GRADES 1 to 12
DAILY LESSON LOG
School:
Grade Level:
I
Teacher:
Learning Area:
ENGLISH
Teaching Dates and Time:
Week 2
Quarter:
4TH QUARTER
GRADES 1 to 12 DAILY LESSON LOG | School: | Grade Level: | I | |
Teacher: | Learning Area: | ENGLISH | ||
Teaching Dates and Time: | Week 2 | Quarter: | 4TH QUARTER |
I. OBJECTIVES | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
A. Content Standards | The Learner. . . demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings demonstrates understanding of familiar literary forms and concept of words in English for effective expression demonstrates understanding of sounds and their meanings for appropriate use of words demonstrates understanding of familiar English words for effective communication demonstrates understanding of word meaning for correct usage | The Learner. . . demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings demonstrates understanding of familiar literary forms and concept of words in English for effective expression demonstrates understanding of sounds and their meanings for appropriate use of words demonstrates understanding of familiar English words for effective communication demonstrates understanding of word meaning for correct usage | The Learner. . . demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings demonstrates understanding of familiar literary forms and concept of words in English for effective expression demonstrates understanding of sounds and their meanings for appropriate use of words demonstrates understanding of familiar English words for effective communication demonstrates understanding of word meaning for correct usage | The Learner. . . demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings demonstrates understanding of familiar literary forms and concept of words in English for effective expression demonstrates understanding of sounds and their meanings for appropriate use of words demonstrates understanding of familiar English words for effective communication demonstrates understanding of word meaning for correct usage | The Learner. . . demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings demonstrates understanding of familiar literary forms and concept of words in English for effective expression demonstrates understanding of sounds and their meanings for appropriate use of words demonstrates understanding of familiar English words for effective communication demonstrates understanding of word meaning for correct usage |
B. Performance Standards | The Learner. . . Shares/express personal ideas, thoughts, actions, and feelings using familiar words participates actively in different oral activities manipulates skilfully the sounds in words to express meaning uses basic vocabulary to independently express ideas about personal, home, school and community experiences correctly uses familiar words in speaking activities | The Learner. . . Shares/express personal ideas, thoughts, actions, and feelings using familiar words participates actively in different oral activities manipulates skilfully the sounds in words to express meaning uses basic vocabulary to independently express ideas about personal, home, school and community experiences correctly uses familiar words in speaking activities | The Learner. . . Shares/express personal ideas, thoughts, actions, and feelings using familiar words participates actively in different oral activities manipulates skilfully the sounds in words to express meaning uses basic vocabulary to independently express ideas about personal, home, school and community experiences correctly uses familiar words in speaking activities | The Learner. . . Shares/express personal ideas, thoughts, actions, and feelings using familiar words participates actively in different oral activities manipulates skilfully the sounds in words to express meaning uses basic vocabulary to independently express ideas about personal, home, school and community experiences correctly uses familiar words in speaking activities | The Learner. . . Shares/express personal ideas, thoughts, actions, and feelings using familiar words participates actively in different oral activities manipulates skilfully the sounds in words to express meaning uses basic vocabulary to independently express ideas about personal, home, school and community experiences correctly uses familiar words in speaking activities |
C. Learning Competencies/ Objectives Write the LC for each | EN1PA-IVc-e-2.4 Supply rhyming words in response to spoken words EN1OL-IVa-j-1.3 Talk about pictures presented using appropriate local terminologies with ease and confidence EN1LC-IVa-j- 1.1 Listen to short stories/poems | EN1LC-IVa-j- 1.1 Listen to short stories/poems and Infer the character feelings and traits Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more | EN1OL-IIIa-j- 1.1 Listen to short stories/poems and identify cause and/or effect of events | EN1G-IVa-e-3.4 Recognize common action words in stories listened to | EN1G-IVa-e-3.4 Recognize common describing words in stories listened to |
II. CONTENT | |||||
III. LEARNING RESOURCES | |||||
A. References | |||||
1. Teacher’s Guide pages | 242-245 | 245-248 | 248-250 | 251-253 | 253-255 |
2. Learner’s Materials pages | 80 | 81 | 82 | 83 | 84 |
3. Textbook pages | |||||
B. Other Learning Resources | |||||
IV. PROCEDURES | |||||
A. Reviewing previous lesson or presenting the new lesson | Introduce the poem : “Little things” have the pupils recites the poem. Let them choose the words from the list that rhyme. | Let pupils recite the poem: “little things”. Posts a new words on the board Let the pupils choose words from the list that rhyme with the highlighted words in the poem. - | Introduce the poem: “ if all the world were paper”. Posts words on the board Allow pupils to choose words from the list that rhyme. | Let the pupils recite the poem “TREES” -encourage pupils to choose the list of words that rhymes. | Introduce the song” bingo” Post a the lyrics of the song on the board. Encourage each pupil to list a words that rhymes. |
B. Establishing a purpose for the lesson | Teacher: Today, you will listen to a story entitled” a day in the market” and to recognize the rhyming words. | Teacher: Today, you will listen a second part of a story and to identify the adjective in a sentence. | Teacher: Today , you are expected to recognize the cause and effect of the events. | Teacher: Today, you are going to identify the action words. | Teacher: Today, we will review the concept of adjective or a describing words. |
C. Presenting examples/instances of the new lesson | Uses a picture to tell the story “a day in the market” Posting each picture | Teacher posts picture on the board Pupils will answer the questions and have an sharing experiences. (pls. refer to TG on page ) | Teacher posts picture on the board. Pupils answer the questions about the picture and talk about it. | Teacher posts a picture on the board. (pls. refer to TG on page 252) pupils will answer the questions | Posts a picture on the board (pls. refer to TG on page 254 for picture ref.) have the pupils answer the questions |
D. Discussing new concept and practicing new skills #1 | Ask: what do you think is the story all about? Raising of motive questions. Encourage pupils to ask questions about what they want to know in the story. | Teacher asks the pupils to recall the events of the story that they heard. Ask some questions from the first part of the story. Encourage pupils to answer the question correctly. | Teacher asks pupils to give a summary of the second part of the story. | Teacher reviews on the concept of action words. Explain and discuss that like nouns and adjectives, action words also have names. (pls. refer to TG on page 252) | Teacher reviews the concept of adjectives. Posts some sentences from the story “ a day in the market” |
E. Discussing new concepts and practicing new skills #2 | The teacher reads the story to the pupils from pages 1 to 9 using predictive questions, to make reading interactive. Pause at some parts of the story to ask questions. | Teacher will continue to read the second part of the story pages 10-21 using predictive questions, to make reading interactive. Pause at some parts of the story to ask questions. | Teacher will continue t read the third part of the story from pages 22- 29 using predictive questions, to make reading interactive. Pause at some parts of the story to ask questions. | Posts sentences from the story “ a day in the market” on the board. Teacher read first the sentences Let pupils read the sentences together (sentences is in the TG on page 252) | Have the pupils rad the sentences given |
F. Developing mastery (Leads to formative assessment) | Read the story again together with the pupils. Ask comprehension questions about the story. | Read the story again together with the pupils. Ask comprehension questions about the story. | Read the story again together with the pupils. | Call each pupil to point out the verbs in the sentences. | Call by pair to underline the adjectives in the given sentences. Encourage each pair to do the task. |
G. Finding practical/ application of concepts and skills in daily living | Call pupils to answer the questions posted on the board. (pls. refer to TG on page 244) | Encourage each pupil to answer the questions. | Ask comprehension questions about the story (pls. refer to TG) | Encourage each pupil to participate the discussion. | Group activity: Divide the class into 3 groups. Each group will make 2 sentences and they must underline the adjectives on their given sentences. Have each group posts their work on the board. |
H. Making generalizations and abstractions about the lesson | Asks questions about the second part of the story. Teacher write the new words on the board. Teacher unlocks the meaning of the new words in the story. | Ask: -what is the story all about? -what lesson did you learn from the story? | Ask: What is action words? How do you identify verbs in the sentences? | Ask: How do you identify adjectives? | |
I.Evaluating Learning | Draw a line to match rhyming words. (pls. refer to LM on page 80) | Circle the correct answer in the box. (pls. refer to LM on page 81) | Draw a line to match each cause with the correct effect. (pls. refer to LM on page 82) | Circle the correct action word for each picture. (pls. refer to LM on page 83) | Draw a line to match each picture with the correct describing word. (pls. refer to LM on page 84) |
J. Additional activities for application or remediation | Asks pupils to draw a picture of the market in their community. | share the second part of the story to their families. | retell the last part of the story to their families. | Write two verbs in your notebook. | Write two adjectives in your notebook. |
V. REMARKS | |||||
VI. REFLECTION | |||||
A.No. of learners who earned 80% in the evaluation | ___ of Learners who earned 80% above | ___ of Learners who earned 80% above | ___ of Learners who earned 80% above | ___ of Learners who earned 80% above | ___ of Learners who earned 80% above |
B.No. of learners who require additional activities for remediation who scored below 80% | ___ of Learners who require additional activities for remediation | ___ of Learners who require additional activities for remediation | ___ of Learners who require additional activities for remediation | ___ of Learners who require additional activities for remediation | ___ of Learners who require additional activities for remediation |
C. Did the remedial lessons work? No. of learners who have caught up with the lesson | ___Yes ___No ____ of Learners who caught up the lesson | ___Yes ___No ____ of Learners who caught up the lesson | ___Yes ___No ____ of Learners who caught up the lesson | ___Yes ___No ____ of Learners who caught up the lesson | ___Yes ___No ____ of Learners who caught up the lesson |
D. No. of learners who continue to require remediation | ___ of Learners who continue to require remediation | ___ of Learners who continue to require remediation | ___ of Learners who continue to require remediation | ___ of Learners who continue to require remediation | ___ of Learners who continue to require remediation |
E. Which of my teaching strategies worked well? Why did these work? | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks |
F. What difficulties did I encounter which my principal or supervisor can help me solve? | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition |
G. What innovation or localized materials did I use/discover which I wish to share with other teachers? | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks |
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