School: Grade Level: I

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: Area: ENGLISH
Teaching Dates
and Time: January 30 February 3, 2017 (WEEK 2) Quarter: 4TH Quarter

MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
I. OBJECTIVES

A. Content Standard
The Learner. . .
demonstrates understanding of sounds and their meanings for appropriate use of words

demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings

demonstrates understanding of familiar English words for effective communication

demonstrates understanding of the elements of literary and informational texts for effective oral expression
The Learner. . .
demonstrates understanding of sounds and their meanings for appropriate use of words

demonstrates understanding of familiar English words for effective communication

demonstrates understanding of the elements of literary and informational texts for effective oral expression

demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings

The Learner. . .
demonstrates understanding of familiar words used to communicate personal experiences, ideas, thoughts, actions, and feelings

demonstrates understanding of word meaning for correct usage

The Learner. . .
demonstrates understanding of word meaning for correct usage
 demonstrates understanding of familiar literary forms and concept of words in English for effective expression

demonstrates understanding of sounds and sound patterns for production of words

The Learner. . .
demonstrates understanding of word meaning for correct usage

demonstrates understanding of familiar literary forms and concept of words in English for effective expression

demonstrates understanding of sounds and sound patterns for production of words

B. Performance Standard
The Learner. . .
manipulates skillfully the sounds in words to express meaning

Shares/express personal ideas, thoughts, actions, and feelings using familiar words

uses basic vocabulary to independently express ideas about personal, home, school and community experiences

uses elements of literary and informational texts to sufficiently extend meaning and understanding
The Learner. . .
manipulates skillfully the sounds in words to express meaning

uses basic vocabulary to independently express ideas about personal, home, school and community experiences

uses elements of literary and informational texts to sufficiently extend meaning and understanding

Shares/express personal ideas, thoughts, actions, and feelings using familiar words

The Learner. . .
Shares/express personal ideas, thoughts, actions, and feelings using familiar words

correctly uses familiar words in speaking activities

The Learner. . .
correctly uses familiar words in speaking activities

participates actively in different oral activities

manipulates skillfully the speech sounds through simple meaningful guided conversations

The Learner. . .
correctly uses familiar words in speaking activities

participates actively in different oral activities

 manipulates skillfully the speech sounds through simple meaningful guided conversations

C. Learning Competency/Objective
EN1PA-IVa-b-2.3
Distinguish rhyming words from non-rhyming words
EN1OL-IVa-j-1.3.1
Talk about stories heard, when and where it took place, the characters, some important details of the story
EN1V-IVa-e-3
Sort and classify familiar words into basic categories (colors, shapes, foods, etc)
EN1LC-IIIa-j- 1.1
Listen to short stories/poems and retell a story listened to
give the correct sequence of three events
EN1PA-IVa-b-2.3
Distinguish rhyming words from non-rhyming words
EN1V-IVa-e-3
Sort and classify familiar words into basic categories (colors, shapes, foods, etc)
EN1LC-IIIa-j- 1.1
Listen to short stories/poems and retell a story listened to give the correct sequence of three events
EN1OL-IVa-j-1.3.1
Talk about stories heard, when and where it took place, the characters, some important details of the story
Use action words and describing words when retelling and/or describing what happened in a story*
*Basa-added objective
EN1PA-IVa-b-2.3
Distinguish rhyming words from non-rhyming words
EN1OL-IVa-j-1.3.1
Talk about stories heard, when and where it took place, the characters, some important details of the story EN1V-IVa-e-3
Sort and classify familiar words into basic categories (colors, shapes, foods, etc)
EN1G-IVf-j-5 Adjectives: Recognize describing words for people, objects, things, and places (color, shape, size, height, weight, length, distance, etc.)

EN1PA-IVa-b-2.3
Distinguish rhyming words from non-rhyming words
EN1OL-IVa-j-1.3.1
Talk about stories heard, when and where it took place, the characters, some important details of the story
EN1V-IVa-e-3
Sort and classify familiar words into basic categories (colors, shapes, foods, etc)
EN1G-IVf-j-5
Adjectives: Recognize describing words for people, objects, things, and places (color, shape, size, height, weight, length, distance, etc.)

EN1PA-IVa-b-2.3
Distinguish rhyming words from non-rhyming words
EN1OL-IVa-j-1.3.1
Talk about stories heard, when and where it took place, the characters, some important details of the story
EN1V-IVa-e-3
Sort and classify familiar words into basic categories (colors, shapes, foods, etc)
EN1G-IVf-j-5
 Adjectives: Recognize describing words for people, objects, things, and places (color, shape, size, height, weight, length, distance, etc.)

II. CONTENT
Action Words

III. LEARNING RESOURCES

A. References

1. Teachers Guide pages

32-34
34-37
37-39
40-41
42-
2. Learners Materials pages

67

3. Textbook pages

4. Additional Materials from Learning Resource (LR)portal

B. Other Learning Resource

 IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Teacher Introduce a Poem
Boys and Girls Come Out to Play

Teacher Introduce a Poem

Boys and Girls Come Out to Play

Teacher introduces the poem, The Caterpillar, in class. Pupils recite the rhyme and point out the rhyming and non-rhyming words in it.
Teacher introduces the poem, If All the World Were Paper, in class. Pupils recite the poem, and point out the rhyming and non-rhyming words in it.
Teacher introduces the poem Trees in class. Pupils recite the pome and point out the rhyming and non-rhyming words in it.

B. Establishing a purpose for the lesson

SHARING INFORMATION
Teacher posts a picture on the board and asks questions about it. Pupils answer the teachers questions and talk about the picture with their seatmates.

What do you see in the picture? What are they doing? Do you think they will be able to get the kitten out under the pile of wood? How do you think they will do that? Have
you worked with others before? What did you do? Were you able to do it well? Do you like working in a group? Why?
SHARING INFORMATION
Teacher shows a picture and asks the pupils questions about it. Pupils answer the teachers questions and talk about the picture.

What do you see in the picture?

Are you like the boy in the picture?
Do you also show respect to your elders? Tell your seatmate how you show respect to your grandparents and older relatives.
SHARING INFORMATION
Teacher asks pupils to recall news about people showing kindness to others that they have seen on the television or heard on the radio. Pupils retell the news to their
seatmates.

SHARING INFORMATION
Teacher posts a picture on the board and asks questions about it. Pupils answer questions about it and share their experiences similar to the situation shown in the picture.
Thats right. He or she is a pulubi or a beggar. Have you seen someone like him or her in your neighborhood? What does he or she look like? Do you know what happened
to him or her? Why is he or she on the streets? Has anyone tried to help him or her? I want you to tell your seatmate about the pulubi or beggar in your neighborhood. If
there is no pulubi or beggar in your neighborhood, think of things you can do to help a beggar.
SHARING INFORMATION
Teacher posts a picture and asks questions about it. Pupils answer the questions and talk about it.

What do you see in the picture? What are they doing? What are they giving those people? Why do you think they are helping them? How would you describe those people
(referring to the volunteers)? How do you show kindness to others? Have you done something good for someone? What is it?
C. Presenting examples/Instances of the new lesson
WORD GROUPS
Teacher posts a graphic organizer and a list of words on the board. He or she reads the words. Pupils listen and then group the words according to the given categories.

This week, we will learn new words and practice grouping them. I posted a table on the board where we will write words that belong to the same group. Listen as I read the
words. I will read them twice. When I read the words again, I want you to say each one after me.
WORD GROUPS
Teacher reviews the pupils on the words they learned from the previous day.
Teacher posts a new graphic organizer and pictures with labels on the board. He or she points at the pictures, reads each label, and asks pupils to say and spell the names
of the pictures. Pupils group the words according to the given category.

Can you still remember the group to which those words belong?
Today, we are going to learn a new set of words. We are also going to group them. I posted a graphic organizer on the board. What do you think our category is today?
(Colors)
WORD GROUPS
Teacher reviews with the pupils the words they learned the previous day. He or she, then, posts a graphic organizer on the board and a list of words. Pupils group the words
in the list according to the given category.

WORD GROUPS
Teacher reviews the pupils on the words they learned from the previous day.
Teacher posts a graphic organizer and a list of words on the board. He or she reads the words on the board and asks the pupils to say and spell each one. Then, pupils
group the words according to the given categories.

WORD GROUPS
Teacher reviews with the pupils the words they learned the previous day.
Teacher posts a graphic organizer and a word list on the board. Pupils group the words according to the given category.
D. Discussing new concepts and practicing new skills # 1
RETELLING OF READ ALOUD STORY: ARROZ CALDO NI LOLO WALDO (LOLO WALDOS ARROZ CALDO)
Teacher divides the class into groups. He or she gives pupils two sets of puzzle pieces. Pupils arrange the puzzle pieces to form pictures showing the events of the story.
Teacher distributes manila papers where pupils will paste their pictures.
Today, we are going to play with puzzles. I will divide the class into groups. Each group will get sets of puzzle pieces. You have to arrange the puzzle pieces and form
pictures. Later, we will talk about the pictures that you formed.
The groups will work on the following: (Pictures from the book will be used for this activity.)
Group 1 works on puzzles 1 and 2. Puzzle 1 shows the picture on pages 2-3, while puzzle 2 shows the picture on pages 6-7.
Group 2 works on puzzles 3 and 4. Puzzle 3 shows the picture on pages 8-9, while puzzle 4 shows the picture on pages 12-13.
Group 3 works on puzzles 5 and 6. Puzzle 5 shows the picture on pages 14-15, while puzzle 6 shows the picture on 16-17.
Group 4 works on puzzles 7 and 8. Puzzle 7 shows pictures on pages 18-19, while puzzle 7 shows the picture on 20-21.
Group 5 works on puzzle 9. Puzzle 9 shows the picture on pages 22-23.
RETELLING OF READ ALOUD STORY: ARROZ CALDO NI LOLO WALDO (LOLO WALDOS ARROZ CALDO)
Teacher returns the pictures to the pupils. Pupils use the pictures to retell the events of the stor y

Teacher and pupils review describing words. Then, teacher explains that describing words are called adjectives. Pupils give examples of adjectives in Mother Tongue,
Filipino, and English.

Write examples of food that are familiar to the pupils.

E. Discussing new concepts and practicing new skills # 2

What are the pictures that you formed?
How were you able to form the pictures?
What did you do?
Paste your pictures on the manila papers I gave you earlier, and pass them to me. Tomorrow, we are going to talk about them.
Presntation of 3ach group.

Teacher posts pictures of a person, an animal, a thing, and a place with labels, and a list of adjectives on the board. Pupils work in pairs and match the adjectives with the
pictures.
Trees
By: Sarah Coleridge
The Oak is called the king of trees,
The Aspen quivers in the breeze,
The Poplar grows up straight and tall,
The Peach tree spreads along the wall,
The Sycamore gives pleasant shade,
The Willow droops in watery glade,
The Fir tree useful in timber gives,
The Beech amid the forest lives.

F. Developing mastery
(leads to Formative Assessment 3)
The pictures you formed show the events of the story we read last week.
NOTE
Observe if pupils are using action words and describing words. If they arent, encourage them to use action words and describing words when they retell the story.

G. Finding practical application of concepts and skills in daily living

Paste your pictures on the manila papers I gave you earlier, and pass them to me. Tomorrow, we are going to talk about them.
Encircle the action words then box the describing words.
beautiful run long kind tall
big wide thin fat
Teacher posts simple sentences on the board. Pupils identify the adjectives in the sentences, and determine if the adjectives describe a person, a thing, an animal, or a
place.
Teacher says: I have a list of sentences on the board. Listen while I read them. Then, tell me the nouns and adjectives in the sentences.
a. The puppy (insert a picture of the animal) is small.
b. The banana (show pupils the real fruit) is yellow.
c. The pencil (show the real object) is long.
d. The chicken (insert a picture of the animal) is fat.
e. Bonita (insert a picture of a girl) is pretty.
f. The house (insert a picture of a mansion) is big.
g. The fields (insert picture of rice fields) are wide.
h. Harry (insert a picture of man carrying a box) is strong.

H. Making generalizations and abstractions about the lesson

Pair-Share:
Ask each pair to share their answers earlier in WORD GROUPS
What are the action words from the story?
How about describing words?
What is an action words?
What is describing words?
 Can you remember what we said about describing words? What are they? When do we use them? Can you give some examples of describing words? Do you know that
there is another way to call a describing word? A describing word is also called an adjective.

I. Evaluating learning
Connect the pictures to their names.
door
ring
clock
roof
box
cone
book
television
Ask the pupils to answer the activity on LM pp. 67.
Bring cut out pictures of a person, a place a thing and an animal from old magazines and paste them in your notebook.

Directions: Listen as the teacher reads the phrases on the board. Point out the adjectives in each one and the naming words they describe.
a. beautiful Jessica
f. old house
b. small mouse
g. happy Paolo
c. heavy bag h. green fields
d. fat goat i. red dress e. tall mountains j. yellow ball
J. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?