SCHOOL GRADE LEVEL ONE

DAILY LESSON TEACHER LEARNING AREA ENGLISH

PLAN
TEACHING DATES AND TIME QUARTER FOURTH, WEEK 7

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards Listening Comprehension Oral Language
Demonstrates understanding of the elements of literary and informational texts for effective oral Demonstrates understanding of familiar words
expression. Communicate personal experiences ,ideas thoughts actions
and feelings
Oral Language
Demonstrates understanding of familiar words used to communicate personal experiences ideas Listening Comprehension
thoughts, actions and feelings Demonstrates understanding of the elements of literary and
informational text for effective oral expression

Grammar
Demonstrate understanding of concepts of noun and
adjectives for identification and description

B. Performance Standards Listening Comprehension Oral Language

Demonstrates understanding of story elements and text structures for effective oral expression Demonstrates understanding of story elements and text
structures for effective oral expression
Oral Language
Demonstrates understanding of story elements and text structures for effective oral expression Listening Comprehension
Correctly identifies elements of literary and informational texts
to aid meaning and understanding

Learning Competencies/Objective
(write the LC code for each)
Ask some simple questions
ENIOL-IVg1.17.2
Listen to narrative and
informational text or poem and
give one’s reaction to an event or
issue
ENILC-IVg-3.12
Ask some simple questions
ENIOL-IVg-1.17.2
Listen to a narrative and
informational text or poem
and give one’s reaction to an
event or issue
ENILC-IVg-3.12
Ask some simple questions
ENIOL-IVg-1.17.2
Listen to a narrative and
informational text or poem
and give one’s reaction to an
event or issue
ENILC-Ivg-3.12
Grammar
Correctly names of people ,objects ,places and things through
theme based activities
Ask some simple questions Ask some simple
ENIOL-IVg-1.17.2 questions
ENIOL-IVg-I.I7.2
Follow one to two step
directions Recognize
ENILC-IVg-3.6 describing words for people,
objects, things and places
Recognize describing words (color, shape, size, height,

Page 1 of 8

II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
DETAILS OF THE STORY DETAILS OF THE STORY
“TUTULILI” “TUTULILI”
pp.320-323 pp.323-324
p.104 p.105
IV. PROCEDURE
Recite the poem Introduces the poem “At the
“Clap Your Hands”. Zoo. Pupils recite the poem
and think of simple questions
Clap Your Hands about the poem.
Touch your toes At the Zoo
Turn around By William Makepeace
Put your finger on your nose Thackeray
Flap your arms
Jump up high First I saw the white bear,
Wiggle your fingers then I saw the black;
And reach for the sky. Then I saw the camel with a
hump upon his back;
Then I saw the grey wolf,
with mutton in his maw;
Then I saw the wombat
waddle in the straw;
Then I saw the elephant a
–waving of his trunk;
Then I saw the monkey
Page 2 of 8
DETAILS OF THE STORY
“TUTULILI”
pp.326-329
p.106
Introduces the poem, Wee
Willie Winkee. Pupils recite the
poem and then think of simple
questions about the poem.
Wee Willie Winkie
Wee Willie Winkie runs
through the town,
Upstairs and downstairs,
In his nightgown;
Rapping at the window,
Crying through the lock,
“Are the children are in their
beds?
Now it’s eight o’ clock”.
for people, objects, things, weight, length distance, etc.)
and places (color, shape, EN1G-IVg-5
size, height, weight, length,
distance, etc.)
EN1G-IVg-5
DESCRIBING WORDS ACTION WORDS
pp.329-331 pp.332-333
p.107 p.108
Teacher and pupils recite Teacher and pupils
the poem, recite the poem
“At the Zoo .” Pupils recite the
”Clap Your Hands.” poem and think of simple
questions about the poem.
“Clap Your Hands”
Clap Your Hands At the Zoo
Touch your toes By William Makepeace
Turn around Thackeray
Put your finger on your First I saw the white bear,
nose then I saw the black;
Flap your arms Then I saw the camel
Jump up high with a hump upon
Wiggle your fingers his back;
And reach for the sky. Then I saw the grey
wolf, with mutton in his maw;
Then I saw the wombat
waddle in the straw;
Then I saw the elephant a

B. Establishing a purpose for The teacher posts a picture on
the lesson the board and asks questions
about it.
Who is in the picture?
How do know that she is a fire
fighter?
C. Presenting Pupils pretend to be reporters
examples/instances of the and think of simple questions for reporters and think
new lesson
s-mercy ,how unpleasantly
they smell!
The teacher posts a picture
on the board and asks
questions
about it. . Does she help to keep us
What do you see in the
picture?
Who is in the picture?
How do you know that he is a
police officers?
Pupils pretend to be
Page 3 of 8
The teacher posts a
picture on the board
and asks questions
about it. .
What do you see in the
picture? Who is in the picture?
How does he help keep us
healthy?
If you were a reporter, What
are the questions that you will
ask him?
Pupils pretend to be reporters
and think of simple questions
–waving of his trunk;
Then I saw the monkeys
-mercy, how unpleasantly
they smell!
What are the adjectives in the
poem? Pupils underline the
Adjectives in the poem.
Read all the underline words or
adjectives.
The teacher posts a The teacher posts a
picture on the picture on the
board and asks questions board and ask questions
about it. about it?
What do you see in the
picture? What do you see in the picture?
Who is in the picture?
healthy? What is he doing?
Why is he doing that?
.
.
Pupils pretend to be Pupils pretend to be
reporters and think reporters and think

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to formative assessment)
the person in the picture.
Ask them to share and compare
their answer to their seatmates,
and present their work.
Pre-reading of the read aloud
story ;TUTULILI
Teacher shows the cover of the
book in class and asks questions
about it .Pupils study the cover
and answer questions about it.
During reading activities
Teacher reads pages 4-11 of the
book.
of simple questions
for the person in the picture.
Ask them to share
and compare their
answer to their
seatmates ,and
present their work.
Pre-reading activities
Asks the pupils to recall the
first part of the story.
TUTULILI
During Reading Activities
Teacher reads pages 12-25
of the book.
Page 4 of 8
for the person in the picture.
Ask them to share and
compare their answer to their
seatmates, and present their
work.
Pre-reading activities
Teacher asks the pupils to
retell the second part of the
story.
TUTULILI
During Reading Activities
Teacher reads pages 26-31 of
the book.
of simple questions for the
person in the picture.
Ask them to share and
compare their answer
to their seatmates ,and
present their work.
Teacher gives description of
a picture and asks the pupils
to draw the picture on their
notebooks.
Asks pupils to work in
pairs and do the same
activity.
of simple questions for
the person in the picture.
Ask them to share
and compare their
answer to their seatmates
,and present their work.
Tell the pupils that the action
done by the boy in the picture
Is an action words or a verb.
Teacher divides the
class into two groups
.Each group
will choose representatives
who will act out a
given situation.
The groupmates of the
representatives will guess
what the action or
description is. The time
limit is one minute.
If The group did not
get the right answer
when the time runs out,
the other group has
a chance to guess.
The group who guesses the
correct answer will get
a point.
Charades:
Brushing your teeth
strong
running
small
Charade game.

G. Finding practical/applications
of concepts and skills in
daily living
Pupils listen and answer
questions about the story.
The teacher explains the
meanings of difficult words in the
story using gestures, facial
expressions, picture, etc.
Teacher writes the new words on
the board.
Ask the pupils if they enjoy
reading the story
. Asks some questions about the
.Answer the questions
Who are the characters of the
story?
Where are they now?.
If there is still time, ask pupils to
copy the new words in their note
books.
Pupils listen and
answer question
about the story.
The teacher explain
s the meanings of
difficult words in the
story using gestures,
facial expressions,
pictures, etc.
Teacher writes the new
words on the board.
Ask the pupils to answer
the following questions.
What do you see in the
picture?
Where is Epoy?
Who are with him?
Where is Lili ?
What is she doing?
Page 5 of 8
Pupils listen and answer
question about the story.
The teacher explains the
meanings of difficult words in
the story using gestures, facial
expressions, pictures, etc.
Teacher writes the new words
on the board.
After Reading Activities
story. Pupils answer the
teacher’s questions.
Who are the characters of the
story?
Teacher reads the direction.
1. Draw a big circle.
2. Draw two small triangles
on top of the circle. One on
the right part one on the
left part.
3Draw two circles inside the
upper part of big circles
4. Draw a small circle in the
lower middle of the two
circles.
5. Draw three slanting lines
on the right side of the big
circle and another three
lines on the left side of the
big circle.
6. Draw a line under the
small circle in the middle of
the big circle. Are you done
with your work? Show your
work with your seatmates
.Is your work the same with
your seatmate?
What is the mystery
picture?
It is a cat. How did you draw
the picture? Pupils recall

H. Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
REMEMBER
In listening to a story we should
know the important details of the
story
Answer the following questions.
1.Who is inside Epoy’s ear? Circle
the correct name .
A .Lili B .Lulu
2. What does she say? Write the
answer inside the speech balloon.
REMEMBER
In listening to a story we
should know the important
details of the story
Color all the animals in the
picture.
Page 6 of 8
the instructions.
.
Teacher posts the
instructions on the board
and reads them.What are
the adjectives used in the
instructions.
Underline the adjectives
In the instructions . Let us
Read again the uderline
words or the adjectives.
Now try the activity by
yourselves.Work with a
partner. One will give the
description while the other
one will draw.
REMEMBER REMEMBER REMEMBER
In listening to a story we Adjectives are words that Verbs are words that
should know the important describes people, object, shows action
details of the story things, and places.(color,
shapes, size, height
Length, distance weight,
etc)
Draw a line to match the Color all the adjectives Listen to your teacher as
pictures with the correct inside .Then draw a line to he or she reads each sentence.
action words. Draw a line to match the
small big
sentences with the pictures.
high healthy
1.Karen eats nutritious
bird brave
food.
round Long
2. I take a bath every day.
fat pretty
3. Obet brushes his
teeth after eating after
connect these words. eating
 Pour shiver flap touch

J .Additional activities for
application or remediation
Asks the pupils to retell the first
part of the story to their families.
Asks the pupils to
retell the second part
of the story to their families.
Asks the pupils to retell the
whole story to their families.
Asks the pupils to show
their cat drawings to their
family members. Then ask
them to do the activity with
their sisters or brothers.

V.REMARKS

VI.REFLECTION
A. No. of learners who earned
80% of the formative assessment
B .No. of learners who require
additional activities to
remediation
C. Did the remedial lessons work?
No. of learners who have caught

Page 7 of 8
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
material did I use/discover which I
wish to share with other
teachers?

Page 8 of 8