School: Grade Level: IV

GRADES 1 to 12 Teacher: Credits to the Writer of this DLL Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: JUNE 19-23, 2023 (WEEK 8) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. CONTENT STANDARDS OL – The learner demonstrates V - The learner demonstrates an RC –The learner demonstrates SS – The learner demonstrates an G – The learner demonstrates a
understanding of verbal cues for clear understanding that word meaning understanding of various linguistics understanding of library skills to command of the conventions of
expression of ideas can be derived from different nodes to comprehend various texts research on a variety of topics standard English grammar and
LC – the learner demonstrates an sources ORF – The learner demonstrates an usage when writing or speaking
understanding of the elements of literary The learner demonstrates an understanding that English is stress- WC – the learner demonstrates an
and informational texts for understanding that words are timed language to achieve accuracy understanding of the importance
comprehension composed of different parts and and automaticity of using varied sources of
their meaning changes depending information to support writing
on context
A – The learner demonstrates an
understanding of verbal and
nonverbal elements of
communication to respond back

B. PERFORMANCE STANDARDS OL – The learner efficiently delivers oral V – The learner uses different RC – The learner uses knowledge of SS – The learner uses library skills to G – The learner speaks and writes
presentations resources to find word meaning text types to correctly distinguish gather appropriate and relevant using good command of the
LC – The learner identifies story The learner uses strategies to literary from informational text information conventions of standard
perspectives and text elements decode the meaning of words ORF- The learner reads aloud text WC- The learner uses varied
A – The learner uses paralanguage with accuracy, automaticity, and sources of information to support
and nonverbal cues to respond prosody writing
appropriately

C. LEARNING COMPETENCIES/ LC – Identify cause-and-effect V- Identify meaning of words with RC- Identify cause-and-effect SS- Use a glossary to get the G – Use simple sentence: simple
OBJECTIVES (Write the LC Code for relationship suffixes –ly and -y relationship meaning of words subject + compound predicate
each) EN4LC-IVh-2.16 EN4V-IVh-46 EN4RC-IVh-2.16 EN4G-IVh-21 EN4G-IVh-24
OL – State the effects of a given cause A-Browse and read books for ORF- Read grade-level texts with WC-Write 5 – 6 sentence
EN4OL-IVh-27 learning or for pleasure 118 words correct words per minute paragraph about a given topic
EN4A-IVh-32 EN4F-IVh- 1.13 (Publishing)
EN4WC-IVh-41
II. CONTENT
- Identifying Cause-and-Effect -Identifying Meaning of Words - Identifying Cause and Effect -Using a Glossary to Get the - Using Simple Sentence
Relationship with Suffixes –ly and –y Relationship Meaning of Words -Writing 5-6 Sentence Paragraph
-Stating the Effects of a Given Cause -Browsing and Reading Books for -Reading Grade-Level Texts with 118 About a Given Topic (Publishing)
Learning or for Pleasure Words Correct Words per Minute

LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages TG pp. 244- 248 TG p. 434 - 435 TG pp. 244 - 248 TG pp. 374 - 375 TG pp.428 - 429
2. Learner’s Materials Pages LM pp. 258-262 LM pp. 421-423 LM pp.258 - 262 LM p.274, 361 - 365 LM pp. 417
3. Textbook Pages Soaring High With Reading 4
 4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Pictures, Chart, PPTx, foldables, text for Pictures, Chart, PPT, task cards, Pictures, Chart, PPTx, foldables Pictures, Chart, PPTx, foldables, Chart, PPTx, foldables
generalizarion foldables, dictionary dictionary or book with glossary
III. PROCEDURES
A. Reviewing the previous lesson or Do you have dreams in your life? What Let the pupils read the words that Do you have dreams in your life? Do you know what a glossary is? Recall about simple sentences with
presenting the new lesson is your dream when you grow up? Call the teacher will flash. What is your dream when you grow Where can you find a glossary? In simple subject and simple
pupils to answer. Orderly properly meaningfully up? Call pupils to answer. what part of the book? predicate.
Gracefully carefully easily Let the pupils make their own
Rainy sunny cloudy breezy etc. sentences with compound subjects
and simple predicate.
B. Establishing a purpose for the lesson How did Eduardo intend to become rich? Ask: What did you notice about the How did Eduardo intend to become A glossary is a small dictionary Show pictures to class. Ask: Can
Tell: We will find out in the story the group of words? How do they end? rich? Tell: We will find out in the usually found at the back of the you make sentences using simple
teacher will tell. What letters are added to the root story that we are going to read. book. It gives the meaning and subject and compound predicate?
words? pronunciation of words used in the The children
Original File Submitted and selection. These are entry words
Formatted by DepEd Club which are alphabetically arranged.
Member - visit depedclub.com
for more
are reading and standing in class.
The members of the group are
singing and standing in the room.
C. Presenting examples/instances of the Unlocking of difficulties Present the words on LM p. 421 Unlocking of difficulties Present a glossary to pupils. Present sentences to class.
new lesson Basi spilled over dream Find Out and Learn Basi spilled over dream advertisement(ad’ver tiz mant)- The pupils are dancing and singing
Let the pupils listen the teacher will read. What o you notice about the Let the pupils read the story. a public notice to call attention in the program.
EDUARDO’S DREAM on LM p. 258 words? EDUARDO’S DREAM on LM p. 258 to a product Which is the simple subject?
What kind of words are in the first aft(aft)- the rear of a ship Which is the compound predicate?
box? Second box? aspen (as,pen)- a type of
popular tree
audience (o,deans)- a formal
meeting with people

D. Discussing new concepts and Let the pupils answer the questions on Let the pupils notice that the first Let the pupils answer the questions Where can you see an aft? Discussion about simple sentences
practicing new skills #1 LM p. 259. Talk About It. ( 1 – 6 ) group of words ends in –ly and the on LM p. 259. Talk About It. ( 1 – 6 ) To whom do you address your with simple subject and compound
Discuss about cause and effect second group of words ends in –y. Discuss about cause and effect speech? predicate.
relationship. The letters –ly and –y are suffixes. relationship. What do you call someone great? Tell the pupils that these
The cause brings out an event called its Explain to pupils that the root The cause brings out an event called When you place a commercial, what sentences can be used in writing a
result. The result is also called an effect. words in the first column are its result. The result is also called an do you call such? paragraph about a certain topic.
The cause effect relationship describes adjectives. By adding –ly the effect. Can you name an example of popular
something that happens and why it adjectives become adverbs. The cause effect relationship tree?
happens. The root words in the second describes something that happens
The cause is the reason and the effect column are nouns. By adding –y, the and why it happens.
is the result of an event. nouns becomes adjectives. The cause is the reason and the
effect is the result of an event.
E. Discussing new concepts and Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice
practicing new skills #2 Get a partner and ask the following Let the group answer the following. Get a partner and ask the following Let the group do the following. Each group will write a paragraph
questions. Let the pupils listen to the Group I – what can you do easily? questions. Let the pupils listen to the Group I – Do Find Out and Learn on using simple sentences with simple
 teacher. Group II – what can you do teacher. LM p. 361 subjects and compound predicate.
Why do you go to school? patiently? Why do you go to school? Group I – write about your favorite
Why do you take a bath every day? Group III –what can you do loudly? Why do you take a bath every day? Group II – Do Try and Learn. Refer to pet
Why do you water the plants? Group IV – what can you do slowly? Why do you water the plants? LM p. 362 ( 1 – 5 ). Group II – your unforgettable trip
Why do you wear warm clothes during Group V – what can you do clearly? Why do you wear warm clothes Group III – your precious gift from
the month of December? Refer to LM p. 423. during the month of December? Group III- Refer to LM pp. 364 – 365 ( a friend
Why do you stay at home during a Why do you stay at home during a 1 – 10 ) Group IV – your hobbies
typhoon? typhoon?
F. Developing mastery Independent Practice Independent Practice Independent Practice Independent Practice Independent Practice
(Leads to Formative Assessment 3) Look at each pair of pictures. Say Use the following in sentences. Be Let the pupils do Find Out and Learn This is a glossary. Answer the Let the pupils do Learn Some More
something about them. Identify the guided with the pictures on LM pp. 259 – 260. questions afterwards. on LM p. 417. Use simple
cause and the effect. Sadly Look at each pair of pictures. Say echo – a sound wave that is sentences with simple subject and
something about them. Identify the reflected when it hits a high compound predicate.
cause and the effect. ( 1 – 5 ) obstacle such as hill
erosion – the process by which
the uppermost part of the soil is
washed away by wind or water
fertilized egg- a very small cell
in the mother’s womb from
attentively which a baby develops
sunny fog – a cloud that lie near the
ground
friction- the rubbing of two
things together which produces
heat
Which word will produce heat and
fire?
What do you mean by echo?
What is a fertilized egg?
What is a cloud that lie near the
ground?
G. Finding practical application of Listen to this. Use the following words in Read the situation. Do this in pairs. Make a paragraph using simple
concepts and skills in daily living Andrew got perfect score in the Sentences. The children must eat nutritious fax- n. facsimile; a machine used subject and compound predicate.
test because he studied his lessons very Sunny foods every day so that they will to send or receive facsimile The picture will guide you.
well. Gloomy become strong and healthy. communication
Which is the cause/ Which is the effect? Patiently Which is the cause? Which is the fierce –adj. Violently hostile or
Religiously effect? aggressive in temperament,
Chilly Let the pupils do Learn Some More given to fighting or killing
stormy on LM p. 262 ( 1 – 5 ) fossil- n. Remnants; traces or
remains of organisms in the past
glisten- v. To give off sparkling
reaction
What term refers to the remains
in the past?
What do you mean by fierce?
What is used to receive
facsimile?

H. Making generalizations of concepts The cause is an action or an event that The root words like slow, quick, The cause is an action or an event The glossary is a part of a book which If a sentence is composed of a
and skills in daily living makes something happen. An effect is loud are adjectives. By adding –ly, that makes something happen. An lists key words found in the book. simple subject and a simple
something that happens as a result of the adjectives become adverbs effect is something that happens as a The entry word in a glossary are predicate, it is called a SIMPLE
the action. (these indicate how an action result of the action. arranged in alphabetical order. Some SENTENCE.
Cause is the reason and the effect is the happened or is done. Cause is the reason and the effect is glossaries include the pronunciation If there are two subjects, it is called
result of an event. A cause-effect The root words like chill, fog, mist the result of an event. A cause-effect of words. a compound subject.
relationship describes something that are nouns. By adding –y, the nouns relationship describes something It is usually found on the last page If there is a compound subject and
happens and why it happens.. becomes adjectives (these indicate that happens and why it happens.. of a book. simple predicate, it is still a SIMPLE
having or like something). SENTENCE.
I. Evaluating learning Directions: Listen to the statements the Directions: Read each sentence. Directions: Complete the following Directions: Read the glossary entry. Directions: Look at the pictures
teacher will read then supply the missing Choose from the box the correct sentences by writing the letter of the Answer the questions that follow. below. Use simple subject and a
phrases to complete the thought. word to complete the sentences. correct cause for each effect. Refer attendant-n. waiter; servant compound predicate for the
1.The audience could not hear the Refer to LM p. 422. to LM pp. 261 – 262 ( 1 – 5 ) brigade- n. subdivision of army pictures.
message of the speaker (1–5) exile – v. expel; deport
because_________________. implement- v. carry out
2. the group of girls finished their task in limb- n. a large branch of a tree
30 minutes because________________. 1. What is the first word in the list?
3._______________ because she ate a 2. How many definitions were given
lot of chocolates. for the word exile?
4. _______________ so the teacher will 3. What does implement mean?
be very happy. 4. What word means a large branch
5. the school ground is clean because of a tree?
_________________. 5. How many syllables are there in
the word “limb”?

J. Additional activities for application

V.REMARKS

VI.REFLECTION

No. of learners who earned 80% in ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
the evaluation above ___ of Learners who earned 80% above above above
above
No. of learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation who scored additional activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
below 80%

Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
of learners who have caught up with ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
the lesson lesson lesson lesson lesson lesson

No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation require remediation

Which of my teaching strategies 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:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ 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/
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 Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method 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 Cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
What difficulties did I encounter which __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
my principal or supervisor can help __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
me solve? __ 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/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use 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 used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
as Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures