WEST CITY EXCEPTIONAL CHILD LEARNING

DAILY LESSON LOG School: CENTER Grade Level: 4 (CWVI)

Teacher: JHONNALYN MAE T. SIA Learning Area: English
Teaching Dates & Time: Week 1 (7:45-9:15) Quarter: 1st Quarter

MONDAY TUESDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners demonstrate their expanding vocabulary knowledge and The learners demonstrate their expanding vocabulary knowledge CUF
grammatical awareness, comprehension of literary and informational texts, and and grammatical awareness, comprehension of literary and
composing and creating processes; and their receptive and productive skills in informational texts, and composing and creating processes; and
order to produce age-appropriate and gender-responsive texts based on one’s their receptive and productive skills in order to produce age-
purpose, context, and target audience. appropriate and gender-responsive texts based on one’s purpose,
context, and target audience.
B. Performance Standards The learners apply comprehension of literary and informational texts and produce The learners apply comprehension of literary and informational texts
narrative and expository texts (enumeration-description) based on their purpose, and produce narrative and expository texts (enumeration-description)
context (mealtimes and birthdays), and target audience using simple, compound, based on their purpose, context (mealtimes and birthdays), and target
and complex sentences, and age-appropriate and gender-sensitive language. audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.

C. Learning Competencies/ Objectives Comprehend literary texts. Comprehend literary texts.

( Write the code for each)
1 noting important elements (story grammar) 2
identifying author's/speaker’s point of view
a first person
b second person
c third person (omniscient)
II. CONTENT Comprehend literary texts. Comprehend literary texts.
( Subject Matter)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Page 45-50 Pages 45-50
2. Learner’s Material pages Page 35-40 Pages 60-65
3. Textbook pages Reading Comprehension Textbook, Chapter 4, Pages 60-75 "Understanding Literature," Chapter 3, Pages 23-30
4. Additional Materials from Learning Graphic organizers for story elements Worksheets on points of view
Resource LR portal Sample story texts (short stories)
B. Other Learning Resources Interactive whiteboard Selected excerpts from "To Kill a Mockingbird" by Harper Lee (first
Story element flashcards person)
Digital story maps Excerpt from "Choose Your Own Adventure" series (second
person)
Excerpt from "Harry Potter and the Philosopher's Stone" by J.K.
Rowling (third person omniscient)
IV. PROCEDURE
A. Reviewing previous Lesson or presenting Briefly review the previous lesson on narrative structure. Briefly review the concept of narrative voice.
new lesson Ask students to recall the elements of a narrative. Recap the main points from the previous lesson on narrative
structure and character perspective.
B. Establishing a purpose for the lesson Explain the importance of understanding story grammar. Explain the importance of identifying the author's/speaker's point
State the objectives of the lesson. of view.
Discuss how knowing story elements can enhance comprehension and Discuss how the point of view can shape the reader's
 storytelling skills. understanding and emotional response.
C. Presenting examples/ instances of the Read a short story to the class. First Person: Read an excerpt from "To Kill a Mockingbird" and
new lesson. Highlight the different elements (characters, setting, plot, conflict, discuss Scout's perspective.
resolution) as you read. Second Person: Read a passage from a "Choose Your Own
Adventure" book and highlight the direct address to the reader.
Third Person (Omniscient): Read an excerpt from "Harry Potter
and the Philosopher's Stone" and discuss how the narrator knows
the thoughts and feelings of multiple characters.
D. Discussing new concepts and practicing Introduce each element of story grammar with definitions and examples: Define first person point of view.
new skills. #1 Characters: The people, animals, or beings in the story. Provide additional examples and practice identifying first person
Setting: Where and when the story takes place. narrative in short paragraphs.
Plot: The sequence of events in the story. Conduct a short exercise where students write a paragraph in first
Conflict: The main problem or struggle in the story. person.
Resolution: How the conflict is resolved.
Use a graphic organizer to map out these elements for the story read in
the previous step.
E. Discussing new concepts and practicing Provide students with a new short story. Define second person point of view.
new skills #2. In pairs, have students identify and list the story elements using a graphic Provide additional examples and practice identifying second
organizer. person narrative in short passages.
Conduct a short exercise where students write a paragraph in
second person.
F. Developing Mastery Group activity: Each group reads a different short story and fills out a story Define third person omniscient point of view.
(Lead to Formative Assessment 3) elements chart. Provide additional examples and practice identifying third person
Groups present their charts to the class, explaining the elements they omniscient narrative in short excerpts.
identified. Conduct a short exercise where students write a paragraph in
third person omniscient.
G. Finding practical application of concepts Discuss how understanding story grammar can help in writing their own Have students bring in examples from their own reading that
and skills in daily living stories. illustrate different points of view.
Have students brainstorm ideas for their own stories, identifying potential Discuss how these perspectives influence their understanding of
characters, setting, plot, conflict, and resolution. the stories.
H. Making Generalizations and Abstraction Summarize the key points of the lesson. Summarize the key characteristics of first person, second person,
about the Lesson. Emphasize how story elements are universal and can be found in any and third person (omniscient) points of view.
narrative text. Emphasize the impact of narrative perspective on storytelling and
reader engagement.
I. Evaluating Learning Question 1 Question: What point of view is used if the narrator is a character
in the story and uses "I" or "we"?
What is the primary setting of the story?
a) first person
A. A small town in the mountains
b) second person
B. A bustling city by the sea
c) third person (omniscient)
C. A remote village in the desert
Answer: a) first person
D. A quiet suburb in the countryside
Question: Which point of view directly addresses the reader using
Answer: A. A small town in the mountains "you"?
Question 2

Who is the protagonist of the story? a) first person

 b) second person

A. The wise old man c) third person (omniscient)

B. The mischievous fox Answer: b) second person

C. The brave young girl Question: In which point of view does the narrator have unlimited
knowledge and can describe every character’s thoughts and
D. The stern schoolteacher actions?
Answer: C. The brave young girl

Question 3 a) first person

What is the main conflict in the story? b) second person

c) third person (omniscient)

A. A battle between two kingdoms Answer: c) third person (omniscient)
B. A struggle to survive in the wild Question: If the story is told from the perspective of "he," "she," or
"they" but does not reveal the inner thoughts of all characters,
C. A disagreement between friends
what point of view is it?
D. A quest to find a lost treasure

Answer: D. A quest to find a lost treasure

a) first person
Question 4
b) second person
Which event serves as the climax of the story?
c) third person (omniscient)

Answer: c) third person (omniscient)

A. The protagonist finding a hidden map
Question: Which point of view gives readers the perspective of
B. The protagonist confronting the antagonist only one character at a time, but still uses "he" or "she"?

C. The protagonist learning a valuable lesson

D. The protagonist celebrating a victory a) first person

Answer: B. The protagonist confronting the antagonist b) second person

Question 5 c) third person (omniscient)

What is the main theme of the story? Answer: c) third person (omniscient)

A. The importance of friendship Question: What point of view should an author use if they want to
create a personal and intimate connection with the reader?
B. The power of courage and perseverance
a) first person
C. The value of honesty
b) second person
D. The significance of family
Answer: B. The power of courage and perseverance c) third person (omniscient)

Question 6 Answer: a) first person

Which character undergoes the most significant change? Question: If a narrative speaks directly to the audience with
instructional or advisory content, which point of view is it?

A. The antagonist who learns to forgive

a) first person
B. The sidekick who becomes a leader
b) second person
C. The mentor who sacrifices for the hero
c) third person (omniscient)
D. The protagonist who gains confidence
Answer: b) second person
Answer: D. The protagonist who gains confidence
Question: What point of view is used in a story where the narrator
Question 7 is not a character and knows everything about the events and
characters?
What is the main resolution of the story?

a) first person
A. The villain is defeated and peace is restored
b) second person
B. The treasure is found and shared among the characters
c) third person (omniscient)
C. The protagonist returns home with newfound wisdom
Answer: c) third person (omniscient)
D. The community comes together to solve a problem
Question: In which point of view does the narrator provide insight
Answer: C. The protagonist returns home with newfound wisdom
into the thoughts and feelings of multiple characters?
Question 8
a) first person
What motivates the antagonist in the story?
b) second person
A. A desire for revenge
c) third person (omniscient)
B. A quest for power
Answer: c) third person (omniscient)
C. A need for acceptance
Question: If an author wants the narrative to have a
D. A fear of being alone conversational tone that speaks directly to "you," which point of
view would they use?
Answer: B. A quest for power
a) first person
Question 9
b) second person
How does the setting influence the story?
c) third person (omniscient)
A. It creates a sense of mystery and danger
Answer: b) second person
B. It offers opportunities for adventure and discovery
 C. It serves as a backdrop for character development

D. It restricts the characters' actions and choices

Answer: B. It offers opportunities for adventure and discovery

Question 10

Which literary device is most prominent in the story?

A. Foreshadowing

B. Irony

C. Symbolism

D. Metaphor

Answer: C. Symbolism
J. Additional Activities for Application or Assign students to read a short story of their choice at home and complete Assign a homework task where students find and bring a short
Remediation a story elements chart. passage (from any source) representing each point of view.
Provide extra graphic organizers for students needing additional practice. For students needing extra help, provide additional practice
Offer one-on-one sessions for students struggling with the concepts. passages and one-on-one guidance.
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80%in the
evaluation.
B. No. of learners who required additional
activities for remediation who scored below
80%

C. Did the remedial lesson work? No. of

learners who have caught up with the
lesson.
D. No. of learner 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 used/discover which I wish to share
with other teachers?

Prepared by:
Checked by:
JHONNALYN ME T. SIA
Teacher I Mrs. Maera G. Mamuyac
School Head