
(EN4WC-IIIa-1)
Adjectives
 4. Additional Materials from
Learning
Resource (LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing the previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Powerpoint Presentation
Pictures, Chart
Find a synonym for the
underlined word. Choose your
answers from the
words in the box.
brave impressed destroyed nose
courageous
1. The fearless soldiers are ready
to defend their country against
the
enemies. They are not afraid to
fight with the enemies. Etc.
1. Think and Tell, LM p.224
What is your dog’s name?
What does your dog love to do?
Where does it love to stay?
2. We are about to read a poem
about a dog named Kabang. As I
read the poem, find out:
• What did Kabang love to do?
• Where did she love to stay?
Read and Learn, LM p. 225
Kabang, A True Hero
Read the poem to the pupils,
observing proper phrasing and
expression
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Answering some questions
What is the poem about?
What trait did Kabang show in
the situation?
Why do you admire Kabang?
Powerpoint Presentation Powerpoint Presentation
Pictures, Chart Pictures, Chart, Real Objects
Listening and reading again of the Review on the story of Kabang Review on the story of Kabang PERFORMANCE TASKS
poem: Kabang, A True Hero
Did you understand the content of
the poem? Let’s have some Give some words to describe Kabang. Give some words to describe
Cooperative Group Activities Kabang.
Divide the pupils into 4 group. Give Read the following sentences. Read the following sentences.
each group a task to perform 1 Kabang is a true hero. 1 Kabang is a true hero.
1. Draw the scene in the first stanza, 2. The two girls saved. 2. The two girls saved.
showing the things which Kabang 3. They looked frightened. 3. They looked frightened.
saw around.
2. Read stanza 2. Dramatize the What are the underlined words? What are the underlined words?
scene where Kabang greeted What do they do in each sentence? What do they do in each sentence?
thetwo girls, who both smiled at her
sweetly in return.
3.Draw Kabang after the accident.
Write a sentence or two under your
drawing.
4. Pretend that you were one of
those saved by Kabang. Write a
Thank
You letter to her or dramatize what
you will tell Kabang.
Discussion of the poem, Activity 1: Give words that describe the Activity 1: Give words that describe
incorporating the presentation of given pictures. the given pictures.
outputs. Activity 2: Activity 2:
• Facilitate a simple guessing game. • Facilitate a simple guessing game.
• Describe a certain object in the • Describe a certain object in the
classroom. Mention its color, shape classroom. Mention its color, shape
 orkind. Make sure it is easily seen in the
classroom.
• Call a volunteer to guess the object
that is being described.
Activity 3:
Go back to the poem and point out all
the adjectives used
Write them on the board then let the
pupils read them
orkind. Make sure it is easily seen in
the classroom.
• Call a volunteer to guess the
object that is being described.
Activity 3:
Go back to the poem and point out
all the adjectives used
Write them on the board then let
the pupils read them

E. Discussing new concepts and Reread the poem to the pupils Find Out and Learn, LM p. 226 Find Out and Learn, LM p. 226
practicing new skills #2 and have them follow along.
F. Developing mastery Group the class into four and Try and Learn, LM p. 227-228 Try and Learn, LM p. 227-228
(Leads to Formative Assessment 3) assign each a stanza to read.

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations of concepts
and skills in daily living
I. Evaluating learning
* Think of an incident when you
thought of others first before
thinking of yourself.
* How were you able to read the
poem correctly/ expressively?
Reading of the poem with proper
expression
What would you do to the following Write About It, LM p.228 Write About It, LM p.228
situations:
* A 2-year old child nearly crossing
the street Etc.
* How were you able to answer the What are adjectives? What are adjectives?
questions from the poem listened
to?
Talk About It, LM p.226 Identify the adjectives used in each Identify the adjectives used in each
1. How many stanzas does the sentence. sentence.
poem have?
2. How many lines are in each
stanza?
3. Read the first stanza. What are
the rhyming words?
4. What is the rhyme scheme?
5. Read the third stanza. What are
 the rhyming words?
J. Additional activities for application Read the poem for mastery Look for things inside your house. Write Look for things inside your house.
or remediation sentences to describe each. Write sentences to describe each.

V.REMARKS

VI.REFLECTION

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

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

C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No

lessons work? No. ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the
of learners who the lesson lesson lesson
have caught up
with the lesson

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

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