School: SAP-ANG ELEMENTARY SCHOOL Grade Level: 3&4

GRADES 5 &6 Teacher: NORREN MAE C. ABENOJA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
JULY 29- AUGUST 2, 2024 (WEEK 1) Quarter: 1
Time:

GRADE 3 GRADE 4 (MATATAG Lesson Exemplar)

A. Content Standards The learners demonstrate their expanding vocabulary knowledge and
Critically to get information from text heard, demonstrates grammatical awareness, comprehension of literary and informational texts,
independence in using the basic language structure in oral and composing and creating processes; and their receptive and productive
and written communication, and reads with comprehension. skills in order to produce age-appropriate and gender-responsive texts
based on one’s purpose, context and target audience.
B. Performance Objective The learners apply comprehension of literary and informational texts and
Construct grammatically correct-simple sentences in theme- produce narrative and expository texts based on their purpose, context, and
based conversations using verbs, pronouns, and prepositions target audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.
C. Grade Level Standards The learners demonstrate basic and applied and critical literacy in
developing receptive and productive skills; understand how literal and
The learner listens critically to get information from text heard,
implied meanings are used in literary and informational texts; compose
demonstrates independence in using the basic language
narrative and expository texts with simple, compound, and some complex
structure in oral and written communication, and read with
sentences; use verbal and non-verbal cues for clarity of purpose and
comprehension.
meaning appropriate to age, gender, and culture; and use visual elements to
derive meaning and evaluate the cultural appropriateness of visual texts.
D. Learning Competencies EN4LR-1-1 Comprehend literary texts
(Write the LC code for Describing one’s drawing about the stories /poems listened to 1. Identify the setting, characters and plot
each) using simple and compound sentences. 2. Sequence the events of a narrative (at least 6 events)
3. Make predictions
4. Draw conclusions based on the text read
I.CONTENT Making Predictions
(Subject Matter) Elements of a Story
Drawing Conclusions
II.LEARNING RESOURCES
A. References  K-12 CG p.30, TG, pp. 10-15 Bailey, C.S. (1906). The legend of the dipper. Accessed via CommonLit at
 K to 12 Grade 3 English Learners Material pp. 7-10 https://www.commonlit.org/en/texts/the-legend-of-the-dipper
  MELC page 132 Bloom, J. (2017, April 7). Elements of the story rap [Video]. YouTube.
https://www.youtube.com/watch?v=0eY-fkyacW0&t=197s Hess, N. (2014,
September 9). Short story elements [Video]. YouTube.
https://www.youtube.com/watch?v=VDmhl-SU5Yk&t=42s Scratch Garden.
(2015 November 15). Plot mountain! The plot diagram song. YouTube.
https://www.youtube.com/watch?v=NpWHZJZQDSE&t=128s
B. Other Learning
Resources PowerPoint Slides, pictures, etc.

III. LESSON PROPER Let the children answer the given activity. DAY 1
With PL With Teacher
A. ENGAGEMENT Direction: Short Review
1. Reviewing past Look at the pictures. Read the words aloud. Connect the Have students recall a familiar Filipino folk tale. The story of the monkey
picture to the word that tells about it. and the tortoise or the legend of pineapple can be recalled. Ask the students
lesson or Presenting the
the following questions:
new lesson Who are the characters in the story?
(Drill/Review/ Unlocking What problem did the characters encounter?
of Difficulties) What was the most memorable part of the story?
What lesson does the story teach us?

2. Establishing a purpose Teacher will now discuss the lesson. 1. Lesson Purpose
With PL
of the new lesson Direction: Note that this week’s lesson will be about elements that make a story.
(Motivation) Study the picture and answer the questions below. Choose Students will also make guesses on what will happen next.
the letter of the correct answer.
Ask students what they like about reading and telling stories. Ask what
lessons children can learn from stories.
B. EXPLORATION Teacher will read the given story. With Teacher Let the children answer the given activity. With PL
1. Unlocking Content Area Vocabulary
Guide students in using the Word Family Tree. Students can work on one
word from the options.
Word List:
a. dipper
b. parched
c. spill
d. refreshed
unselfish

Let the children answer the given questions.

1. What does Aling Diding have in front of her house?
2. What are those flowers being planted?
3. Which flower has caught people’s attention? Why?
4. How are they different from each other?
5. What qualities does each flower possess?
6. What was the rose being symbolized to? How about
Sampaguita?
 7. If you were Sampaguita, what best advice can you give to
Rose?

A. EXPLAINATION The teacher will discuss the following DAY 2 With Teacher
With Teacher
concepts. 1. Explicitation
Stories have characters, setting, series of events, and moral lessons.
 A sentence expresses a complete thought. It starts with Ask students what they like best about stories. Have them share their
a capital letter. It ends with a period (.), or a question favorite stories.
mark (?), or an exclamation point (!). 2. Worked Example
 To describe one’s drawing, you must consider the Guide students in making predictions by presenting the story one part at
following: a time. The predicting questions indicated here may be used.
1. number (one, two)
2. size (small, tall) Introduce the story. “The Legend of the Dipper” was originally written by
Carolyn
3. shapes (round, long)
Sherwin Bailey in1906. A version for storytelling was written by J. Berg
4. age (old, new)
Esenwein & Marietta Stockard for the South Texas Christian Schools
5. color (red, blue)
Speech Meet 2011-2012. The two versions were combined and
6. opinion (pretty, good)
modified for this lesson.

In addition, you must look at the characters and the place Before reading, a photo of the constellation big dipper may be shown.
because they will lead you in getting the correct idea. Explain how the stars form the shape of a dipper. Photos of tin dipper
may also be shown for comparison. This is to have students imagine
the events in the story where the main character used a dipper all
throughout the story.

The Legend of the

Dipper A kind act is
often its own reward

There had been no rain in the land for a very long time. It was so hot
and dry that the land was parched and brown and even the big, strong
trees were dying. The water dried up in the creeks and the fountains
stopped bubbling.
 Make Predictions:
▪ What could the people feel in this kind of setting? What makes
you say that?
▪ What do you think would be the problem of the main character who
is a little girl?
All the people and creatures were so thirsty! Everyone felt weak.

There was one little girl whose mother grew very ill. “I must have a drink
of clear cold water,” cried the mother, as she lay in bed, so weak and
suffering from thirst.

Make Predictions:
▪ What do you think the little girl will do? Why do you think so?

The little girl took her tin dipper and began her search for water in the
dark night. By and by she found a tiny little spring up on a mountainside.
It was almost dry. The water dropped, dropped, ever so slowly from
under the rock. The girl held her dipper carefully and caught the drops.
She waited a long time until the dipper was full of water. Then she
started down the mountain holding the dipper carefully, for she didn’t
want to spill a single drop.

Make Predictions:
▪ What made it difficult for the little girl to get water?
▪ Do you think she will have an easy time on her way back home?
What do you think will happen next?

On the way she passed a poor little dog who had been following her.
The dog was panting for breath and was so thirsty. The little girl looked
at her dipper then poured some water into her hand and held it down for
the little dog. He lapped it up quickly and felt so refreshed. The little girl
didn’t notice—but her tin dipper had changed into a silver dipper and
was just as full of water as it had been before.

Make Predictions:
▪ What do you think the little girl will do? Why do you think so?
▪ Why do you think the tin dipper turned into silver?
The little girl started on again, hurrying very fast, for she remembered
how much her mother needed her, but she had not gone very far when
she met a stranger in the road. He was tall and his eyes looked down
with a wonderful smile into the little girl’s face. He begged for a drink of
the clear, cold water.

Make Predictions:
▪ What do you think the little girl will do? Why do you think so?
▪ What will happen next?

The little girl thought that her mother told her to always be kind to
strangers, so she held the water up to the stranger. Suddenly, as the
stranger drank, the silver dipper was changed into gold – full to the brim
with sparkling water.

Make Predictions:
▪ What do you think the silver dipper turned into gold?
▪ What will happen next?

The little girl hurried along as fast as she could go. She was so tired and
thirsty but she would never take a drink herself. Her mother needs all the
water that was left. She finally arrived home and then came the greatest
wonder of all!

Make Predictions:
 ▪ What do you think will
happen next? ▪ What will
happen next?

The little girl held the gold dipper to her mother’s lip and as the mother
drank, she became well and strong once more. And the gold dipper was
changed to a diamond dipper – shining and glittering with gems.

Make Predictions:
▪ Something magical will happen next. What do you think will happen
next?
The diamond dipper left the little girl’s fingers to shine up in the sky. It
shines every night to remind all little children that there was this little girl
who was brave, kind, and unselfish.
-end-
Ask more comprehension questions after reading the whole story.
▪ What makes the girl brave?
▪ What makes the little girl kind and unselfish?
▪ Which part of the story do you like best?

B. ELABORATION Let the children answer the following Activity 1: With PL With Teacher
DAY 3
Direction: Draw a Sampaguita and a Rose inside their 3. Lesson Activity
corresponding boxes below. Then, describe each flower by Guide the students in identifying the elements of the story using the Story
writing its differences and similarities using the Venn Diagram. Map. Viewing any of the suggested videos can help explain the story
. elements.

Videos on Elements of the Story

Option 1: Plot Mountain! The Plot Diagram Song by Scratch Garden
(2015) is a song that describes the Introduction, Rising Action, Climax,
Falling Action, and
 Resolution.
Let the children answer the following Activity 2: (https://www.youtube.com/watch?v=NpWHZJZQDSE&t=128s)
Direction: Make a sentence for each picture presented on the
left side. Write your answer on a clean sheet of paper. Option 2: Elements of the Story Rap by Jedd Bloom (2017) does a
rap on Exposition, Conflict, Rising Action, Climax, Faling Action,
and Resolution. (https://www.youtube.com/watch?v=0eY-
fkyacW0&t=197s)

Option 3: Short Story Elements by Nichole Hess (2014) covers Plot,

Characters, Setting, Conflict, and Theme in animated video.
(https://www.youtube.com/watch?v=VDmhl-SU5Yk&t=42s)

Let the children answer the following Activity 3:

V. EVALUATION Teacher will give assessment to pupils.

Direction: Look at each picture. Encircle the word, phrase or
sentence that best says something about the picture.
 Direction: Read the story below. On a clean sheet of paper,
draw one part of the story. Write one or two sentences to
describe your drawing.

VI. ASSIGNMENT

Prepared by: Noted by:

NORREN MAE C. ABENOJA AILEN D. CATALUÑA

T-III School Head