School: Grade Level: I

GRADES 1 to 12 Teacher: IVAN CHLOE P. ATIS Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 13-17, 2023 (WEEK 4) Quarter: 3RD QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner… The learner… The learner… The learner… The learner…
demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
A. Content Standards useful strategies for purposeful useful strategies for purposeful useful strategies for purposeful useful strategies for purposeful useful strategies for purposeful
literacy learning literacy learning literacy learning literacy learning literacy learning

The learner… The learner… The learner… The learner… The learner…
uses strategies independently in uses strategies independently in uses strategies independently in uses strategies independently in uses strategies independently in
B. Performance Standards accomplishing literacy-related tasks accomplishing literacy-related accomplishing literacy-related tasks accomplishing literacy-related tasks accomplishing literacy-related
tasks tasks

EN1LC-IIIa-j- 1.1 EN1LC-IIIa-j- 1.1 EN1G-IIIc-1.3;

Listen to short stories/poems and Listen to short stories/poems and EN1OL-IIId-1.5.4 EN1PA-IIIa-b- 3.1 EN1G-IIId-1.3;
C. Learning Competencies/
Identify cause and/or effect of Identify cause and/or effect of Use appropriate expressions for Give the number of syllables of EN1G-IIIe-1.3
Objectives Write the LC for
events events asking permission. given words. Recognize telling and asking
each
sentences.

II. CONTENT
Cause and Effect Relationship Arranging Events Polite Expressions Number of Syllables Telling and Asking Sentences
III. LEARNING RESOURCES
A. References TG pages 80-82 TG pages. 82 -86 TG pages 78 - 80 TG pages 89 - 91 TG pages 86 - 88
1. Teacher’s Guide pages LM page 19 LM pages 20-21 LM page 18 LM page 24 LM page 23
2. Learner’s Materials pages

3. Textbook pages

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson Introducing the song “ “Old Singing of the song, “Down at the Singing of the song “Old Singing of the song “ Old
or presenting the new lesson Singing of the song, “Down at the Macdonald had a farm” station”. MacDonald had a farm”. Macdonald had a farm”
station”.
Divide a class into 3 groups, each Asks the pupils to think about the Pupils sing and dance while they Ask pupils to bring out their
Post some sentences on the board, group represents a farm animal in places they want to visit and the pass around the three balls. drawing and shares to the class.
let pupils say something about the the song. reason why they want to visit them.
sentences as a response by using Those pupils holding the balls at the
polite expression. end of the song will be the sharers
 of the day.

Teacher: Teacher:
Teacher: Teacher:
Teacher: Today, you are expecting to use the Today, you are expecting to
B. Establishing a purpose for Today, we are going to identify the Today, you are expecting to give
Today, you will identify the polite expression in asking recognize telling and asking
the lesson connections in the events of the numbers of syllables in the given
connection between the pictures. permission to any situations. sentences.
story. words.
Show pictures of places in the
Teacher reread the story entitled Show two lists of sentences.
C. Presenting Recall the expression to use when community.
Posts three related pictures on the The tale of lady cabbage, and
examples/instances of the asking permission.
board highlights the events of the story -telling sentences
new lesson Posts label for each picture on the
that shows cause and effect -asking sentences
right side of the board.
Post pictures of events in the
story.

Discuss how to arrange the

pictures based in the correct Let pupils share the expressions with
Let pupils identify the connection
sequence. the class.
between the pictures. Ask pupils to identify which are
D. Discussing new concept Pupils identify the places and say
telling sentences and which are
and practicing new skills #1 -asks questions to facilitate simple description of one place.
Guide pupils in identifying the asking sentences.
discussion.
pictures

Guide the pupils as they identify

the “cause and effect of the
events”.
E. Discussing new concepts Explain the concept of “cause and Arrange the events in the story Cites other situation that needs to Counting syllables from the given Discussions on how to
and practicing new skills #2 effect”. accordingly. ask permission in a polite expression. words. recognize/identify the telling
and asking sentences.
Encourage pupils to ask questions -let pupils answer / use the polite
about the relationship of cause and expression. Give other examples.
effect. Let pupils identify the
Original File Submitted and sentences.
Formatted by DepEd Club Member -
visit depedclub.com for more

Let pupils put numbers 1-5 under

each picture that shows which
event happens first until last.

Encourage pupils to cooperate the

 activity
Post other sets of pictures on the
board. Post other sets of pictures on the Post new list of words on Cite the two list on the board.
Give some situations In real life
F. Developing mastery (Leads board. - Let pupils read the
that cause and effect happen. the board. Let pupils count
to formative assessment) -let pupils identify the -Post polite expressions on the sentences.
board. the syllables in a given Guide the pupils to identify the
cause and effect of the Encourage the pupils to talk and words.
- let pupils match each picture. telling sentence and asking
picture presented. share some thoughts.
sentence.

Group Activity:
Group Activity: Shows the pupils a new list of
-Divide the class into 8 groups,
Group Activity sentences.
G. Finding assign each group a situation
Divide the class into 3 groups. Group 1: list the first name of the
practical/ Encourage pupils in giving other wherein the pupils need to use the
member of the group and count the Let pupils say if the sentences in
application of concepts and situation that shows case and polite expression when asking
Picture puzzle syllable. the list are telling sentences or
skills in daily living effect. permission.-Let pupils act out the
Group 2: list the last name of the asking sentences.
situation and say the appropriate
(pls. refer to LM page 21) member of the group and count the
expression.
syllable. (Please. Refer to TG on page 88)
How can you identify the telling
and asking sentences?
What expressions we say when we
H. Making generalizations How can you identify the cause and What do you call the event results need to ask for permission? (expected answer:
What is form when two letters are
and abstractions about the effect events? to another event? Telling sentence, tell us
blended?
lesson Possible answers: we say “May I,” information.
(Expected answer: by connecting (expected answer: cause and When we ask permission. If there Asking sentences: we say them
(expected answer: syllable
each picture happened first to last.) effect) are two or more of you asking, you when we want to know
say “May we….” something and it ends with
question mark.

Direction: write T in the box if

Direction: Answer each question. Direction: Draw a line to match each the sentence is a telling
Direction: Draw an arrow to Direction: Write the number of
Circle the letter of the correct picture with the correct polite sentence and write A if it is an
I.Evaluating Learning connect the pictures. syllables of the word in the box.
answer. expression. asking sentence.
(please refer to LM on page 20 (please refer to LM on page 24)
(please refer to LM on page 19) (please refer to LM on page 18) (please refer to LM on page 23)

J. Additional activities for Pupils ask permission from their

Write 1 sentence that shows cause Draw two pictures that show Write you complete name and Write 1 telling sentence
application or remediation parents to do something they want
and effect relationship. “cause and effect”. count the syllables. Write 1 asking sentence
this weekend.
V. REMARKS
VI. 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
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:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ 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/
E. Which of my teaching
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
strategies worked well? Why did
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
these work?
___ 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 Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation
doing their tasks doing their tasks doing their tasks doing their tasks in
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)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
F. What difficulties did I
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
encounter which my principal or
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
supervisor can help me 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 used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully
due to: due to: due to: due to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
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:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ 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
G. What innovation or localized
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
materials did I use/discover
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
which I wish to share with other
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
teachers?
___ 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 Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation
doing their tasks doing their tasks doing their tasks doing their tasks in
doing their tasks