School: Grade Level: I

GRADES 1 to 12 Teacher: Gracia R. Romano Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 26 – MARCH 1, 2019 (WEEK 7) Quarter: 4TH QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Listening Comprehension Listening Comprehension Listening Comprehension (Grammar) (Vocabulary)
The learner demonstrates
-The learner demonstrates -The learner demonstrates -The learner demonstrates -The learner demonstrates understanding of word meaning
understanding of story elements understanding of story elements understanding of story elements and understanding of concepts of verbs, for correct usage.
A. Content Standards
and text structures for effective and text structures for effective text structures for effective oral pronouns, and prepositions in
oral expression. oral expression. expression meaningful messages

Listening Comprehension Listening Comprehension Listening Comprehension (Grammar) (Vocabulary)

-The learner correctly uses
-The learner correctly identifies -The learner correctly identifies -The learner correctly identifies -The learner constructs grammatically familiar words in speaking
B. Performance Standards elements of literary and elements of literary and elements of literary and informational correct-simple sentences in theme- activities
informational texts to aid informational texts to aid texts to aid meaning getting. based conversations using verbs,
meaning getting. meaning getting. pronouns, and prepositions

EN1LC- IVa-j-3.12 Listen to EN1LC- IVa-j-3.12 Listen to narrative EN1G-IVf-j-5 EN1V-IVf-j-12.1

narrative and informational text and informational text or poem and
EN1LC- IVa-j-3.12 Listen to
or poem and Give one’s reaction Give one’s reaction to an event or Adjectives Give the meaning of words using
narrative and informational text
C. Learning Competencies/ to an event or issues. issues. clues (TPR, pictures, body
Objectives Write the LC for or poem and Give one’s reaction Recognize describing words for movements, etc.)
each to an event or issues. people, objects, things and places
(color, shape, size, height, weight,
length, distance, etc.

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Pages 320-323 Pages 323-326 Pages 326-329 Pages 329-331 Pages 332-333
2. Learner’s Materials pages Page 104 Page 105 Page 106 Page 107 Page 108
3. Textbook pages

B. Other Learning Resources

IV. PROCEDURES
Teacher: Introduces the poem “ at the Introduces the poem, “ wee willie Recite the poem “ clap your hands. Recite the poem “ at the zoo”
Today, we read the first half of zoo”. winkie”
the story entitled”tutulili” Talk with their seatmate and
(lyrics of poem is at TG on page Teacher posts the lyrics of a poem on think of questions about the
A. Reviewing previous lesson 323) the board and have the pupils recite lines 4-6 of the poem.
or presenting the new lesson the poem
write in a manila paper the lyrics
of a poem. Have them think a simple questions
about the poem.

(lyrics is at TG on page 326)

Posts a picture on the board. Teacher: Teacher: Teacher: Teacher:
Today, we are going to continue Today, you will Recognize action Today, you will able to recognize Today, you will identify the
Have the pupils answer the to read the second half of the words. describing words. action words.
teachers questions. story entitled “tutuli.
B. Establishing a purpose for
the lesson Pupils pretend to be reporters
and think of simple questions for
the person in the picture.

(pic. Is at TG on page 320)

Call some pupil to share their Ask a volunteer to recall the first Teacher posts a picture on the board Posts a picture and asks questions Teacher posts a picture on the
answer in front of the class. half of the events of the story and asks questions about it. about it.
Original File Submitted and they heard yesterday. board, and asks questions about
Formatted by DepEd Club it.
Member - visit depedclub.com Teacher posts a picture on the
for more board, and asks questions about
Pupils pretend to be reporters
it.
C. Presenting and think of simple questions to
examples/instances of the -pupils will study the picture. And ask the person in the picture.
new lesson Call some pupil pretend to be a answer the questions.
reporter.
Call some pupil to pretend they
are reporters and have them ask The reporter will think a simple -pupils answer questions about the
questions based on the picture questions from the picture posted on picture and talk about it.
presented. the board.
Have them all pretend to be a
The reporter will call some of her reporters and think of simple
 classmate to answer her question. questions.

Asks the pupils to retell the second Posts a mystery picture on the board Have them think a simple
Teacher shows the cover of the Have them share their answers part of the story. (pic. Is at TG) question they want to ask the
book in class and asks questions based form the given questions of boy about?
about it. the chosen reporters. give a full instructions to the pupils
D. Discussing new concept
Encourage them to retell the story in Have them share/ compare their
and practicing new skills #1
Teacher will prepares the pupils English. questions with their seatmate.
for the rereading of the second Encourage them to present their
Pupils listen carefully and focus part of the story. work in front of the class.
on the details of the story.
Teacher reads pages 4-11 Teacher : Teacher reads the third part of the Read the direction/ instruction to the Encourage each pupil to
of the story in a class. - Re-reads the second half story with prediction, and notes some class participate the class discussion.
of the story. difficult words in the story.
Pause at some parts of the story (pls. refer to TG on page 331) Guide each in making the task.
E. Discussing new concepts
to ask questions.
and practicing new skills #2
Explain the meaning of the difficult
words. let them do the task

Encourage them to participate the

discussion.
F. Developing mastery (Leads -post some new words Teacher discusses the story. -teacher discuss the whole part of the Encourage each to participate. Divide the class into groups
to formative assessment) story.
have the pupils gives the Encourage each to participate the Encourage the class to retell the story Play a game charades
meaning of the new words. class discussion from the beginning till the end.
Ask: Asks questions about the story. Asks questions about the story. By pair activity: Group activity
G. Finding
What is the story all about? (Questions is at TG on page 324- (1-11 questions is at TG on page 328- Do the same task with your Game “ charades:
practical/
325) 329) seatmates, one will give the The group who guesses the
application of concepts and
descriptions while the other one will correct answer will get a point.
skills in daily living
draw.
(instructions is at TG on page
Exchange roles too. 333)
Answer the following quesrions: Ask: Ask: Ask: Ask:
H. Making generalizations
What mean by :
and abstractions about the
 Imitates What lesson did you learn from the What is describing words? What is action words?
lesson
(please refer to LM on page 104)  Ticked story?
 snoring

Remind them to retell the first Direction: Direction: Direction: Direction:

I.Evaluating Learning part of the story to their families. Color all the animals in the picture Draw a line to match the pictures with Color all the adjectives, then draw a Draw a line to match the
the correct action words. line to connect these words sentence with the picture
(please refer to LM on page 105) (please refer to LM on page 106) (please refer to LM on page 107
 (Please refer to LM on page
108)
J. Additional activities for Asks the pupils to retell the whole Checking and recording
application or remediation story to their families

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% in the evaluation above above above above 80% 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 remediation additional activities for remediation additional activities for
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 the ____ of Learners who caught up the ____ of Learners who caught up
have caught up with the the lesson the lesson 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
continue to require require remediation require remediation require remediation require remediation to require remediation
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
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
did 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 ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s
Cooperation in in doing their tasks doing their tasks Cooperation in
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 as __ Recycling of plastics to be used as __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully The lesson have successfully The lesson have successfully delivered The lesson have successfully delivered The lesson have successfully
delivered due to: delivered 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
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
localized materials did I
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
use/discover which I wish to
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
share with other 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 ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s
Cooperation in in doing their tasks doing their tasks Cooperation in
doing their tasks doing their tasks doing their tasks