SCHOOL DISTRICT GRADE I

DAILY LESSON
TEACHER LEARNING AREA ENGLISH
LOG
DATE and TIME December 5-9, 2016 QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Demonstrate understanding Demonstrates understanding Demonstrates understanding Demonstrates understanding Demonstrates understanding
of story elements and text of familiar words used to of sounds and their meanings of concepts of nouns and of familiar English words for
structures for effective oral communicate personal for appropriate use of words. adjectives for identification effective communication.
expression. experiences, ideas, thoughts, Demonstrates understanding and description. Demonstrates understanding
A. Content Standards/Focus Demonstrates understanding actions and feelings. of sounds and sound patterns Demonstrates understanding of word meaning for correct
of the elements of literary Demonstrates understanding for production of words. of concepts of verbs, usage.
and informational texts for of familiar literary forms and pronouns and prepositions in
effective oral expression concept of words in English meaningful messages
for effective expressions.
Correctly identifies elements Shares/express personal Manipulates skilfully the Correctly names people, Uses basic vocabulary to
of literary and informational ideas, thoughts, actions and sounds in the words to objects, places and things independently express ideas
texts to aid meaning getting. feelings using familiar words express meaning. through theme-based about personal, home, school
B. Performance Uses elements of literary and Participates actively in Manipulates skilfully the activities. Constructs and community experiences.
Standards/Terminal informational texts to different oral activities speech sounds through grammatically correct- Correctly uses familiar
Objectives sufficiently extend meaning simple meaningful guided simple sentences in theme- words in speaking activities.
and understanding conversation. based conversations using
verbs, pronouns and
prepositions.
Identify the speaker in the Offering Help Give the number of syllables Recognizing Telling and Use words that are related to
story or poem of given words. Asking sentences. self, family, school,
community, and concepts
C. Learning Competencies/ such as the names of colors,
Objectives (Write the LC code shapes, and numbers.
for each)
EN1LC-IIIa-j-1.5 EN1OL-IIIe-1.5.5 EN1PA-IIIa-b-3.1 EN1G-IIIc-1.3;EN1Gd- EN1V-IIIa-e-5
1.3;EN1G-IIIe-1.3
Identify the characters in the Use appropriate expressions Count the number of Identify the asking and Recognize different
II. CONTENT story for offering help. syllables in a word telling sentences members of the family.
Appreciate one’s family.
III. LEARNING RESOURCES

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 A. References
1. Teacher’s Guide pages TG 2016 pages 100-108 TG 2013 page 30-34
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURE
Activating Prior Knowledge: Sharing: Recall the events in the story Bring out your homeworks.
Teacher show real tomato. What do you do at home “Pele’s Tomatoes” (Pictures of your family).
A. Reviewing Previous Lesson/ Ask- questions about the during Saturday and Review the lines of the Who are the members of
Presenting the new Lesson tomato Sunday? characters. your family? Make a concept
Who help doing household web.
chores?
Teacher asks: Who among Situational: From the said lines of the Have you been to market? Sing a song or recite a
you like tomatoes? If you saw your” nanay” speakers, Pick out words try Grocery store? NCCC? poem.” The Family “
-What food with tomatoes do sweeping your backyard clapping its syllables-how ROBINSONS? “ A Family Finger Play “
B. Establishing a purpose for you like? with your younger brother many? What do you want to buy (visit this site)
the Lesson Do you grow tomatoes? clinging to her What would from the market? Store? http://www.preschoolrainbo
you do? Unlock the word (shopping) w.org/family-rhyme.htm
using pictures,
And context clues.
Read Aloud: “Pele’s Show Pictures: Teacher show the big book Teacher-Read and Listen to a Read the teacher-made story
Tomatoes” (Ang Kamatis ni read a page. dialogue “Shopping Time” “ I Have a Family” page 31-
Peles) Old lady carrying many Get and read few words. English Expressways 1 page 32
things Pupils- identify the number 128
C. Presenting Examples/ of syllables (e.g.
Instances of the new Lesson A boy is about to help her To-ma-toes,work,se-
cret,heal-thy)
Father fixing the fence Son
is about to help

Discussion of the story: What do you say to someone Present more words from the Teacher present the Q/A: Who are the members
D. Discussing the new Concept Explain the meaning of when you want to help story .Listen and Repeat. sentences in column: of the family mentioned in
and Practicing new skill #1 difficult words. him/her? Pupils – clap and count the Column A –Write the the story?
-Questions about the story. Teacher: Introduce the polite number of syllables. Asking sentence.

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 -Describing the main expressions, Column B- Write the Telling
characters “Can I help you?” sentence
“May I help you?”
Make a “Characterization . Teacher, define the Asking A. Answer the questions
Map” and Telling sentence to the about the story TG. Page 32.
E. Discussing the new Concept pupils. B. Tell about your own
and Practicing new skill #2 (Explain) family. Use this sentence
stem: I have a mother. I call
her nanay.
Ask: What lesson did you Let pupils work in pairs: Give 2 to 3 syllable words Listen as teacher reads the Make a “Family Tree” have
learn from the story? Teacher gave several written on the board/ manila story ”Mother Dear” pupils introduce their own
-Select a character in the situational scenarios. paper. Have pupils read Page 240. family.
story, quote a line from the Pupils- dramatize using (guided) Present the Q/A in complete (Use the same sentence
F. Developing Mastery
story and have the pupils appropriate expressions for e.g .bas-ket ,ham ,lad-der, sentence. stem).
(Leads to formative assessment )
guess who the character is; offering help gar-den, car-pet) e.g. Column A – Who woke
up early? A.S.
Column B –Rosa woke up
early.-T.S.
If you were Peles/Hugo Sharing Experiences:
G. Finding Practical would you do the same? Have pupils describe/site
Applications of Is Hugo a good friend? Why instances when they offer a
Concepts and Skills in Daily do you say so? (empathize) helping hand to someone.
Living

Who are the characters in the What expressions will you How do we count the What is a Telling Sentence Name the members of your
H. Making Generalizations and story? Describe use if you want to offer your number of syllables in a and an Asking Sentence? family.(all pupils should
Abstractions about the Who play the major/minor help to someone? word? participate)
Lesson role?

Show the big book “Peles Conversational situation of Write the correct number of Listen and Answer: State the names of your
Tomatoes” “offering help” use syllables in each word: Write T if it is a telling family members e.g.
Teacher read few lines from appropriate expressions. (1-5). sentence and A if it is an My fathers’ name is_____.
I. Evaluating Learning
the story. (graded performance) Note: Get the words from the asking sentence. My mothers’ name is
Pupils-Answer who the story and from their _______.
/characters were. formative tests.Add more.
Research stories famous in Practice saying the polite Give more practice exercises Pair the Pupils Think of a
J. Additional Activities for your localities and read to expressions. for mastery of the concept. dialogue using the Telling

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 your pupils.( do (Present your spring board) and Asking Sentence.
contextualization )
Application or Remediation *Have the pupils ,syllabicate
their names.(things and
places) around them. (guide
if necessary.
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
E. Which of my teaching
strategies worked well? why did
these work?
F. Which difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

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