School: SAN MIGUEL EELEMNTARY SCHOOL
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: IV
Teacher: JEFFREY B. REGASPI Learning Area: ENGLISH
Teaching Dates and
Time: NOVEMBER 13 - 17, 2023 (WEEK 2) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Demonstrate understanding of Demonstrate Demonstrate understanding that Demonstrates understanding of Demonstrates understanding of
various linguistic nodes to understanding that the the words are composed of English grammar and usage in writing process
comprehend various texts. words are composed of different parts and their meaning speaking or writing
different parts and their changes depending on context.
meaning changes
depending on context.
Use linguistic nodes to appropriately Use strategies to decode Use strategies to decode the Uses the classes of words aptly Uses variety strategies to write
construct meaning from a variety of the meaning of the meaning of the words in various oral and written informational and literary
texts for a variety of purposes. words discourse compositions
Realize the value of staying together Identify the meanings of Identify the meanings of Use the pronoun that agrees in Appreciate the different shapes
as a family especially in times of unfamiliar words unfamiliar words through gender, number with the of things around.
difficulties. through structural structural analysis. antecedent. Classify related words, ideas,
Identify the different elements of a analysis. EN4V-IIb-2 EN4G-Ii-9 and concepts according to
storyto. EN4V-IIb-2 certain characteristics and
Note details from news similarities.
reports/selections listened to. EN4SS-IIb-2
EN4LC-Iib-3
Week 2:Making Difference Week 2:Making Week 2:Making Difference Week 2:Making Difference Week 2:Making Difference
Story: A Jar of Lollipops (Identify the Difference ( Identify words with affixes) (Pronouns that agree with its (Classify related words, ideas,
( Identify words with antecedent) and concepts according to
different elements of a story)
certain characteristics and
affixes)
similarities.)
129-132 132-133 132-133 133-134 134-135
124-127 127-130 127-130 129-131 132-125
Powerpoint presentation, coloring Powepoint, flashcards, Powepoint, flashcards, manila Powerpoint, chart, manila Powepoint ,Paper, pencil, ruler,

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
materials, manila paper, pentel pen
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
manila paper, pentel paper, pentel pen, chart paper pen, chart
pen, chart
“Can you remember the “Can you remember the title of Replace the underlined word a Group the pupils in three (3).
title of the story we read the story we read yesterday? personal pronoun from the Each group will arrange the
yesterday? Retell the Retell the story.” word box. given words in alphabetical
story.” order.
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: “Today, we will Say: “Today, we will learn about Say: Say: “Do you know where Unlocking of Words
learn about words with words with affixes “un” and “less” bugs live? What do you call their Using pictures, call pupil-
affixes “un” and “less” homes?” 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
Have children read the Have children read the following Read the poem Bugs at Home
following sentences: sentences: and answer the questions that
1. “No, don’t pick it up, 1. “No, don’t pick it up, Mylene. follow. Refer to LM, Talk About What shapes of things do you
Mylene. It’s unsafe,” It’s unsafe,” warned Father. it, page 129 see around?
warned Father. 2. The children were unwilling to
Name the object and its shape.
2. The children were let go of the jar.
Motive Question:
unwilling to let go of the 3. All around they saw roofless
jar. houses and buildings destroyed by What shapes of things are given
3. All around they saw the in the poem?
roofless houses and typhoon. Original File Submitted and
buildings destroyed by 4. Lifeless bodies of men, women, Formatted by DepEd Club
the children, and animals were Member - visit depedclub.com

D.Discussing new concepts
and practicing new skills no.1.
E. Discussing new concepts
and practicing new skills no.2
happened during the typhoon in
Tacloban?”
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
typhoon. scattered for more
4. Lifeless bodies of along the way.
men, women, children, Ask pupils to read the highlighted
and animals were word in the sentence.
scattered Say: “Can you separate these
along the way. words into parts? How many parts
Ask pupils to read the will you
highlighted word in the
sentence. have? What are these parts?”
Say: “Can you separate  unsafe = un + safe
these words into parts?
How many parts will you  unwilling = un + willing
have? What are these  roofless = roof + less
parts?”
 lifeless = life + less
 unsafe = un + safe
 unwilling = un + willing
 roofless = roof + less
 lifeless = life + less
Say: “What are the root Say: “What are the root words of Group the pupils into 4 groups. Read the poem carefully. Model
words of each word in each word in the sentences?” Assign one (1) stanza of the reading of the poem. Then call
the sentences?” (clean, (clean, poem for each group. Encircle pupil-volunteers to read one
the personal pronouns in the stanza
willing, roof, life) willing, roof, life)
stanza. Then connect the
Refer to LM - Read and Learn,
“What happens to the “What happens to the meaning of personal pronoun with the noun
The Shape of Things by Melsh
meaning of the words the words when the words un- it refers to or replaces.
Goldish.
when the words un- and and
For further understanding of
-less were added?” -less were added?” the poem ask comprehension
questions. Referg to Tg, page
135
Group Activity: Group Activity: Group presentation: Group the pupils into five
groups. Assign one stanza per
Divide the class into 5-6 Divide the class into 5-6 groups. Group 1 : (tick/tock – he/his)
group. Fill the
groups. Let each group Let each group think of at least
Group 2 : (ant/Jill – she/her) chart below. Be prepared to
think of at least four (4) four (4)
present output. (Refer to LM -
words with the affix un- words with the affix un- and -less. Group 3 : (family of bees/Clive – Try and
and -less. Let them give Let them give the meaning of the their) Learn)
the meaning of the word word
Say: “According to the poem,
and then use the words and then use the words in a Group 4 : (reader of poem –

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
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?
in a sentence. sentence. you; author of poem – me; what things are shaped like a
Example: Example: family circle, a square,
 shirtless – without  shirtless – without shirt or not a rectangle, a triangle? How are
Clive, Jim & Jill – they)
shirt or not wearing shirt wearing shirt or no shirt the things in each stanza
or no shirt “Pedro was shirtless because his classified?”
“Pedro was shirtless shirt is wet.”
because his shirt is wet.”  unlucky – not lucky
 unlucky – not lucky “We were unlucky today because
“We were unlucky today we did not win any game.”
because we did not win
any game.”
Group presentation Group presentation Identify the personal pronouns
and their antecedents.
Let each member of the Let each member of the group Read the paragraphs on LM, Do
1.Most monkeys don’t like
group present the words present the words with affixes and and Learn. Classify the
water, but they can swim well
with affixes and other other members can read the underlined words
when they have to.
members can read the sentences formed with affixes on
2.The teacher graded the into two groups. Give a name to
sentences formed with it.
students’ paper last night. She each group.
affixes on it.
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
Change the underlined Change the underlined words to Refer to LM, Do and Learn Refer to LM, Learn Some More
words to new words new words with affixes. Rewrite “A”
with affixes. Rewrite the the sentence with the new word
sentence with the new formed. Refer to LM Try and Learn
word formed. Refer to pager 128
LM Try and Learn pager
128
What happens to the What happens to the meaning of -When do we use personal What do you mean by
meaning of the words the words whenthe words un- and peonouns. classifying?
whenthe words un- and – less were added to a root word? Personal pronouns are words
Classifying is arranging or
– less were added to a Refer to LM“Remember” p. 128 used in place of nouns in
sorting things according to their
root word?Refer to sentences
similarities and characteristics.
LM“Remember” p. 128 -What do we call the words
being replacedby personal

I. Evaluating learning
Choose a part of the story that you
like best. Draw and color your work.
Talk about it in the class.
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.
Refer to LM, Do and Refer to LM, Do and Learn. Fill in the blanks with the correct Refer to LM Learn Some More
Learn. 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 Write 5 words on each affixes un- Use the following personal Refer to LM, Learn Some More
application and remediation affixes un- and –less and –less then use it in a sentence. pronouns in a sentence: he, she, “C”
then use it in a sentence. 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