GRADE 1 to 12 School Grade Level ONE

DAILY LESSON LOG

Teacher Subject ENGLISH

Week Week 4 Quarter Fourth Quarter

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standard The Learner . . . The Learner . . . The Learner . . . The Learner . . . The Learner . . .
1.demonstrates understanding of demonstrates understanding of familiar demonstrates understanding of familiar words demonstrates understanding of demonstrates understanding of familiar words
familiar words used to communicate words used to communicate personal used to communicate personal experiences, familiar words used to communicate used to communicate personal experiences,
personal experiences, ideas, thoughts, experiences, ideas, thoughts, actions, and ideas, thoughts, actions, and feelings personal experiences, ideas, ideas, thoughts, actions, and feelings
actions, and feelings feelings thoughts, actions, and feelings
2.demonstrates understanding of
familiar literary forms and concept of demonstrates understanding of familiar demonstrates understanding of familiar literary
words in English for effective demonstrates understanding of familiar literary forms and concept of words in English demonstrates understanding of forms and concept of words in English for
expression literary forms and concept of words in for effective expression familiar literary forms and concept of effective expression
English for effective expression words in English for effective
expression
B. Performance Standard The Learner . . . The Learner . . . The Learner . . . The Learner . . . The Learner . . .
1.Shares/express personal ideas, Shares/express personal ideas, thoughts, Shares/express personal ideas, thoughts, Shares/express personal ideas, Shares/express personal ideas, thoughts, actions,
thoughts, actions, and feelings using actions, and feelings using familiar words actions, and feelings using familiar words thoughts, actions, and feelings using and feelings using familiar words
familiar words familiar words
2.participates actively in different oral
activities participates actively in different oral participates actively in different oral activities participates actively in different oral activities
activities participates actively in different oral
activities
C. Learning Competency/Objectives (1) EN1PA-IVa-b-2.3 Distinguish (1) EN1PA-IVa-b-2.3 Distinguish rhyming (1) EN1PA-IVa-b-2.3 Distinguish rhyming (1) EN1PA-IVa-b-2.3 Distinguish (1) EN1PA-IVa-b-2.3 Distinguish rhyming words
(Write the LC code for each.) rhyming words from non-rhyming words from non-rhyming words words from non-rhyming words rhyming words from non-rhyming from non-rhyming words
words (2) EN1OL-IVa-j-1.2.9 Participate in some (2) EN1OL-IVa-j-1.2.9 Participate in some words (2) EN1OL-IVa-j-1.2.9 Participate in some sharing
(2) EN1OL-IVa-j-1.2.9 Participate in sharing activities sharing activities (2) EN1OL-IVa-j-1.2.9 Participate in activities
some sharing activities • News sharing • News sharing some sharing activities • News sharing
• News sharing • Show and tell • Show and tell • News sharing • Show and tell
• Show and tell • “I Spy” games • “I Spy” games • Show and tell • “I Spy” games
• “I Spy” games • Recite rhymes, poem • Recite rhymes, poem • “I Spy” games • Recite rhymes, poem
• Recite rhymes, poem (3) EN1OL-IIIa-j- 1.1 Listen to short (3) EN1G-IVa-e-3.4 Recognize common action • Recite rhymes, poem (3) Identify and use simple prepositions i
(3) EN1OL-IIIa-j- 1.1 Listen to short stories/poems and relate story events words in stories listened to (3) Identify and use simple
stories/poems and identify the speaker to one’s experience (4) Identify and use simple prepositions in prepositions in sentences
in the story or poem sentences
I. CONTENT Oral Language in English and Listening Oral Language in English and Listening Oral Language in English and Phonological Oral Language in English and Oral Language in English and Phonological
Comprehension Comprehension Awareness Phonological Awareness Awareness

II. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English Basa Pilipinas 1- English
pp. 76-78 pp. 78-80 pp. 80-81 pp. 82-83 pp. 83
2. Learner’s Materials pages
 3. Other materials Poem “Roses are Red, Stevenson, R. L. (1885). To Market, To Market. Taylor, A. (1806). The Little Boy Blue. (n.d.).
Violets are Blue” Time to Rise. In A (1916). Retrieved on Baby’s Dance. In Rhymes Retrieved on October 5,
News Article child’s garden of verses. October 5, 2014, from for the nursery. Retrieved 2014 from Mother Goose
Retrieved on November 6, Mother Goose Club on November 6, 2014 from Club Website: http://www.
2014 from Poetry Lovers’ Website: http://www. storyit .com Website: http:// mothergooseclub.com/
Page Website: http://www. mothergooseclub.com/ www.storyit.com/Classics/ rhymes_parent.php?id=131
poetryloverspage.com/poets/ rhymes_parent.php?id=173 JustPoems/babydance.htm
stevenson/time_to_rise.html

B. Other Learning Resource

III. PROCEDURES

A. Reviewing previous lesson or Teacher introduces the poem “Roses are Teacher introduces the poem “Time to Teacher introduces the poem “To Market, To Teacher introduces the poem “The Teacher introduces the poem “Little Boy Blue” in
presenting the new lesson Red, Violets are Blue” in class. Pupils Rise” in class. Pupils recite the poem, Market” in class. Baby’s Dance” in class. Pupils recite class. Pupils recite the poem, and point out the
recite the poem, and point out the and point out the rhyming and non- Pupils recite the poem, and then point out the the poem, and point out the rhyming rhyming and non-rhyming
rhyming words in the poem. rhyming and nonrhyming words in the poem.
rhyming and nonrhyming words in it. and non-rhyming words in it.
Time To Rise To Market, To Market
Roses Are Red, Violets Are Blue words in the poem.
Robert Louis Stevenson To market, to market, to buy a fat pig,
Anonymous A birdie with a yellow bill Home again, home again, jiggety jig. The Baby’s Dance Little Boy Blue
Roses are red Hopped upon the window sill, To market, to market, to buy a fat hog; By Ann Taylor Little boy blue,
Violets are blue Cocked his shining eye and said: Home again, home again, jiggety jog. Dance, little baby, dance up high, Come blow your horn.
Always remember "Ain't you 'shamed, you sleepy-head? To market, to market to buy a plum bun, Never mind baby, mother is by; The sheep's in the meadow.
I’m here for you Home again, home again, market is done. Crow and caper, caper and crow, The cow's in the corn.
Through ups and down There little baby, there you go: Where is the boy
Even if it is a merry-go-round Up to the ceiling, down to the ground, Who looks after the sheep?
Friends don’t let each other down. Backwards and forwards, round and He’s under the haystack,
round. Fast asleep.
Then dance, little baby, and mother
shall sing,
With the merry gay coral, ding, ding,
a-ding, ding.

B. Establishing a purpose for the Teacher posts a picture of a newscaster, Teacher and pupils play the game “I Spy” Teacher tells the pupils that they will play Teacher asks pupils to show and tell Teacher posts a picture of a group of people living
lesson and reads a short report about an in class. Teacher divides the class into another round of th their homework to their in the desert.
environmental problem (e.g. landslide). two groups, and explains the mechanics game “I Spy.” Pupils recall the mechanics of seatmates. Pupils answer questions about the picture and
Pupils answer of the game. the game, choose talk about it.
questions about the news report. Then, Teacher says: Today, we are going to their group representatives, and get ready to
they share some news about their play a game. It’s called “I Spy.” play.
community that they may have heard on I will divide your class into 2 groups.
the radio or Each group will choose 3 people who
seen on the television. will be their representatives in the game.
Questions: Representatives from each group will
• What was the news about? face each other, one at a time, and
• Where did it happen? describe an object found in the
• When did it happen? classroom.
• Who were affected? The representative from the other team
• Why did it happen? will guess what the object is. If
• How did it happen? therepresentative guessed the object
correctly, his or her group will get a
 point.
However, if the representative guessed
incorrectly, the other team gets the
chance
to guess and earn a point. Class, you
have to remember that those who will
ask the other group to guess should
begin by saying “I spy with my little eye,
something ______.” Let me show you
how to do it.
Example: I spy with my little eye,
something brown and rectangular. What
could it be? That’s right. It’s a chair.

C. Presenting examples/Instances Teacher posts sentences from the story on the Teacher introduces prepositions on,
of the new lesson board. He or she reads the sentences and asks in, and under in class using
pupils to point out the verbs in each one. real objects and gestures.
Teacher says: I have some sentences on the
board. Listen as I read
them. Tell me the verbs in each one. Good job,
everyone!
• I found the earthenware pot and stove in
the bayong.
• Nanay and I put the vegetables on the table.
• But wait…what do I see wrapped in
newspaper?

D. Discussing new concepts and Teacher reads the story”Market Day”. Teacher divides the class into groups Teacher introduces prepositions “in” and “on”
practicing new skills # 1 with 4 members. Pupils show and talk to the pupils. He
about their homework to their group or she underlines the prepositions in the
mates.
sentences and explains what prepositions are.
Then, pupils point out the prepositions in a
new set of sentences.

D. Discussing new concepts and Questions

practicing new skill #2 • How old you think is the little girl?
• How will we describe her? What was
she wearing when they
went to the market?
• Did she like going to the market? What
did she say about the
market?

What is the name of the little girl? If you

were to give the girl a
name, what would it be?
E. Developing mastery GROUP 1 Teacher calls a pupil and asks him/her
(leads to Formative Assessment) When did you go to the to bring an object to the front. The
market? pupil puts his or her chosen object on
Who did you go with?
the table, in his or her pocket, and
What did you do before you
under the table, and asks the other
went to the market?
What did you see in the pupils where the object is. Teacher
market? calls another pupil to do the exercise.
What did you buy?
GROUP 2
Is there a market in your
community?
Who in your family always goto the
market?
Pretend that you are going
to the market. What are the
things that you will do before
you go there?
What are you going to buy?
F. Finding practical application of Have you heard news similar to this on
concepts and skills in daily living the radio or seen them on the television?
Has something like this happened in
your
community? What happened?

G. Making generalizations and

abstractions about the lesson
H. Evaluating learning Underline the preposition: Teacher posts pictures and sentences on the
board. Pupils give the
The spoon and fork are on the table. correct preposition to complete the sentences.
• Your wallet is in her bag. Directions: Write on, in, or under, on the blanks
• My clothes are in the closet. to complete the
• His books are on the chair. sentences.
• The tools are in the box.
I. Additional activities for Teacher asks pupils to draw their In preparation for their sharing activity, Homework: Teacher asks pupils to
application or remediation/ favorite events in teacher asked pupils to draw things from the show to their families the exercise
Assignment the story in their notebooks. environment (e.g. water, about prepositions that they did in
food) that people need to live. Pupils draw class
their pictures in their
notebooks.

I. REMARKS

II. REFLECTION

A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?