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    2 views5 pages

    DLL - English 1 - Q4 - W5

    Uploaded by

    ricahjoy.rubrico

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 5

    School: LIBAS ELEMENTARY SCHOOL Grade Level: I

    GRADES 1 to 12 Teacher: RICAH JOY D. RUBRICO Learning Area: ENGLISH


    DAILY LESSON LOG Teaching Dates and
    Time: APRIL 29 – MAY 3, 2024 (WEEK 5) Quarter: 4TH QUARTER

    I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    Listening Comprehension Listening Comprehension Grammar Grammar Grammar
    -The learner demonstrates -The learner demonstrates -The learner demonstrates
    -The learner demonstrates -The learner demonstrates understanding of concepts of understanding of concepts of nouns understanding of concepts of
    understanding of story elements understanding of story elements nouns and adjectives for and adjectives for identification and nouns and adjectives for
    and text structures for effective and text structures for effective identification and description description identification and description
    oral expression. oral expression

    Oral Language (Vocabulary) (Vocabulary)


    -The learner demonstrates The Learner demonstrates The Learner demonstrates
    A. Content Standards understanding of familiar words understanding of familiar English understanding of familiar English
    used to communicate personal words for effective communication words for effective communication
    experiences, ideas, thoughts,
    actions, and feelings.

    (PA)
    The learner demonstrates
    understanding of sounds and
    sound patterns for production of
    words
    Listening Comprehension Listening Comprehension Grammar Grammar Grammar
    -The learner correctly identifies -The learner correctly identifies -The learner correctly names -The learner correctly names people, -The learner correctly names
    elements of literary and elements of literary and people, objects, places and things objects, places and things through people, objects, places and things
    informational texts to aid informational texts to aid through theme-based activities. theme-based activities. through theme-based activities.
    meaning getting. meaning getting. (Vocabulary) (Vocabulary)
    Oral Language The learner uses basic vocabulary to The learner uses basic vocabulary
    -The learner Shares/express independently express ideas about to independently express ideas
    B. Performance Standards
    personal ideas, thoughts, actions, personal, home, school and about personal, home, school and
    and feelings using familiar words. community experiences community experiences
    (PA)
    The learner manipulates skilfully
    the speech sounds through
    simple meaningful guided
    conversations
    C. Learning Competencies/ EN1LC-IIIa-j- 1.1 EN1LC-IVa-j- 1.1 EN1LC-IIIa-j- 1.1 EN1G-IVf-j-5 EN1G-IVa-e-3.4
    Objectives Write the LC for Listen to short stories/poems and Listen to short stories/poems and Adjectives -Recognize describing Recognize common action words in
    each Listen to short stories/poems and Predict possible ending of a story Discuss, illustrate, dramatize words for people, objects, things and stories listened to
    Identify the problem and read specific events places (color, shape, size, height,
    solution. weight, length, distance, etc.)

    EN1OL-IVa-j-1.3.1
    EN1V-IVa-e-3
    Talk about stories heard when
    Sort and Classify familiar words into
    and where it took
    basic categories (colors, shapes,
    place the characters and some
    foods, etc)
    important details of the story

    EN1PA-IVc-e-2.4
    Supply rhyming words in
    response to spoken words
    II. CONTENT

    III. LEARNING RESOURCES

    A. References

    1. Teacher’s Guide pages Pages 90-92 Pages 93-95 Pages 96-98 Pages 98-100 Pages 101-103
    2. Learner’s Materials pages Page 93 Page 94 Page 95 Page 96 Page 97

    3. Textbook pages

    B. Other Learning Resources


    IV. PROCEDURES
    Singing of a song “jack and jill” Introduces the song “ down at Singing of a song “twinkle twinkle Singing of a song “shape song” Singing of a song “ baa baa black
    the station”. little star” sheep”
    Let the pupils give words that
    A. Reviewing previous lesson rhyme with the highlighted words Lyrics is at TG on page 285 -let the pupils give the words that Lyrics of a song is at TG on page 291 Pupils give words that rhyme with
    or presenting the new lesson in the song. rhyme with the highlighted words the highlighted words in the song.
    Original File Submitted and -let the pupils give the words that in the song. -pupils give words that rhyme with the
    Formatted by DepEd Club rhyme with the highlighted words highlighted words in the song.
    Member - visit depedclub.com in the song.
    for more
    Teacher: Teacher: Teacher: Teacher: Teacher:
    Today, you will listen to a story Today, we are going to continue Today, we are going to continue to Today, you will identify the adjectives. Today, we will identify
    B. Establishing a purpose for
    entitled”si nina sa bayan ng to read the second part of the read the third part of the story prepositions.
    the lesson
    daldalina” story entitled “si nina sa bayan ng entitled “si nina sa bayan ng
    daldalina” daldalina”
    C. Presenting Posts a picture on the board. Ask a volunteer to recall the Teacher posts a picture on the Posts a picture on the board Posts a picture on the board.
    examples/instances of the events of the story they heard board.
    new lesson Have the pupils answer the yesterday. (pic. Is at TG on page 292) Encourage each to answer some
    teachers questions. questions about the picture.
    -pupils answer questions about the
    picture and talk about it.
    (pic. Is at TG on page 294)

    -pupils answer some questions


    about the picture and talk about
    it.
    Call some pupils to come in front Teacher reads pages 12-22 of the Teacher asks the pupils to retell By pairs Divides the class into three groups.
    to share a story they heard about story in a class. the second part of the story.
    diwata. have them share with their seatmate Group 1 : will look for the
    Pupils will listen and answer the Encourage pupil to participate the the experiences on planting in your adjectives in the sentences.
    few questions about the story. discussion. own garden.
    D. Discussing new concept
    Give them 2-3 minutes to talk Group 2: will look for the verb
    and practicing new skills #1
    Call some of the pairs to share in class. Group 3: will look for the
    prepositions.

    (more discussion is at TG on page


    294)
    Show the cover page of the big Teacher : Teacher posts a chart and a list of Encourage each member of the
    book “si nina sa bayan ng Write the new difficult words on Teacher reads pages 24-31 of the words on the board. group to do the task
    daldalina”. the board. story in a class
    E. Discussing new concepts Explains the meanings of the Let the pupils complete the chart by
    and practicing new skills #2 Introduce the author and the difficult words in the story. Pupils then listen and answer a grouping the words according to the Guide each group in making the
    Illustrator. few questions about the story. given category. task.

    As: What do you think Is the story


    all about?
    Teacher reads pages 4-11 of the Let pupils read the difficult words -let the pupils read the difficult Encourage pupil to participate. Call each group to present their
    F. Developing mastery (Leads
    story in a class. on the board. words on the board works in front of the class.
    to formative assessment)
    Pause at some parts of the story Encourage them to explain the encourage them to explain the More discussion is at TG on page 292
    to ask questions. meaning on their own. meaning on their own.
    G. Finding Ask what new words in the story Asks questions about the story. By pairs. Group activity: Posts pictures with label on the
    practical/ ” si nina sa bayan ng daldalina” board.
    application of concepts and that they do not understand. -have the pupils think their own Asks each pair to talk about their Have each group make 2 sentences
    skills in daily living -let pupils identify the difficult ending of the story. favorite parts of the story. using adjectives. Let the pupils group the words
    words. according to the given category.
    Teacher will compare the pupils
    -Teacher explains the meanings ending story with the original (pls. refer to TG on page 295)
    of difficult words in the story ending of the story.
    using gestures, facial
    expression,pictures,etc.

    -Teacher writes the new words


    on the board.
    H. Making generalizations Ask: Ask: Ask: Ask: Ask:
    and abstractions about the Are you satisfied when you are
    lesson What is the story all about? happy with something? What lesson did you learn from What is adjectives? What is prepositions?
    the story?

    Direction: Direction: Direction: Direction: Direction:


    Circle the letter of the correct Look at the first two pictures in A. Color the picture that shows Match the picture with the label by Write “in” “on” or “under” on the
    answer. what will happen next? Color the proper way of throwing the drawing a line. blank.
    I.Evaluating Learning
    picture in B that you think will garbage.
    happen next.
    (please refer to LM on page 94)
    (please refer to LM on page 93) (please refer to LM on page 95) (please refer to LM on page 96) (Please refer to LM on page 97)
    J. Additional activities for *let them retell the first part of *let them retell the second part Asks the pupils to review Asks the pupils to review adjectives.
    application or remediation the story to their families. of the story to their families. adjectives.

    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 additional activities for remediation additional activities for remediation
    remediation who scored remediation 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 ____ of Learners who caught up the ____ of Learners who caught up
    have caught up with the the lesson the lesson the 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
    E. Which of my 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? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
    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 ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation
    Cooperation in Cooperation in in doing their tasks in
    doing their tasks doing their tasks doing their tasks doing their tasks
    __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    __ 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)
    F. What difficulties did I __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
    encounter which my principal 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
    Prepared by:
    RICAH JOY D. RUBRICO
    Teacher I

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