School: SAN FRANCISCO NORTE ELEMENTARY SCHOOL Grade Level: I

GRADES 1 to 12 Teacher: GERRIN JOY F. DEJILLA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: MAY 15-19, 2023 (WEEK 3) Quarter: 4TH QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
The learner Demonstrates The learner Demonstrates The learner demonstrates The learner demonstrates The learners demonstrate
understanding of story understanding of story understanding of concepts of understanding of concepts of understanding of word meaning
A. Content Standards
elements and text elements and text verbs, pronouns, and verbs, pronouns, and for correct usage
structures for effective oral structures for effective oral prepositions in meaningful prepositions in meaningful
expression expression messages messages
The Learner. . . The Learner. . . The Learner. . . The Learner. . . The Learner. . .
The learner Correctly The learner Correctly The learner Constructs The learner Constructs Sort and Classify familiar words
B. Performance identifies elements of identifies elements of grammatically correct-simple grammatically correct-simple into basic categories (colors,
Standards literary and informational literary and informational sentences in theme-based sentences in theme-based shapes, foods, etc)
texts to aid meaning getting texts to aid meaning getting conversations using verbs, conversations using verbs,
pronouns, and prepositions pronouns, and prepositions
EN1LC-IVa-j- 1.1 EN1LC-IVa-j- 1.1 EN1G-IVa-e-3.4 EN1G-IVa-e-3.4 N1V-IVa-e-3
C. Learning Listen to short Listen to short Recognize common action Recognize common action Sort and Classify familiar words
Competencies/ stories/poems Identify the stories/poems and Relate words in stories listened to words in stories listened to into basic categories (colors,
Objectives Write the speaker in the story or story events to one’s shapes, foods, etc)
LC for each poem experience Identify and use simple
prepositions in sentences.
II. CONTENT

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide 264-266 266-268 268-269 270-271 272-273

pages
2. Learner’s 85 86 87 91 92
Materials pages

3. Textbook pages

B. Other Learning
Resources
IV. PROCEDURES
Introduce the poem : Introduces the poem “ Introduce the poem: “ to Introduces the poem “ the Introduce the poem “ little boy
“ROSES ARE RED,VIOLETS TIME TO RISE” in a class. market , to market” baby’s dance” blue”
A. Reviewing
ARE BLUE”
previous lesson or
have the pupils recites the Pupils recite the poem, and Posts words on the board Have the pupils recite the Have the pupils recite the poem
presenting the new
poem. point out the rhyming and Allow pupils to point out the poem, and point out the and point out the rhyming and
lesson
Let them point out the non-rhyming words in the rhyming and non-rhyming rhyming and non-rhyming non-rhyming words in it
rhyming and non-rhyming poem. words in the poem. words in the poem.
words in it. -
Teacher: Teacher: Teacher: Teacher: Teacher:
B. Establishing a
Today, we will identify the Today, we will relate the Today , you are going to Today, you are going to Today, we will identify and use
purpose for the
details of the story that we story we read to one’s recognize a preposition. identify the prepositions in simple prepositions in sentences.
lesson
read previous days. experience. the sentences.
Teacher posts a picture of a Play the game “ I SPY” Have the pupils play a game “ I Have the pupils show and tell Posts a picture of a group of
newscaster and reads a spy” their homework to the class. people living in the desert.
short report about an Divide the class into two
environmental problem. groups Recall the mechanics of the Have pupils answer the questions
C. Presenting (landslide) game about the pictures and talk about
examples/instances Explains the mechanics of it.
of the new lesson Have the pupils answer the the game. Choose their group
some questions about the representatives and get them
news report. ready to play.
(pls. refer to TG on page
264-265)
Have the pupils recall the Let the pupils play the Teacher introduces Posts pictures and sentences on
previous days story. game “ I spy” after the Teacher posts some sentences prepositions on-and in and the board.
teacher done with the from the story on the board. under to the class using real
D. Discussing new Encourage pupils to say instructions. objects and appropriate
concept and something about the story Have the pupils reads the gestures.
practicing new skills they heard. sentences and asks them to
#1 point out the verbs in each
one.
(pls. refer to TG on page 269
for the sentences)
E. Discussing new The teacher reviews some Divides the class into two Teacher introduces Show the class a ball and Have the pupils read the
concepts and details about the story. groups with four members prepositions “ IN “ and “ON”. places it on the table. sentences given
practicing new skills each.
#2 Pause at some parts of the Teacher will underlines the ( pls. refer to TG on page 271) And have them give the correct
story to ask questions. prepositions in the sentences preposition to complete the
Have them show and talk and explains what prepositions sentences.
about their homework. are.
 (sentences is at TG on page 273)
(more discussion at TG on
page 269)
Read the story again Teacher will post a new set of More discussion at TG on Guide pupils in answering the
together with the pupils. sentences and have the pupils page 271 sentences on the board.
F. Developing point out the prepositions.
mastery (Leads to Prepositions
formative (teacher must make own “in”
assessment) sentences to be posted on the “on”
board) under”

Encourage each pupil to

participate the discussion.
Teacher ask questions Divide the class into groups Group activity: Group activity:
about the story Divide the class into two
groups: Teacher will prepare 5 Have each group give a Divide the class into 3 groups.
G. Finding
(more discussion on page sentences to each group sentences with using a
practical/
265 at TG ) Group 1 : has experienced written in a manila paper. prepositions IN- ON and Each group will make 2 sentences
application of
going to the market UNDER. and they must underline the
concepts and skills in
daily living group the class into 2 Have each group recognize the prepositions on their given
groups and each group will Group 2: has not. prepositions in the given sentences.
make a character map for sentences.
the narrator of the story. (instruction is at TG on page Have each group posts their work
267) on the board.
H. Making Ask: Ask: Ask: Ask: Ask:
generalizations Do you know what a Who among you here have How do you identify a simple
and abstractions narrator is? experienced going to the -what is prepositions? prepositions in the sentence. How do you identify simple
about the lesson market alone? prepositions in sentences.

Circle the bayong that best Color the picture, then Cut the objects found on the Draw all the things you see in Complete the lines of the
describes the girl in the choose among the three next page and paste each the classroom under the characters in the comic strip
story, “market day” places listed below the best either in the box or on the correct heading. Use the below with prepositions in, on or
I.Evaluating Learning (pls. refer to LM on page place where we can find a table. Use the sentences s your guide below in sharing your under.
85) fruit stand. circle the guide. ideas to the class. (pls. refer to LM on page 92)
answer. (pls. refer to LM on page 87- (pls. refer to LM on page 91)
(pls. refer to LM on page 89)
86)
J. Additional Draw your favorite events Draw things you see from the Asks the pupils to show to
activities for in the story. environment that people need their family members the
application or to live. exercise about prepositions.
remediation

V. REMARKS
VI. REFLECTION
A.No. of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80%
earned 80% in the 80% above 80% above 80% above 80% above above
evaluation
B.No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional require additional activities require additional activities additional activities for additional activities for additional activities for
activities for for remediation for remediation remediation remediation remediation
remediation who
scored below 80%

C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. of ____ of Learners who ____ of Learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up
learners who have caught up the lesson caught up the lesson up the lesson up the lesson the lesson
caught up with the
lesson
D. No. of learners ___ of Learners who ___ of Learners who ___ of Learners who continue ___ of Learners who ___ of Learners who continue to
who continue to continue to require continue to require to require remediation continue to require require remediation
require remediation remediation remediation remediation
E. Which of my Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work well:
teaching strategies well: well: ___ Group collaboration well: ___ Group collaboration
worked well? Why ___ Group collaboration ___ Group collaboration ___ Games ___ Group collaboration ___ Games
did these work? ___ Games ___ Games ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
activities/exercises activities/exercises ___ Carousel activities/exercises ___ Carousel
___ Carousel ___ Carousel ___ Diads ___ Carousel ___ Diads
___ Diads ___ Diads ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
___ Rereading of ___ Rereading of Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
Paragraphs/ Paragraphs/ ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
Poems/Stories Poems/Stories ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Differentiated ___ Differentiated ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
Instruction Instruction ___ Lecture Method ___ Discovery Method ___ Lecture Method
___ Role Playing/Drama ___ Role Playing/Drama Why? ___ Lecture Method Why?
___ Discovery Method ___ Discovery Method ___ Complete IMs Why? ___ Complete IMs
___ Lecture Method ___ Lecture Method ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
Why? Why? ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Complete IMs ___ Complete IMs ___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s Cooperation
 ___ Availability of Materials ___ Availability of Materials Cooperation in ___ Group member’s in
___ Pupils’ eagerness to ___ Pupils’ eagerness to doing their tasks Cooperation in doing their tasks
learn learn doing their tasks
___ Group member’s ___ Group member’s
Cooperation in Cooperation in
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)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
F. What difficulties
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
did I encounter which
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
my principal or
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
supervisor can help
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
me solve?
__ 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 __ Recycling of plastics to __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
be used as Instructional be used as Instructional used as Instructional Materials used as Instructional used as Instructional Materials
Materials Materials __ local poetical composition Materials __ local poetical composition
__ local poetical __ local poetical __ local poetical composition
composition composition
G. What innovation The lesson have The lesson have The lesson have successfully The lesson have successfully The lesson have successfully
or localized materials successfully delivered due successfully delivered due delivered due to: delivered due to: delivered due to:
did I use/discover to: to: ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
which I wish to share ___ pupils’ eagerness to ___ pupils’ eagerness to ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
with other teachers? learn learn ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ complete/varied IMs ___ complete/varied IMs ___ worksheets ___ worksheets ___ worksheets
___ uncomplicated lesson ___ uncomplicated lesson ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
___ worksheets ___ worksheets Strategies used that work well: Strategies used that work Strategies used that work well:
___ varied activity sheets ___ varied activity sheets ___ Group collaboration well: ___ Group collaboration
Strategies used that work Strategies used that work ___ Games ___ Group collaboration ___ Games
well: well: ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Group collaboration ___ Group collaboration ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
___ Games ___ Games activities/exercises ___ Answering preliminary activities/exercises
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Carousel activities/exercises ___ Carousel
___ Answering preliminary ___ Answering preliminary ___ Diads ___ Carousel ___ Diads
activities/exercises activities/exercises ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Carousel ___ Carousel ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
___ Diads ___ Diads Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Rereading of ___ Rereading of ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
Paragraphs/ Paragraphs/ ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
Poems/Stories Poems/Stories ___ Lecture Method ___ Discovery Method ___ Lecture Method
___ Differentiated ___ Differentiated Why? ___ Lecture Method Why?
Instruction Instruction ___ Complete IMs Why? ___ Complete IMs
___ Role Playing/Drama ___ Role Playing/Drama ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Discovery Method ___ Discovery Method ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Lecture Method ___ Lecture Method ___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s Cooperation
Why? Why? Cooperation in ___ Group member’s in
___ Complete IMs ___ Complete IMs doing their tasks Cooperation in doing their tasks
___ Availability of Materials ___ Availability of Materials doing their tasks
___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn
___ Group member’s ___ Group member’s
Cooperation in Cooperation in
doing their tasks doing their tasks