School Grade Level 1

DAILY LESSON LOG

Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 1 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards Identify root sounds and different Arabic phonemes:
B. Performance Standards
C. Learning Bilabial; Labio-dental; Inter-dental; Dental; Alveolar; Velarized; Alveo-palatal; Palatal; Velar; Uvular;
Competencies/Objectives Pharyngeal & Glottal
Write for the LC code for each
II. CONTENT: Bilabial Consonants Labio-dental Consonants Inter-Dental Consonants

III. LEARNING RESOURCES

A. References Al-Logatol Arabia (textbook for Grade 1) Al0Logatol Arabia (textbook for Grade 1) Al-logatol Arabia (textbook for Grade 1

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages pp. 40-48 pp. 49-52 pp. 53-58

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE

A. Review previous lesson or Call some pupils to give their names by The teacher will show the letter of labio- The teacher relate the previous lesson to
presenting the new lesson asking: Ma Ismoka/ Ma ismoki? Kam dental and give its sounds. The teacher the present lesson
Omroka / omroki? will ask the children to repeat the sounds
several times.

B. Establishing a purpose for Let the pupils sing the Huruful-Hijaiyyah Sing with the pupils the Arabic Alphabet The children asks the class to sing the
the lesson (Arabic Alphabet) (Arabic alphabet) together with the
teacher
C. Presenting Have the pupils listen to the sound and Ask the pupils to identify the Inter-Dental The teacher voices the sound of the
examples/instances of the new ask them if they recognize the sound. letters, as the teacher read it in proper different letter with short vowels.
lesson articulation

D. Discussing new concepts Discuss how bilabial consonants are The teacher will discussing on how to Apply TPR method of teaching
and practicing new skills #1 pronounced and let the pupils practice identify or read the following letters with
producing the sounds. the proper articulation

E. Discussing new concepts Group the pupils into two. Have each Divides the class into two groups; First Group activity:
and practicing new skills #2 group take turns in producing and will presents a letter, while the other will
identifying the letters shown by the read it. (Teacher will observe the First group will present a letter, while the
teacher. learners) other will read it

F. Developing mastery Call pupils to form dyads. Have each one Activity through Peter -Paul method of The teacher will ask two participants to
take turns in producing and identifying the teaching form a Dyad.
letters.

G. Finding practical For you to familiarize these four letters, Always sing the Arabic alphabet, even The position of the symbols in the letters
applications of concepts and you should read it repeatedly, even when though when you are at your respective determines the sound
skills in daily living you are at your respective homes. homes

H. Making generalizations and Randomly, the teacher will point to a How do you read the following letters The teacher asks three or more pupils to
abstractions about the lesson letter and learners are expected to voice (show flash card of Arabic letters one by share what they learned from the lesson
out the sound corresponding to that letter. one

I. Evaluating learning Trainor will pronounce the root sound of Let the pupils pronounce and identify the The teacher show flashcards of words
every letter. Then, the pupils will write letters of labio-dental, connect them with with picture, then the pupils write the
down the corresponding letter for that other letters to form a word. missing word
sound.

J. Additional activities for Writing on the air the bilabial consonants Paper pencil activity, the pupils will write The teacher asks the class to trace on
application or remediation together with the pupils. the corresponding letter say by the the air the inter-dental consonants
teacher

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?
 School Grade Level 1
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 2 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards Identify root sounds and different Arabic phonemes:
B. Performance
Standards Bilabial; Labio-dental; Inter-dental; Dental; Alveolar; Velarized; Alveo-palatal; Palatal; Velar; Uvular;
C. Learning Pharyngeal & Glottal
Competencies/Objectives
Write for the LC code for
each
II. CONTENT: Dental Consonants Alveolar Consonants Velarized Consonants

III. LEARNING
RESOURCES
A. References Al-Logatol Arabia (textbook for Grade 1) Al-Logatol Arabia (textbook for Grade 1) Al-Logatol Arabia (textbook for Grade 1)

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages pp. 49-52 pp. 59-68 pp. 69-74

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE

A. Review previous Ask the pupils to identify or point out the The teacher relate the previous lesson to Ask the pupils if they are familiar with the
lesson or presenting the letters from the Arabic alphabet , that the present lesson sound that they have heared
new lesson sounds similar to what they had heard

B. Establishing a purpose The teacher asks the class to sing the Sing with the pupils the Arabic alphabet Let the pupils sing the Huruful-Hijaiyyah
for the lesson

C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
Arabic Alphabet
Let the pupils listen and identify the
sound it is combined with different short
vowels
The teacher will teach the learners how to Teach the learners on how to identify and
pronounce the Dental-consonant letters
in proper articulation
Group activity:
First group will present a letter, while the
other will read it.
Activity through Peter Paul method of
teaching
The position of the symbols in the letters
determines the sound
How do you read the following letters
(show flash cards of Arabic letters one by
one
Let the pupils pronounce and write the
letters of dental, connect them with other
letters in a word and associated the
connected letters
Teacher will ask the pupils to identify
letters they found difficult to pronounce.
The teacher voices the sound of the
different letter with short vowels
pronounce the following letters with proper
articulation
Group activity:
First group will read the letter and then, the
second group will write it
Activity through Peter Paul method of
teaching
Without the symbols of the letter you
cannot determines the sound
The teacher asks two or more pupils to
share what they learned from the lesson
The pupils will complete the boxes by
copying letter of alveolar consonants
The pupils will write the symbols of short
vowels in every letter
(Arabic Alphabet)
Ask the students what are the letters from alif
up to ya
Teach the pupils the correct pronunciation of
the following root letters
Group activity:
First group will present a letter, while the
other will read it
The teacher will ask two participants to form
a Dyad. First, one will voice out a sound,
while the other identifies the letter
corresponding to that sound.
For you to familiarize these four letters, you
should read it repeatedly, even when you are
at your respective homes.
Randomly, the teacher will point a letter and
learners will voice out the root sound
corresponding to that letter.
Trainor will pronounce the root sound of
every letter. Then, the pupils will write down
the corresponding letter to that sound
Writing on the air the bilabial consonants
together with the pupils.
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?
 School Grade Level 1
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 3 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards Identify root sounds and different Arabic phonemes:
B. Performance
Standards Bilabial; Labio-dental; Inter-dental; Dental; Alveolar; Velarized; Alveo-palatal; Palatal; Velar; Uvular;
C. Learning Pharyngeal & Glottal
Competencies/Objectives
Write for the LC code for
each
II. CONTENT: Alveo-Palatal consonants palatal Consonants Velar Consonants

III. LEARNING
RESOURCES
A. References Al-Logatol Arabia (textbook for Grade 1) Al-Logatol Arabia (textbook for Grade 1) Al-Logatol Arabia (textbook for Grade 1)

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages pp. 75-78 pp. 79-80 pp.81-86

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE

A. Review previous The teacher will show the letter of labio- The teacher relate the previous lesson to Ask the pupils to identify or point out the
lesson or presenting the dental and give its sounds. The teacher the present lesson letters from the Arabic alphabet , that sounds
new lesson will ask the children to repeat the sounds similar to what they have heard
several times.

B. Establishing a purpose Sing with the pupils the Arabic Alphabet The children will sing a song (Arabic Let the pupils sing the Huruful-Hijaiyyah
for the lesson

C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
Let the pupils listen and identify the
sound with the different short vowels. The
teacher will use the flip chart.
Listen to the trainer as she/he
pronounces the root sound of every letter
First will presents a letter, while the other
will read it. This will be repeated until all
learners have participated
Activity through Peter Paul method of
teaching
Always sing the Arabic alphabet, even
though when you are at your respective
homes
How do you read the following letters
(show flash card of Arabic letters one by
one
Let the pupils pronounce and write the
letters of labio-dental, connect them with
other letters in a word and associate the
connected letters
Paper pencil activity, the pupils will write
the corresponding letter say by the
teacher
alphabet) together with the teacher
The teacher voices the sound of the
different letter with short vowels.
The teacher will teach the pupils the proper
root sound of every letters
Group activity:
First group will present a letter, while the
other will read it
The teacher will ask two participants to
form a Dyad.
The position of the symbols in the letters
determines the sound
The teacher asks three or more pupils to
share what they learned from the lesson
The teacher show a flashcards of words
with picture, then the pupils write the
missing word
Ask the pupils to follow the teacher writing
on the air the following letteres
Ask the learners what letters from the Arabic
Alphabet they can identify
Teach the learners the proper pronunciation
of the velar- consonant letters
Group activity: Randomly..
First group will present a letter, while the
other will read it
Activity through Peter Paul method of
teaching
The position of the symbols in the letters
determines the sound.
-give time to reading at your respective home
How do you read the following letters (show
flash cards of Arabic letters one by one
Let the pupils pronounce and write the letters
of dental, connect to other letters.
Paper pencil activity, the pupils will write the
corresponding letter say by the teacher
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?
 School Grade Level 1
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 4 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards Identify root sounds and different Arabic phonemes:
B. Performance Standards
C. Learning Bilabial; Labio-dental; Inter-dental; Dental; Alveolar; Velarized; Alveo-palatal; Palatal; Velar; Uvular;
Competencies/Objectives Pharyngeal & Glottal
Write for the LC code for each
II. CONTENT: uvular Consonants pharyngeal Consonants glottal consonants

III. LEARNING RESOURCES

A. References Al-Logatol Arabia (textbook for Al-Logatol Arabia (textbook for Grade 1) Al-Logatol Arabia (textbook for Grade 1)
Grade 1)

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages pp. 87-88 pp.89-92 pp. 92-93

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE

A. Review previous lesson or The teacher relate the previous Ask the pupils if they are familiar with the The teacher will show the letter of labio-
presenting the new lesson lesson to the present lesson sound that they have heard dental and give its sounds. The teacher will
ask the children to repeat the sounds several
times.

B. Establishing a purpose for Sing with the pupils the Arabic Let the pupils sing the Huruful-Hijaiyyah Sing with the pupils the Arabic Alphabet
the lesson alphabet (Arabic Alphabet)
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
The teacher voices the sound of the
different letter with short vowels
The teacher will teach the learners
the proper root sound of the
following letters
Group activity:
First group will read the letter and
then, the second group will write it
Activity through Peter Paul method
of teaching
Without the symbols of the letter
you cannot determines the sound.
-Build ones vocabulary
The teacher asks two or more
pupils to share what they learned
from the lesson
The pupils will complete the boxes
by copying letter of alveolar
consonants
The pupils will write the symbols of
short vowels in every letter
Ask the students, what are alif up to ya
Teacher will discussing the proper
articulation of the Pharyngeal and Glottal
consonant
Group activity:
First group will present a letter, while the
other will read it
The teacher will ask two participants to
form a Dyad. First, one will voice out a
sound, while the other identifies the letter
corresponding to that sound.
For you to familiarize these four letters, you
should read it repeatedly, even when you
are at your respective homes.
Randomly, the teacher will point a letter
and learners voice out the sound
corresponding to that letter.
Trainor will pronounce the root sound of
every letter. Then, the pupils will write down of labio-dental, connect them with other
the corresponding letter to that sound
Writing on the air the bilabial consonants
together with the pupils.
Let the pupils listen and identify the sound
that combined with the different short vowels.
The teacher will use the flip chart.
The teacher will teach the proper root sound
of the following root letters
Group activity:
First will presents a letter, while the other will
read it. This will be repeated until all learners
have participated
Activity through Peter Paul method of
teaching
Always sing the Arabic alphabet, even
though when you are at your respective
homes.
-Allah(s.w.t) obliged us to seek knowledge
How do you read the following letters (show
flash card of Arabic letters one by one
Let the pupils pronounce and write the letters
letters in a word and associate the connected
letters
Paper pencil activity, the pupils will write the
corresponding letter say by the teacher
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?
 School Grade Level 1
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 5 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning Produce the sound of letters in the Arabic alphabet with short and long vowels, Sukūn, Tashdīd, and Tanwīn
Competencies/Objectives
Write for the LC code for
each
II. CONTENT: Vowel sokun Tashdid Tanwin

III. LEARNING
RESOURCES
A. References Al-Logatol Arabia (textbook for Grade 1) Arabic Immersion (Teacher guide) Arabic Immersion (Teacher guide)

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages pp. 28-30 pp.99-102 pp. 95-98

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE

A. Review previous The teacher present the vowel sokun The teacher relate the previous lesson to The teacher relate the previous lesson to the
lesson or presenting the the present lesson present lesson
new lesson
B. Establishing a purpose The teacher present the pictures of The teacher present the pictures of tashdid The teacher present the pictures of tanwin
for the lesson symbol short vowels and vowel-less symbols. With an examples like (Allah) in symbols

C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
(sokun) of the Arabic alphabet
What can you say about the pictures of
symbols?
Teacher teach their pupils the proper
articulation of the vowel-less / Sokun
Peer groups; until all the learners have
participated
Apply TPR and Direct Reading Thinking
Activity
Always say (A E I O U)
-Always seek knowledge for you to learn
Fathah, Kasrah and Dammah are short
vowels while sokun is for vowel-less in
the Arabic alphabet
Teacher asks the pupils individually to
say the sound of sokun or short vowel-
less
Writing on the air the vowel sokun
together with the pupils
Arabic text
What can you say about the picture of the
symbol?
Teacher will produce some samples of
words with tashdid
Teacher produce flash cards written words
with tashdid. The learners will read the
letter with proper articulation. The teacher
should ensure that they read properly.
Apply DRTA (Direct Reading Thinking
Activity)
Always say Allahu Akbar-Allah in Arabic
text have tashdid
-remember seeking knowledge is obliged to
all people
Arabic words of Allah, Innah and Thummah
Call on several pupils to practicing writing
on the board the Arabic words
Writing on the air the tashdid together with
the pupils
What can you say about the the symbols of
tanwin? It is the same with tashdid?
Teacher will teach the three position and
proper sound of the tanwin
Group activity; Group the pupils into three
groups. Every group will produce at least
three samples of the three tanwin namely;
fatha, kasrah and dammah sokun
Apply cooperative learning
Study this at your own respective home
“Allah s.w.t will be pleased those people
always seek knowledge
How can you read the following words with
tanwin (Arabic form) Arabic words of
1. Mohammadan
2. Mohammadin
3. Mohammadon
Produce at least 2 words with tanwin of
fathah. Kasrah and dhammah
Writing on the air the tanwin together with the
pupils
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?
 School Grade Level 1
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 6 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards Name the Arabic alphabet in proper order
B. Performance Standards - By Singing & by using rhymes
C. Learning
Competencies/Objectives Repeat 2 to 3 syllable words for vocabulary building
Write for the LC code for each
Read and Pronounce the Arabic alphabet

II. CONTENT: Name the Arabic alphabet in proper Repeat 2 to 3 syllable words for Read and Pronounce the Arabic alphabet
order vocabulary building
 By Singing
 By using rhymes
III. LEARNING RESOURCES

A. References Al-Logatol Arabia 1 Al-Logatol Arabia ()Arabic Immersion)

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages pp. 97-99 pp.

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE

A. Review previous lesson or The teacher present the Arabic alphabet The teacher present the 2 to 3 syllables The teacher present the Arabic alphabet
presenting the new lesson words (Huruful hijaiyyah)

B. Establishing a purpose for The teacher sing a song “Huruful- The Trainor ask the pupils to read the 2 The pupils sing a song te Arabic alphabet
the lesson hijaiyyah) together with the pupils to 3 syllables words with IM’s to be flash together with the teacher
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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
What was the song all about?
Teacher teaches the pupils on how to
sing and rhymes
Each group will list down separately the
vowels from the Arabic alphabet then, the
consonants
Apply Y/T chart
Always sing the Arabic alphabet to
memorize it properly
Ask volunteer to recite the Arabic
alphabet
Write the Arabic alphabet in proper order
Sing the Arabic alphabet by individual, by
group and by whole class
What do you call the words with
composed of two letters and 3 letters?
Teacher facilitate the learners on how to
used and read the 2 to 3 syllables words
Teacher will discussing the 2-3 Syllable
words
Listening-Speaking Dyad. Organize the
class in pairs. One is assigned as a
listener and the other a speaker. The
Speaker voices out a syllable while the
listener identifies the voiced letters.
Apply Dyad method of teaching
Value the importance of learning
Produce at least 5-2 syllables words 5-3
syllables words
Oral Graded:
Based on the result of the group activity
KWL
What alphabet found in the song
The teacher read and pronounce the
Arabic alphabet
The teacher group the pupils into 3
groups and each group will write the
Arabic alphabet neatly.
Apply Dyad method of teaching
Who can read the names of the Arabic
alphabet?
We need to learn the Arabic alphabet
because is the words of Allah s.w.t
Complete the following alphabet
Writing on the Air the Arabic alphabet
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?
 School Grade Level 1
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK7 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards Read with comprehension 2-3 syllables words
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT: Read with comprehension 2-3 syllables Read with comprehension 2-3 syllables Read with comprehension 2-3 syllables
UNIT I -Come With Us to words words words
Spread Peace
III. LEARNING RESOURCES

A. References Al-Logatol Arabia (Textbook for Grade 1) Al-Logatol Arabia (Textbook for Grade 1) Al-Logatol Arabia (Textbook for Grade 1)

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages pp. 97-98 pp. 97-98 pp. 97-98

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE

A. Review previous lesson or The teacher present the lesson The teacher presents some words on a Ask the pupils to recall words learnt from
presenting the new lesson flashcard previous lesson

B. Establishing a purpose for The teacher read the 2-3 syllables words Ask the pupils if they know the words on Have the pupils read the words by pairs
the lesson and follow the pupils the board

C. Presenting What do you call the words with Show some pictures and ask the pupils to Present new words with 2-3 syllables in
examples/instances of the new composed of 2 letters and 3 letters find their corresponding names flashcards with their corresponding
lesson meaning
 D. Discussing new Ask them to read individually Have them read the words by group Ask them to read individually then by the
concepts and practicing whole group
new skills #1

E. Discussing new Read the following 2-3 syllable words Ask pupils to read individually and give Flash the cards and randomly ask the
concepts and practicing with comprehension the meaning of the words pupils the meaning of the words
new skills #2

F. Developing mastery Apply DRTA (Directed Reading Thinking Apply DRTA (Directed Reading Thinking Apply DRTA (Directed Reading Thinking
Activity) method Activity) method Activity) method

G. Finding practical Give time to read everyday Give time to read everyday Give time to read everyday
applications of concepts and
skills in daily living -Appreciate the value of reading -Appreciate the value of reading -Appreciate the value of reading

H. Making generalizations and Call a volunteer to read the following 2-3 Call a group to read the following 2-3 Call pupils to take turn in reading the 2-3
abstractions about the lesson syllable words syllable words syllable words

I. Evaluating learning Give the meaning of the following words Arrange the jumbled words Read the following words

J. Additional activities Apply KWL Apply KWL Apply KWL

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?
 School Grade Level 1
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 8 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards Trace and copy from right to left Straight lines, Slanting lines, Horizontal lines, Curves and Circular
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT: Trace and copy from right to left Straight Trace and copy from right to left Straight Trace and copy from right to left Straight
UNIT I -Come With Us to lines, Slanting lines, Horizontal lines, lines, Slanting lines, Horizontal lines, lines, Slanting lines, Horizontal lines,
Spread Peace Curves and Circular Curves and Circular Curves and Circular

III. LEARNING RESOURCES

A. References Al-logatol Arabia(Enriched curriculum for Al-logatol Arabia(Enriched curriculum for Al-logatol Arabia(Enriched curriculum for
private madaris) private madaris) private madaris)

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages pp.97 pp.97 pp.97

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE

A. Review previous lesson or The teacher present the new lesson The teacher present the new lesson The teacher present the new lesson
presenting the new lesson
B. Establishing a purpose for The teacher present a pictures of The teacher present a pictures of The teacher present a pictures of
the lesson different lines different lines different lines

C. Presenting What do you call the first picture shown to What do you call the first picture shown to What do you call the first picture shown to
examples/instances of the new you? you? you?
lesson
D. Discussing new concepts The teacher will discussing the different Individual activity Individual activity
and practicing new skills #1 forms of line

E. Discussing new concepts All learners should participate on how to All learners should participate on how to All learners should participate on how to
and practicing new skills #2 trace the different forms of lines trace the different forms of lines trace the different forms of lines

F. Developing mastery Written presentation learning strategy Written presentation learning strategy Written presentation learning strategy

G. Finding practical Appreciate the value of learning How did you find our lesson for today? How did you find our lesson for today?
applications of concepts and
skills in daily living -Always praise Allah s.w.t us our guide
everyday

H. Making generalizations and How to trace the different forms lines How to trace the different forms shapes? How to trace the different forms shapes?
abstractions about the lesson
I. Evaluating learning Copy the following different form of lines Copy the following different form of Copy the following different form of
shapes and write the Arabic names shapes and write the Arabic names

J. Additional activities for KWL KWL KWL

application or remediation
V. REMARKS Trace and copy from right to left Straight Trace and copy from right to left Straight Trace and copy from right to left Straight
lines, Slanting lines, Horizontal lines, lines, Slanting lines, Horizontal lines, lines, Slanting lines, Horizontal lines,
Curves and Circular Curves and Circular Curves and Circular

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?
 School Grade Level 1
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 9 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards Draw different shapes, trace and copy letters of the Arabic alphabet in manuscript
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT: Draw different shapes, trace and copy Draw different shapes, trace and copy Draw different shapes, trace and copy
letters of the Arabic alphabet in letters of the Arabic alphabet in letters of the Arabic alphabet in
manuscript manuscript manuscript

III. LEARNING RESOURCES

A. References Al-Logatol Arabia (Enriched curriculum Al-Logatol Arabia (Enriched curriculum Al-Logatol Arabia (Enriched curriculum
for private madaris) for private madaris) for private madaris)

1. Teacher’s Guide pages

2. Learner’s Materials
pages

3. Textbook pages pp. 97 pp. 97 pp. 97

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE

A. Review previous lesson or The teacher present the new lesson The teacher present the new lesson The teacher present the new lesson
presenting the new lesson

B. Establishing a purpose for The teacher shows a different form of The teacher show a different form of The teacher show a different form of
the lesson shapes shapes shapes
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
What are the different form of shapes? What are the different form of shapes? What are the different form of shapes?
Teacher will teach the pupils on how to Teacher will teach the pupils on how to Teacher will teach the pupils on how to
draw or write the different form of shape draw or write the different form of shape draw or write the different form of shape

E. Discussing new concepts All learners should participate to All learners should participate to All learners should participate to
and practicing new skills #2 draw the different form of shapes draw the different form of shapes draw the different form of shapes

F. Developing mastery Learning presentation learning strategy Learning presentation learning strategy Learning presentation learning strategy

G. Finding practical Appreciate the value of learning Appreciate the value of learning Appreciate the value of learning
applications of concepts and
skills in daily living -Always praise to Allah s.w.t -Always praise to Allah s.w.t -Always praise to Allah s.w.t

H. Making generalizations and How to trace the different form of How to trace the different form of How to trace the different form of
abstractions about the lesson shapes? shapes? shapes?

I. Evaluating learning Copy the different form of shape Copy the different form of shape Copy the different form of shape

J. Additional activities for KWL KWL KWL

application or remediation
V. REMARKS Draw a different shapes, trace and copy Draw a different shapes, trace and copy Draw a different shapes, trace and copy
letters of the Arabic alphabet in letters of the Arabic alphabet in letters of the Arabic alphabet in
manuscript manuscript manuscript

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?
 School Grade Level I
DAILY LESSON LOG
Teacher Learning Area ARABIC LANGUAGE 1
Teaching Dates and Quarter 3
Time

Q3 WEEK 10 DAY 1 DAY 2 DAY 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards Copy 2-3 syllables words and write own name in Arabic alpahet
C. Learning
Competencies/Objectives Trace and write Arabic alphabet manuscript and cursive forms
Write for the LC code for each
II. CONTENT: Trace and write Arabic alphabet Copy 2-3 syllables words and write own Copy 2-3 syllables words and write own
UNIT I -Come With Us to manuscript and cursive forms name in Arabic alpahet name in Arabic alpahet
Spread Peace
III. LEARNING RESOURCES

A. References Arabic Immersion(Teacher guide) Arabic Immersion(Training guide) Arabic Immersion(Training guide)

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages pp.107 pp. 97-98 pp. 97-98

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE

A. Review previous lesson or The teacher present the new lesson The teacher present the new lesson The teacher present the new lesson
presenting the new lesson
B. Establishing a purpose for Teacher ask the learners to recite the The teacher present a picture of “mother, The teacher present a picture of “mother,
the lesson Arabic alphabet father and a words of three syllable words father and a words of three syllable words

C. Presenting How many letters you encountered, it’s How can you read the words written How can you read the words written
examples/instances of the new hard to read/voice it out below the picture of a mother and father? below the picture of a mother and father?
lesson
D. Discussing new concepts Individual activity Individual activity Individual activity
and practicing new skills #1

E. Discussing new concepts Write the Arabic alphabet in manuscript Written presentation Written presentation
and practicing new skills #2 way

F. Developing mastery Flow charts Eight Square Learning Strategy Eight Square Learning Strategy

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
Is it easy to write the Arabic alphabet in Appreciation the value of learning Appreciation the value of learning
manuscript way?
Have you enjoying written in manuscript? The pupils will write down the following 2- The pupils will write down the following 2-
3 syllable words 3 syllable words

I. Evaluating learning Based on result of their work Write at least 3syllable words with short Write at least 3syllable words with short
vowels vowels

J. Additional activities for KWL Apply KWL Apply KWL

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?