DAILY LEARNING PLAN (DLP)

Name Marjorie Tuguinay Grade/ Year Level Grade 1

Teacher Ma’am Federicia Calauagan Learning Area English
Teaching Dates and Time Quarter I

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competenacies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner…
A. Content Standard
Listening Comprehension: demonstrates understanding of story elements and text structures for effective oral expression;
Oral Language: demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings
Grammar: demonstrates understanding of concepts of verbs, pronouns, and prepositions in meaningful messages
B. Performance The learner…
Standard
Listening Comprehension: correctly identifies elements of literary and informational texts to aid meaning getting
Oral Language: shares/express personal ideas, thoughts, actions, and feelings using familiar words
Grammar: constructs grammatically correct-simple sentences in theme-based conversations using verbs, pronouns, and prepositions.
C. Learning Standard At the end of the lesson, the students should be able to…
(Write the codes in
every competency) Talk about stories heard when and where it took place, the characters and some important details of the story; (EN1OL-IVa-j-1.3.1)
Listen to short stories/poems and predict possible ending of a story read and relate story events to one’s experience (EN1LC-IVa-j- 1.1)
Recognize common action words in stories listened to. (EN1G-IVa-e-3.4)

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
Verbs: Action Words

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development

A. References
1. Teacher’s Guide Pages Curriculum Guide, p. 17-20
 2. Learner’s Material Pages
3. Textbook Pages

4. Additional Materials Printed words and pictures, chalk, cartolina, cutouts, laptop, television/ projector, GIF, video animation and Power Point
from Learning Resources
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.

TEACHER’S ACTIVITY PUPILS’ACTIVITY

A. Before Reading/
Preparation
1. Unlocking of (Pupils will be randomly given with a number per person)
Difficulties (The words woods, river, hill, and kicking will be posted separately on four
corners of the classroom with corresponding picture.)

For those who got number 1, please proceed to the pink corner where you can
read the word woods.

https://www.alamy.com/stock-image-forest-scene-with-trail-in-the-woods-illustration-163642067.html

For those who got number 2, please proceed to the blue corner where you can
read the word river.

https://ninavolkova.artstation.com/projects/A9453y
Those who got number 3, proceed to the red corner where you can read the
word hill.

https://www.shutterstock.com/search/cartoon-hill \

Those number 4, proceed to the yellow corner with word kicking.

https://sketchfab.com/tags/kick

Now, after seeing the word and picture, basing from the picture posted under
that word, use the given markers to write what you know about the word. Be
opened with each other’s ideas and do it as fast as you can. (Pupils will do the activity)

(All outputs will be posted on the board)

Now, let us understand the meaning of each of these words better.
1. Woods means an area of land, smaller than a forest, that is covered
with growing trees.
-Here in the picture, there are many trees growing together in an area
of land so this is _______. Woods
2. River- A wide, natural stream of fresh water that flows into an ocean
or other large body of water.
-This flowing water here is smaller than a sea but its water leads to
other larger bodies of water like sea and ocean, so it is ________. River
3. Hill-an often rounded natural elevation of the earth's surface, less high
than a mountain.
 -You can see that this is smaller than a mountain and the top is rounder
than a mountain, so it is a ________. Hill
4. Kicking- to strike with the foot or feet.
-The girl here is striking using her foot so she is ________. Kicking

2. Motivation Who among you here experienced troubles or problems? (Pupils will raise their hands if they did)
Did someone come to help you solve these? (Volunteers will be entertained to share)
B. During Reading/
Presentation
1. Giving of the Motive We are going to read a story, let’s find out:
Question (Question will be posted on the board) Everybody read. What problems did Monica Monkey and Pong Turtle encountered, and
who were there to help them?
2. Springboard (A video animation of the story will be played, wherein there will be different
voices for each character)
3. Answering of the What problems did Monica Monkey and Pong Turtle encountered? They slipped down the hill so Pong Turtle can’t turn over his big shell while
Motive Question Monica Monkey broke her arms.
Who were there to help them? Lot Parrot and Sonny Squirrel.
4. Discussion What did Monica Monkey do when Pong Turtle slipped and fell down the hill? She run as fast as she could to help Pong Turtle.
Was she able to help Pong Turtle after she run? No Ma’am.
What did she do when Pong Turtle said “Please help me Monica, I cannot turn
over”? She tried to find Lot Parrot to help Pong Turtle.
Did Lot Parrot solve the problem? No Ma’am.
But did Lot Parrot tried to help? Yes Ma’am.
In what way? By trying to push Pong Turtle and calling Sonny Squirrel.
What did Sonny Squirrel do? He took Pong Turtle by the shell and pushed him down to the river.
Was the problem about Pong Turtle solved? Yes Ma’am.
What did Pong Turtle do after he received help from his friends? He thanked his friends
What did Monica asked her friends after they helped Pong Turtle? To bring her to the doctor because her arms are painful.
What did Pong Turtle say? Sure, you may ride on my shell.

Do Pong Turtle, Monica Monkey, Lot Parrot, and Sonny Squirrel live from
different places? Yes Ma’am.
Did it stop them from being friends?
How did they show their friendship in the story? No Ma’am.
They helped each other.
5. Analysis (Pictures of Monica Monkey swinging, Lot Parrot flying, Sonny Squirrel
pushing and Pong Turtle swimming)
 Class what do you notice in these pictures posted in front?
Are the animals in the story doing something? Yes Ma’am.
What is Monica Monkey doing? Swinging.
(The word “swinging” will be written on the board)
How about Lot Parrot? Flying.
(The word “flying” will be written on the board)
How about Sonny Squirrel? Pushing.
(The word “pushing” will be written on the board)
And what about Pong Turtle? Swimming.
(The word “swimming” will be written on the board)

Please read all the words that you have said earlier:
swinging
flying
pushing
swimming

What do these words show? Action.

That’s why, these words are called action words.
And we call action words as verbs. (Verb and definition will be posted)
What are the verbs that we used earlier?
swinging
flying
pushing
swimming

Look at the video on the screen class.

(A GIF of walking boy will be played)
What verb will you use to say the action of the boy in the video? Walking.
That’s right!
(The sentence will be posted on the board and the verb will be encircled.)
“The boy is walking.”

(A GIF of a girl helping her grandmother will be played)

What verb will you use to say the action of the girl in the video? Helping
That’s right!
(The sentence will be posted on the board and the verb will be encircled.)
“The girl is helping her grandmother.”

6. Enrichment Activities Now, just like what I did where I encircled the verbs used, try to encircle the
verb in the sentence posted on the board.
 1. Linda is cooking their breakfast. (Recitation; Encircle the verb)
(A picture of Linda cooking will be posted beside the sentence.)
2. Nicole is sleeping. (Recitation; Encircle the verb)
(A picture of Nicole sleeping will be posted beside the sentence)
3. Dennis is picking the litters in their classroom. (Recitation; Encircle the verb)
(A picture of Dennis picking the litters in the classroom will be posted
beside the sentence.)

7. Reading Idea What are verbs class? Action Words.

What are the examples of verbs. (Point to the examples) Cooking, sleeping, and picking.

C. After Reading/ Choose the most appropriate verb to use in the sentence.
Evaluation 1. Boyet uses his toys in _______.
a. playing b. singing c. sleeping
2. Carmina is _______ her body.
a. talking b. singing c. stretching
3. I saw the bird ________.
a. cheating b. flying c. swimming
4. There are many ants _______ near the candy.
a. crawling b. jumping c. sleeping
5. Do you think Joanna is _______ her books?
a. walking b. reading c. sitting

DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program