Grades 1 to 12 Daily
Teacher GERALDINE I. REYES
Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
School BUGARIN ELEMENTARY SCHOOL
Teaching Dates and Time MARCH 18-22, 2024 (WEEK 8)
4-WALING-WALING 8:50– 9:40 AM
(Monday)
Demonstrates an
understanding that reading in a
wide range of texts provides
pleasure and an avenue for
self-expression and personal
development
Uses literal information from
texts to aptly infer and predict
outcomes
Analyze a story in terms of its
elements
EN4RC-Ib-2.1.1
Story Elements
SLM/Pivot Modules
Audio-visual presentations,
pictures
Directions: Complete the
sentences below with the
missing word. Write the
answers on your answer sheet.
1. It is the author’s attitude
toward the topic. The attitude
an author displays toward her
subject or audience is called
Learning Area ENGLISH
(Tuesday)
Demonstrates an
understanding that reading in a
wide range of texts provides
pleasure and an avenue for
self-expression and personal
development
Uses literal information from
texts to aptly infer and predict
outcomes
Analyze a story in terms of its
elements
EN4RC-Ib-2.1.1
Story Elements
SLM/Pivot Modules
Audio-visual presentations,
pictures
Read the short story below.
Analyze it in terms of its
elements then complete the
graphic information.
Crossing the Bridge
Grade Level IV-WALING-WALING
( Wednesday)
Demonstrates an
understanding that reading in a
wide range of texts provides
pleasure and an avenue for
self-expression and personal
development
Uses literal information from
texts to aptly infer and predict
outcomes
Analyze a story in terms of its
elements
EN4RC-Ib-2.1.1
Story Elements
SLM/Pivot Modules
Audio-visual presentations,
pictures
Read the story below and
complete the table by
analyzing the underlined story
elements.
It was summer . The
Solomom family wanted to go
Quarter THIRD
(Thursday) Catchup Friday
Demonstrates an understanding
that reading in a wide range of
texts provides pleasure and an
avenue for self-expression and
personal development
Uses literal information from
texts to aptly infer and predict
outcomes
Analyze a story in terms of its
elements
EN4RC-Ib-2.1.1
Story Elements
SLM/Pivot Modules
Audio-visual presentations,
pictures
Read the story below and
analyze it in terms of its story
elements. Given in the following
numbers are the elements of
the story, identify them as to
Setting, Character or Plot.
One Saturday morning, Peter

B. Establishing a purpose for the
lesson
C. Presenting Examples/ instances
of the new lesson
__________. Granny Fox wanted Reddy
Fox to learn to run across the
2. The reason an author writes
railroad bridge, but Reddy was
about a topic is called
scared. So, one day, Granny Fox
________.
cried out that she heard
3. This refers to the audience’s Browser the Hound coming
feelings toward the subject of toward them. Reddy was even
the writing. It is called more scared of Browser the
________. Hound, so he followed Granny
across the bridge. But Browser
Tone had not been there at all.
Granny had tricked Reddy Fox
Mood into running across the bridge.
What place would you like to Are you fond or reading
visit? stories? When reading a story
Will you go there alone? Why there are people or even
or why not? animals who take part in the
action. Stories happen in
different times and places.
They indicate particular
feelings. They could be joyful,
brave, afraid, sad, loving or
threatening.
Read and analyze the story Let us read and understand the
about “Mouse at the selection.
Seashore”, be able to answer
the questions after it.
on a journey. Dad wanted to go
to Cebu. Mom wanted to go to
Bohol. Mark and Benedict
wanted to go to Boracay. They
love going to the ocean.
In the end, the family
decided to go to Boracay. They
went to the seashore right
away. The sand on the beach
was fine and white. There were
boats with white sails on the
blue sea.
Mark built a sand castle.
Benedict decided to ride a bike
but he bumped into a rock and
fell. He got all bruised and
blooded. Benedict was sad. He
could not swim that day.
Are you fond or reading
stories? When reading a story
there are people or even
animals who take part in the
action. Stories happen in
different times and places.
They indicate particular
feelings. They could be joyful,
brave, afraid, sad, loving or
threatening.
Let us read and understand the
selection.
woke up early to prepare
breakfast for her mother. It was
his mother’s birthday and he
wanted to surprise her. He
cooked fried rice, fried egg and
hotdog for her. He set the table
and put the cake that he bought
yesterday. When his mother
came out of her room, she was
very surprised.
Are you fond or reading stories?
When reading a story there are
people or even animals who
take part in the action. Stories
happen in different times and
places. They indicate particular
feelings. They could be joyful,
brave, afraid, sad, loving or
threatening.
Let us read and understand the
selection.
 Mouse at the Seashore

(slightly simplified)

Arnold Lobel

A mouse told his mother and

father that he was going on a
trip to the seashore.

“We are very alarmed,” they

cried.
What are the highlighted words What are the highlighted What are the highlighted words
“The world is full of terrors. in the story? words in the story? in the story?
You must not go!”
What are the encircled words What are the encircled words What are the encircled words in
“I have already decided,” said in the story? in the story? the story?
the Mouse firmly. “I have never
seen the ocean, and it is high What are the underlined words What are the underlined words What are the underlined words
in the story? in the story? in the story?
time that I did. Nothing can
make me change my mind.”

“Then we cannot stop you,”

said Mother and Father Mouse,
“but do be careful.”

Early the next day, the Mouse

began his journey. Even before
the morning had ended, the
Mouse came to know trouble
and fear. A cat jumped out
from behind a tree. “I will eat
you for lunch,” he said.

he left part of his tail in the

mouth of the cat.

By afternoon, the Mouse had

been attacked by birds and
dogs. He had lost his way
several times. He was bruised
and bloodied. He was tired and
 frightened.

In the evening, the Mouse

slowly climbed the last hill and
saw the seashore spreading
out before him. He watched
the waves rolling onto the
ocean, one after another. All
the colors of the sunset filled
the sky.

“How beautiful,” cried the

Mouse.

“I wish that Mother and Father

were here to see this with me.”

The moon and the stars began

D. Discussing new concepts and
practicing new skills #1
to appear over the ocean. The
Mouse sat silently on top of
the hill. He felt very happy and
peaceful.
1. Who was going on a trip to
the seashore?
2. When and where did the
story happen?
3. What was the
conflict/problem in the story?
4. How was the problem
solved?
5. If you were the mouse, will
you go on a trip to the
seashore alone? Why or why
not?
A story has three basic
elements. These are the
characters, the setting, and the
plot which includes the conflict
and the resolution.
A character is a person or
animal who takes part in the
action in a story. The setting is
the time and place wherein the
story happens. A plot is a series
of events and character actions
that relate to the central topic.
A story has three basic
elements. These are the
characters, the setting, and the
plot which includes the conflict
and the resolution.
A character is a person or
animal who takes part in the
action in a story. The setting is
the time and place wherein the
story happens. A plot is a series
of events and character actions
that relate to the central topic.
A story has three basic
elements. These are the
characters, the setting, and the
plot which includes the conflict
and the resolution.
A character is a person or
animal who takes part in the
action in a story. The setting is
the time and place wherein the
story happens. A plot is a series
of events and character actions
that relate to the central topic.

Let us read the phrases and

sentences from the story.
1. Early the next day, seashore
2. Mouse, Father and Mother
Mouse, cat, dogs and birds

E. Discussing new concepts and
practicing new skills #2
3. He did not stop even he was
chased by a cat and attacked
by birds and dogs.
4. The Mouse was able to
achieve his dream to go to the
seashore.
5. The Mouse wanted to go on
a trip to the seashore but his
parents did not allow him to
go.
6. Mouse at the Seashore
What is the story all about?
Mouse at the Seashore
This gives you an idea or clue
of what you will read in the
story. It is called Title.
Who are the animals or people
that act in the story?
Mouse, Father and Mother
Mouse, cat, dogs and birds
They are the animals who act
in the story. We call them the
Characters.
3. When and where did the
story happen?
Early the next day,
Seashore.
This tells about the place and
time of the story. We call
them
Setting.
The most important events in
the story are called Plot. It is
subdivided into three main
parts.
 All these are called Story
Elements.

F. Developing mastery Directions: Read the short

story below. Analyze it and be
(Leads to Formative Assessment 3) able to identify its elements.
Choose the letter of the correct
answer.

Buddy and the Cat

Little Buddy Cockroach is a
house bug. Mother Cockroach
always tells him to stay in dark
places and hide. He listens to
her with half an ear not
believing in what she says.
“How could they not like me? I
have beautiful, shiny wings,
and long antenna. Surely, they
would love me,” he thought.
One day, Buddy saw a black cat
and said, “I will show Mother
Cockroach that she is wrong.”
But when the cat saw him, it
immediately jumped and
started running after him with
its sharp claws. Buddy ran as
fast as he could to the dark
place under the cabinet and
never came out.

1. What is the title of the


G. Finding practical applications of
concepts and skills in daily living
story?
a. Buddy and the Dog
b. Buddy and the Cat
c. Buddy and the Dinosaur
2. Who are the characters in
the story?
a. Ant, Grasshopper
b. Mother Hen, Little Hen,
Worm
c. Little Buddy Cockroach,
Mother Cockroach, Cat
3. What is the setting of the
story?
a. one day, in the house
b. one night, at the zoo
c. noontime, the garden
4. What is the beginning of the
story?
a. Mother Cockroach always
tells Buddy Cockroach to eat
healthy foods.
b. Mother Cockroach always
tells Buddy Cockroach to stay
in dark places and hide.
c. Mother Cockroach always
tells Buddy Cockroach to sleep
early at night.
5. What is the ending of the
story?
a. Buddy Cockroach learned to
hide in dark places.
b. Buddy Cockroach became
friends with the cat.
c. Buddy Cockroach learned to
eat vegetables.
Directions: Read the short Direction: Read and Read the story below and Read the paragraph below and
story below. Analyze the story understand the short story analyze its elements. Encircle analyze the story by completing
elements by filling in the below. Analyze the story the setting, underline the the diagram below
graphic organizers. Write the
answers on a separate sheet of
paper.
Pablo and the Eggs
Pete, the grasshopper, and his
friend Pablo, the praying
mantis, were playing in the
garden. One day, they found
some small round objects in the
grass. Pablo wanted to play
with them because they looked
like small balls. He was about
to pick them up when Pete
stopped him, “Those are not
playthings.”
“They look like small eggs,”
Pablo said.
“No, they are not eggs.”
“I am going to play with these
balls,” Pablo insisted.
He got two and prepared to
throw them. Suddenly the eggs
broke and out came little bugs.
elements. Write the answers
on your answer sheet.
Julie’s Birthday Cake
Julie and her Mom are planning
about Julie’s birthday cake.
They were in the kitchen. It was
only one week until Julie’s
birthday. Julie’s mom asked her
what kind of birthday cake she
would like to have. Julie
thought for a long time. Some
of her friends liked white cake.
Others liked chocolate cake.
Julie wanted everyone to like
her birthday cake. So they
decided to buy a two-layered
cake for her birthday!
Title:
_________________________
_
Characters: _______________,
Setting: __________________,
PLOT
Beginning:
_________________________
_
Middle:
_________________________
_
Ending:
character and box the plot or .
event in items 1-5
Every Friday afternoon, the
parents of Mayao Parada
Elementary School go to their
At five o’clock in the
children’s learning center. They
morning, the sun came up. A
submit the answer sheets to the
friendly ladybug flew in from
teachers and at the same time
the left. It saw a leaf with many
get the new one for the
aphids on it, and decided to
following week. They are making
have them for breakfast. But
sure that they are observing
just then, a grouchy ladybug
health protocols by wearing face
flew in from the right. It, too,
mask and face shield. They are
saw the aphids and wanted
also spraying alcohol and
them for breakfast.
following physical distancing.
“Good morning,” said the The situation is challenging for
friendly ladybug. parents, teachers, and especially
the pupils, but they are working
“Go away,” shouted the
hand in hand to continue
grouchy ladybug. “I want those
learning in this time of
aphids.” pandemic.
“We can share them,”
suggested the friendly ladybug.
“No. They’re mine, all mine,”
screamed the grouchy ladybug.

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
What are the story elements?
Identify the story element
described in each sentence.
1. The animals or persons who
act in the story.
2. The part of the plot that tells
the problem.
3. This gives an idea or clue of
what you will read in the story.
4. The part of the plot that tells
how the problem was solved.
5. It tells about the place and
time of the story.
6. The most important events
in the story.
7. The part of the plot that tells
the actions of the character to
solve the problem.
Title Ending
Setting Beginning
Middle Plot
Characters Story
_________________________
_
What are the story elements?
Directions: Read the short story
below. Analyze its elements.
Choose the letter of the correct
answer.
Plants and Water
Jose’s father has a vegetable
garden in their backyard. He
has eggplant, pechay, radishes,
and cabbages. He has
cucumbers, patola, upo, and
other vegetables vines. One
day, Jose came home from
school, ahead of his father who
works in a factory in town.
He saw his father’s garden. The
soil was very dry and the leaves
of the plants were withered
due to the hot sun. After
changing his clothes, he took
the sprinkler and began
watering the plants. He was
almost through with her work
when his father arrived.
“Good boy,” his father said.
“The plants are surely happy
now. They are also like people.
When it is very hot, they also
want to drink.”
“I know it, Father,” Jose said.
“That’s why I’m watering
them.”
1. What is the title of the story?
What are the story elements?
Directions: Read and
understand the short story
below. Analyze the story
elements by answering the
guide questions.
New Game
Sammy is a funny little monkey.
He lives in a zoo. He likes to eat
bananas and play in the
treetops. There are lots of other
little monkeys in the monkey
yard. They like to play on the
rope swings and chase each
other around.
One day, the zookeepers had to
take down the swings because
the ropes were getting old.
They might break, and the
monkeys might get hurt.
Sammy was sad. He sat down
under a tree.
Then another little monkey
named Ronnie ran over to
Sammy. “Race you to the top of
this tree!” Ronnie said. Sammy
jumped up. He liked this new
game! Soon all monkeys were
racing each other up the trees.
They all liked this new game.
What are the story elements?
Read the story ”Pablo and the
Eggs”. Analyze the story and
complete the graphic organizer
below by supplying its elements.
Pablo and the Eggs
Pete, the grasshopper, and
his friend Pablo, the praying
mantis, were playing in the
garden. One day, they found
some small round objects in the
grass. Pablo wanted to play with
them because they looked like
small balls.
He was about to pick them up
when Pete stopped him.
“Those are not playthings.”
“They looked look like small
eggs,” Pete said
“No, they are not eggs. I am
going to play with these balls.”
Pablo insisted. He got two and
prepared to throw them.
Suddenly the eggs broke and out
came little bugs.
Pablo was surprised. “Oh!
They’re alive!” he said as each
ran in different directions.
Pete laughed at the frightened

J. Additional activities for
application or remediation
Remember or recall your
favorite story. Analyze its
elements and complete the
graphic organizer below. Write
the answers on your answer
a. Jose and the Plants Pablo. “See, I told you.”
b. Plants and Water
1) What is the title of the
c. Father and Jose
story? _____________
2. Who are the characters in
the story? 2) Who are the characters in
a. Jose and Father the story? ______, ______,
b. Jose and the plants ______
c. Plants and Water
3. What is the setting of the 3) Where did the story
story? happen? __________
a. one night, at the school 4) When did the story happen?
canteen __________
b. one morning, at the
shopping center 5) How did the story end?
c. one day, vegetable garden in _________________________
________
the backyard
4. What is the beginning of the
story?
a. Jose saw that the soil in the
vegetable garden was very dry
and the leaves of the plants
were wilting.
b. Jose saw that there was no
food in the kitchen.
c. Jose saw that his bedroom is
a mess.
5. What is the ending of the
story?
a. Jose let the vegetables die.
b. Jose watered the plants and
Father was happy about it.
c. Jose answered his
homework.
Research or look for an
interesting story from a book,
the internet, or other sources.
Create your own Story
Elements Chart by illustrating/
drawing of the elements from
 sheet. the text.

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 work?
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?
Home-based Activities (in case of
MDL Class)

Prepared by: Checked by:

GERALDINE I. REYES MA. JUNELIA M. TIBAY

Master Teacher I School Principal I