DAILY LESSON LOG

Name of Teacher: MICHELLE S. VENDERO

Grade / Year: __Four_________________________
_____________________________________________
Subject: ________English 4_____
2015___________________________________

Learning Activity / Topic:

Date:

__August 17-21

MONDAY
August 17,2015
Competency/ies:
Note
details
from
news
reports/selections listened to
Answer wh-uestions based on
news
reports/selections
listened to/read
CODE: ENLC-Iib-3

TUESDAY
August 18,2015
Competency/ies:
Realize the value of staying
together as a family especially
in times of difficulties.
Identify the different elements
of a story
CODE: EN4RC-IIa-1

WEDNESDAY
August 19,2015
Competency/ies:
Identify words with affixes
CODE: EN4V-IIb-2 / EN4RC-IIb-2

THURSDAY
August 20,2015
Competency/ies:
Use with its antecedents
CODE: EN4G-Ii-9

FRIDAY
August 21,2015
Competency/ies:
Appreciate the different shapes of
things around
Classify related words, ideas,
concepts according to certain
characteristics and similarities
CODE: EN4SS-IIb-2

Lesson/s:
Making a Difference

Lesson/s:
Making a Difference

Lesson/s:
Making a Difference

Lesson/s:
Making a Difference

Lesson/s:
Making a Difference

References:

References:

References:

References:

References:

TG p. 127-129
LM p. 120-124

TG p. 129-132
LM p. 124-126

TG p. 132-133
LM p. 127-129

TG p. 133-134
LM p. 129-131

TG p. 134-135
LM p. 132-135

Procedure

Procedure

Procedure

Procedure

Procedure

A. Pre-reading Activities
Ask the pupils to sing the song, If
All the Little Raindrops.
If All the Little Raindrops
If all the little raindrops were
lemon drops and gum drops
Oh, what a rain it will be.
Ill stand outside with my mouth
open-wide
Ah-ah-a-a-ah-ah-a-ah
Oh, what a rain it will be!
Repeat 2x
Ask: What is the song about?
What is the wish of the child in the
song?
If you were the child, would you
make the same wish? Why or why
not?
1. Unlocking of Difficulties
Call pupils to read the sentences
and try to guess the meaning of
the
underlined words based on context
clues.
Philippines Atmospheric
Geophysical and Astronomical
Services
Administration (PAGASA)
The Philippines Atmospheric
Geophysical and Astronomical
Services
Administration (PAGASA)
announced that there will be
strong winds and heavy
rains starting at 2:00 oclock this
afternoon until tomorrow evening
in Luzon area.
Ask: Have you heard of the
government office called PAGASA?
What is
the work of people in PAGASA?
a. suspension
According to the weather

A. Pre-reading activities
Drill:
typhoon storm bus terminal muddy
journey roofless lifeless
sealed supply destroyed
1. Unlocking of difficult words
Unlock the words using pictures
and context clues. Show each
picture and
match it with the word as the story
is read to the class. Present the
following
words in flash cards or paper
strips: journey, bus terminal,
typhoon,
storm, roofless, destroyed,
muddy, lifeless, sealed, supply.
a. Journey
Gretel, Beth, and Grace are going
on a journey to the city to visit
grandmother.
Say: Where are they going? What
do you do when you go on a
journey?
130
Have you been to a journey?
b. bus terminal
They waited for the bus at the bus
terminal. Rain was starting to fall
when the bus arrived.
Say: Have you been to a bus
terminal? Describe it.
c. typhoon and storm
PAG-ASA said a typhoon has just
entered the country. The storm will
bring rains and strong winds the
whole day. The driver was
unwilling to
go. Use the word web for the word
typhoon.
Say: What comes to mind when
you hear the word typhoon? How
is it

1. Presentation
Have children read the following
sentences:
1. No, dont pick it up, Mylene.
Its unsafe, warned Father.
2. The children were unwilling to
let go of the jar.
3. All around they saw roofless
houses and buildings destroyed by
the
typhoon.
4. Lifeless bodies of men,
women, children, and animals
were scattered
along the way.
Ask pupils to read the highlighted
word in the sentence.
Say: Can you separate these
words into parts? How many parts
will you
have? What are these parts?
unsafe = un + safe
unwilling = un + willing
roofless = roof + less
lifeless = life + less
2. Teaching/Modelling
Say: What are the root words of
each word in the sentences?
(clean,
willing, roof, life)
What happens to the meaning of
the words when the words un- and
-less were added?
133
Teaching Chart
Affixes are words added to a
root word that changes the
meaning
of the root word. There are affixes
added at the beginning of the
word. There are also affixes added
at the end of the word.
The words un and less are

1. Introduction
Say: Do you know where bugs
live? What do you call their
homes?
Refer to LM, Read and Learn, Bugs
at Home.
Comprehension Questions:
a. According to the selection, what
do you call the home of a tick, an
ant, and a bee? (rock/anthill/hive)
b. Do they need these homes?
Why? Why not? (their homes keep
them safe)
2. Presentation
Group the pupils into 4 groups.
Assign one (1) stanza of the poem
for each
group. Encircle the personal
pronouns in the stanza. Then
connect the
personal pronoun with the noun it
refers to or replaces.
134
Group 1 : (tick/tock he/his)
Group 2 : (ant/Jill she/her)
Group 3 : (family of bees/Clive
their)
Group 4 : (reader of poem you;
author of poem me; family
Clive, Jim & Jill they)
3. Teaching/Modelling
Personal pronouns are used to
replace nouns in sentences. The
words
being replaced are called
antecedents.
When do we use the personal
pronoun he, she, it, and they?
Teaching Chart
Antecedents are nouns that are
replaced by pronouns in
sentences.
Personal pronouns should agree

Appreciate the different shapes of

things around
Classify related words, ideas, concepts
according to certain characteristics and
similarities
1. Unlocking of Words
Using pictures, call pupil-volunteers to
read the sentences. Call selected
pupils to read the highlighted words.
Show the pictures of the highlighted
words. Let pupils talk about what they
know of these things.
135
Say: Do you know what a ___ is? Have
you seen one of these? Describe.
1. I only have a quarter to buy my
snacks today. (illus of a US quarter
coin)
2. Tony brought his checker board for
our game today.(illus)
3. My godmother from the U.S. gave me
a dollar bill. (illus)
4. A musical triangle was used to
create additional sound to the musical
background. (illus of the musical
instrument )
2. Motivation
What shapes of things do you see
around?
Name the object and its shape.
3. Motive Question
What shapes of things are given in the
poem?
A. Reading of the Poem
Model reading of the poem. Then call
pupil-volunteers to read one stanza
each of the poem. Reading of the poem
can also be done in dyads, triads,
or groups after individual oral reading of
volunteers.
Refer to LM - Read and Learn, The
Shape of Things by Melsh Goldish.
Comprehension Questions:

observations made by PAG-ASA,

kindergarten
and elementary grades pupils will
not go to school because there is a
suspension of classes.
Say: What does suspension of
classes mean? Why do you think
suspension of classes is needed?
b. typhoon
The typhoon will bring with it
strong winds and heavy rains in
the city
and will cause floods in low areas.
Say: What do you expect to see
when there is a typhoon? What
could
happen during typhoons?
128
c. danger zone
All those in the danger zones are
requested to go to the nearest
evacuation areas. The typhoon can
cause flood, landslides and may
uproot trees due to the strong
winds.
Say: What could happen to people
in the danger zones? What should
you do if you live in danger zones
and a typhoon is coming?
d. coastal areas
People in the coastal areas are on
the alert because of the strong
waves of the seas.
Say: Can you think of coastal
areas? Have you been to these
places?
What do you see in coastal areas?
Are they danger zones during
typhoons? Why?
2. Motivation
Ask: Do you listen to news
reports?
What kind of news do you listen
to? Why?

different from a storm? Why was

the driver unwilling to go?
..
.
typhoon
d. roofless and destroyed
He said the wind was so strong
that many houses he saw along
the
way were roofless. The wind blew
off the roofs and destroyed the
houses.
Say: What happened to the
houses? Why?
e. muddy
When the rain stopped, the bus
left for the city. The road was
muddy.
Say: How would a muddy road
look like? Why?
f. lifeless
Beth bought sandwiches from a
vendor. But she did not buy any
because she saw a lifeless fly in
one of the sandwiches.
Say: How would you describe a
something lifeless?
g. sealed and supply
She was sure it was not safe to eat
it. Anyway, they have some sealed
biscuits their food supply for the
trip.
Say: Why are some foods sealed?
Do you bring food when you
travel?
Why or why not?
2. Motivation
Do you prepare for a typhoon?
Why? Why not?
What happens during a typhoon?
Why?
131
3. Motive Question
Let the pupils complete the KWL

affixes. They have meanings.

The affix un- means not.
The affix less means without
or none.
Group Activity:
Divide the class into 5-6 groups.
Let each group think of at least
four (4)
words with the affix un- and -less.
Let them give the meaning of the
word
and then use the words in a
sentence.
Example:
shirtless without shirt or not
wearing shirt or no shirt
Pedro was shirtless because his
shirt is wet.
unlucky not lucky
We were unlucky today because
we did not win any game.
3. Guided Practice
Refer to LM, Try and Learn.
4. Independent Practice
Refer to LM, Do and Learn.

with their antecedents in number

and gender.
Masculine he (singular ), they
(plural)
Feminine - she, (singular ), they
(plural)
Neutral it (singular), they
(plural)
4. Guided Practice
Refer to LM, Do and Learn
Answers: They, they, they, she, it
Activity: Divide the class into 5
groups. Each group chooses an
animal
(or an insect). Talk about the
animals home. Write at least 5
things about
the animal and its home following
the paragraph guide below: Let
them
prepare to present the group
output.
5. Independent Practice
Refer to LM, Learn Some More.
Note: introduce the word swarm
to mean a group of bees.

1. What shapes of things are mentioned

in the poem? Name the objects
that have each of the shapes (e.g. circle
/ round a quarter coin, a
wheel, moon, bottle cap, etc).
2. What shape do you like most? Why?
3. Are shapes of things important? Why
or why not?
1. Teaching/Modelling
Group Activity:
Group the pupils into five groups.
Assign one stanza per group. Fill the
chart below. Be prepared to present
output. (Refer to LM - Try and
Learn)
Say: According to the poem, what
things are shaped like a circle, a square,
a rectangle, a triangle? How are the
things in each stanza classified?
Teaching Chart
To classify is to arrange or sort things
into groups according to
their similarities and characteristics.
2. Guided Practice
Read the paragraphs on LM, Do and
Learn. Classify the underlined words
into two groups. Give a name to each
group.
3. Independent Practice
Refer to LM, Learn Some More

3. Motive Question
What does the weather news tell
us?
Where can we get the weather
news?
Listening to a News Report
Refer to LM, Listen and Learn
Note: (The news item can be
recorded and played for the pupils.
However,
the teacher can read the news
report herself or practice a pupil to
read it to the class)
Comprehension Questions: Answer
the questions in LM, Talk About It.
Skill Development: Retelling
News Report
1. Presentation
Present the telephone conversation
in LM, Try and Learn to the class.
Call
pupil-volunteers to read the
dialogue.
Comprehension Check: Answer the
questions in LM, Talk About It.
2. Teaching/Modelling
Ask: What things should you
remember when listening to a
news report?
What question should you ask
yourself to check whether you got
the
important details from the news
report?
If you are to re-tell or restate
information to someone, what
details
should you include?
129
Teaching Points
Retelling information correctly
from what you have read or
listened to is an important skill to
learn.

chart.
What I Know What I Want
to Know What I Learned
about a typhoon
Say: This is a story about a
typhoon that hit the city in 2013.
What happened
during the typhoon in Tacloban?
B. During Reading Activities
Interactive reading of the story Jar
of Lollipops
Refer to LM for the complete story
of A Jar of Lollipops.
The following questions can be
asked to check comprehension of
pupils
during the reading activity:
1. What is the name of the
typhoon that hit the city? Describe
it.
2. What happened to the city?
3. Where did the family go?
4. What did they see while walking
to the bus terminal?
5. How did the children feel while
on their journey? Why?
6. What did they find on the
muddy street?
7. Why did the children beg to
keep the jar of lollipops?
8. What happened when the family
reached the bus terminal?
9. What did Aling Gloria do with
the jar of lollipops?
10. Why did Aling Gloria share the
lollipops with others at the
terminal?
If you were, Aling Gloria would you
do the same? Why or why not?
Enrichment Activities:
Differentiated group activity:
Divide the class into seven (7)
groups.
Prepare the task cards for each

 When re-telling news reports

remember to include answers
to wh- questions: who, what,
where, when, why, and how.
3. Guided Practice
Read or listen once more to the
news report on typhoon Pablo. List
the
important details from the news
report. Write your answers on the
line.
Refer to LM, Find Out and Learn
Call pupil volunteers to retell/restate the news item using the
information
they have written.
4. Independent Practice
Read the following news report and
note the important details by
answering
the wh-questions.
Refer to LM, Do and Learn
Refer to LM, Learn Some More
Think-Pair-Share
1. Form dyads.
2. Each one will think of a news
item he/she may share with his/her
partner.
3. Come up with a dialogue by
which retelling of the news item is
demonstrated.
4. Be ready for a one-minute
presentation of the output.

group.
Group 1 : Make a story map. Talk
about the setting, characters,
and the plot of the story.
Group 2 : Get to know the family.
Make a character
map of the each member of the
family.
Describe each of the members
based on what they said
or did in the story.
Group 3 : Setting Map. Make a
setting map to show the journey of
the family from the house to the
bus terminal. Talk about
the time and the places described
in the story.
Group 4 : Lost and Found.
Dramatize the part where the jar
of
lollipops appears in the story. Say
something about the
jar of lollipops.
Group 5 : We made it! Make a
drawing of the place that the
family
is going to as they ride the bus.
Describe it.
Group 6 : Thank You Letter. Who
will the children in the story thank
for their safety? Write letter/s to
thank them.
Group 7 : Alert! Alert! Make a chart
of what to do:
132
Before a typhoon During a typhoon
After a typhoon
Comprehension Questions:
1. What is the story about? Group
1 will show us.
2. What kind of a family does the
story show us? Group 2 will tell us.
3. Where is the family going? Why?
Group 3 will tell us.

4. What kind of journey did the

family take?
5. How did the jar of lollipops help
the family? (Group 4 will show us.)
6. Why did the family ride a bus
away from the city? (Group 5 will
tell us.)
7. How did the family stay safe?
What did they do? (Group 6 will tell
us.)
8. How can we find out if a
typhoon is coming??
9. Can we prepare for the coming
of typhoons? (Group 7 will tell us
how)
Enrichment Activity: Refer to LM,
Learn Some More

Remarks / No. of learners with mastery:

Remarks / No. of learners with mastery:

Remarks / No. of learners with mastery:

Remarks / No. of learners with mastery:

Remarks / No. of learners with mastery: